ATM 493/693 Applied Arctic Climate Problems (3 Credits), Spring 2017
This is a cross disiplinary class that is being co-taught by a climate scientist and policy expert. The class will delve into what it takes to create scientific information and make it useful for society. It is a project based class and requires group work with students with varied backgrounds and stages of training. We hope to attract both undergraduate and graduate students majoring in climate science, all sciences, policy, communication, social science and even graphic artists (to help with communicating across disciplines). We aim to teach you the skills that you can use to solve interdisciplinary problems. We have planned two projects, one in fire weather and the other in marine mammals. There is flexibility in the projects depending on the students who take the class. So take a risk and come try something a bit different!
Applied Arctic Climate Problems: From
Science to Actionable Policy
ATM 493/693 (3 credits)
University of Alaska Fairbanks
Spring 2017 (Jan.-May. 2017)
Time: T-Th 2:00-3:30, Location: Murie Room 105
Course Syllabus Final, pdf here
Lead Instructor: Dr. Uma Bhatt, Atmospheric
Sciences, 315 IARC, Phone: 474-2662, usbhatt@alaska.edu, office
hours TH 11:15-noon or by appointment
Participating Faculty: The interdisciplinary nature of this class requires expertise in
disciplines other than climate variability. To ensure that sufficient depth of material is available to students, other
faculty will contribute to this course.
Dr. Kaja Brix, NOAA/UAF Affiliate Faculty, co-teach and provide expertise
on policy implementation.
Dr. Amy Lovecraft, Professor of Political Science, guest
lecture and provide expertise on policy development.
Dr. Sarah Trainor, Asst. Professor of Natural Resources,
guest lecture and provide expertise on the stakeholder engagement process.
Meeting time and location: Course meets 3 hours per week:
Course Description: This class will cover the process by which
climate research transitions to applications. This course will focus on 2-3 topical
subjects, which will teach the student to translate climate information to
actionable information for stakeholders. The course projects will teach the
practical application of this process but will be grounded in theoretical
underpinnings so that the overall process can be applied to any climate topic.
Course Prerequisites: Graduate standing in Natural Sciences, Social Sciences or
instructor’s permission.
Course Objectives: Students
will gain an understanding of climate prediction and how this can be used in
management planning.
Instructional / Teaching Methods: This is a lecture/discussion course with mixed
activities. Discussion sessions require summary and discussion of assigned
readings from the current scientific/policy literature.
Required Texts (2 for policy and 1 for climate) :
- Deborah Stone, The Policy Paradox
- Eugene Bardach, A practical guide to policy analysis.
- 2016, Next
Generation Earth System Prediction: Strategies for Subseasonal to Seasonal
Forecasts, 350 pages
ISBN 978-0-309-38880-1 | DOI: 10.17226/21873 ,
available for free download at: http://www.nap.edu/download/21873.
Other Useful Texts and Materials:
·
2011, North by 2020: Perspectives on Alaska’s
Changing Social-Ecological Systems, Eds. A.Lovecraft & H. Eicken
·
The Arctic Climate System (Cambridge Atmospheric and Space Science Series)
·
University
of the Arctic BCS 311: Land and Environments of the Circumpolar World Module 7:
Climate Change, Developed by R
Boone and US Bhatt, download from my web page at:
http://www2.gi.alaska.edu/~bhatt/publications/BCS311Boone_Bhatt_2013.pdf.
·
IPCC
Report: Climate Change 2007: The Scientific Basis,
downloadable from the www for free. This is a good reference if you are looking
for some specific information.
·
Weather
Climate and Society, American Meteorological Society Journal
Numerous climate books are on
reserve at the Geophysical Institute Library in the Akasofu Building (ground floor
level).
Policy Specific Readings
·
Class
6: C. Wright Mills. 1959. The Sociological Imagination (one
chapter), Lewis Mumford. 1967. The Myth of the Machine. The Pentagon of Power-
Epilogue: The Advancement of Life. (epilogue only)
·
Class
7: Charles E. Lindblom. 1959. “The Science of "Muddling Through". Public
Administration Review, Vol. 19, No. 2. (Spring, 1959), pp. 79-88. Deborah
Stone. 2011. The Policy Paradox.
·
Class
13: Eugene Bardach. 2011. A practical guide to policy analysis: the eight-fold
guide to more effective problem solving.
Coarse Goals: Students will learn about
the process of taking research results to actionable science through the study
of theory and with practical activities.
Student Learning Outcomes: Students
who are successful in this class will learn these things:
·
They will gain a basic understanding
of the strengths, weaknesses, and applicability of seasonal climate
forecasting.
·
They will gain a basic understanding
of how to create robust forecast products that are useful for stakeholders
through the process of co-production of information.
·
Students will understand policy
needs and the policy process.
·
Students will become familiar with
the overall process of how climate science is moved to the policy realm.
By the end of this class, students
will:
·
Be able to read and understand climate
science literature written for the broader audience.
·
Be able to read and understand
climate impacts policy literature written for the broader audience.
·
Be able to critically discuss
current Arctic climate-change management issues.
·
Apply concepts from this class to research
as both undergraduates and graduate students.
Instructional Methods and Course Plan: There will be 1.5-hour meetings on Tuesday and
Thursday. The time will be broken up into lectures, discussion, and activities.
There will be regular short quizzes, reading assignments, writing assignments, midterm
exam, and a final project.
Detailed Course Calendar: (Instructor keeps the option to alter
this plan)
Week
|
Date
|
Class topic
|
Week 1
|
(1/17/2017) Tuesday
|
Class 1: Introduction and basic climate of Arctic
|
(1/19/2017) Thursday
|
Class 2: Basic climate of Arctic
|
|
Week 2
|
(1/24/2017)
Tuesday
|
Class 3: Sea ice from climate forecasts to
impacts
|
(1/26/2017) Thursday
|
Class 4: Climate variability and change in Alaska
|
|
Week 3
|
(1/31/2017)
Tuesday
|
Class 5: Climate data needs
|
(2/2/2017) Thursday
|
Class 6: Locating ourselves within society (Dr.
Brix)
|
|
Week 4
|
(2/7/2017)
Tuesday
|
Class7: Policy process theory (Dr. Brix)
|
(2/9/2017) Thursday
|
Class 8: Arctic governance (Dr. Lovecraft)
|
|
Week 5
|
(2/14/2017)
Tuesday
|
Class 9: Seasonal
climate forecasts
|
(2/16/2017) Thursday
|
Class 10: The
policy process (Dr. Brix)
|
|
Week 6
|
(2/21/2017)
Tuesday
|
Class 11: Use-inspired science (Dr.
S. Trainor)
|
(2/23/2017) Thursday
|
Class 12: Fire weather
|
|
Week 7
|
(2/28/2017) Tuesday
|
Class 13: Setting yourself up
for success – how to examine your own issue in a policy context (Dr.
Brix)
|
(3/2/2017) Thursday
|
Class 14: Climate processes causing coastal
erosion
|
|
Week 8
|
(3/7/2017)
Tuesday
|
Class 15: Climate Drivers relevant for Marine
Mammals
|
(3/9/2017) Thursday
|
Class 16: Midterm Exam
|
|
SPRING
BREAK WEEK March 13-17, 2017
|
||
Week 9
|
(3/21/2017)
Tuesday
|
Class 17: Climate projections for the Arctic
(long-term forecasts)
|
(3/23/2017) Thursday
|
Class 18: Co-production of knowledge - with
specific application to climate science (Dr. S. Trainor)
|
|
Week 10
|
(3/28/2017)
Tuesday
|
Class 19: Geoengineering solutions for climate change
|
(3/30/2017) Thursday
|
Class 20: Geoengineering policy
|
|
Week 11
|
(4/4/2017)
Tuesday
|
Class 21: Arctic climate change and consequences
for security policy
|
(4/6/2017) Thursday
|
Class 22: Arctic climate change impacts on food
security
|
|
Week 12
|
(4/11/2017)
Tuesday
|
Class 23: Arctic climate change impacts on human
health
|
(4/13/2017) Thursday
|
Class 24: NOAA Climate Services (Mr. R. Thoman
NOAA/NWS)
|
|
Week 13
|
(4/18/2017)
Tuesday
|
Class 25: Arctic climate change impacts on water
security
|
(4/20/2017) Thursday
|
Class 26: Brief public presentations of final
project
|
|
Week 14
|
(4/25/2017)
Tuesday
|
Class 27: Final Student Presentations
– Topic 1
|
(4/27/2017) Thursday
|
Class 28: Final Student Presentations–
Topic 2
|
|
Finals
|
(First
week May 2017)
|
Class 30: Final Student Presentations–
Topic 3
|
Grading (693) Scheme Exams, Assignments and Grading
Component
|
Percent of Total Grade
|
Semester long evaluation
activities
|
|
Class participation
|
10%
|
Homework
|
15%
|
Quizzes
|
15%
|
Single event evaluation activities
|
|
Exam 1 (March, 2017)
|
25%
|
Semester
Project (May 2017)
|
35%
|
Component
|
Percent of Total Grade
|
Semester long evaluation
activities
|
|
Class participation
|
10%
|
Homework
|
15%
|
Quizzes
|
15%
|
Single event evaluation activities
|
|
Exam 1 (March, 2017)
|
30%
|
Semester
Project (May 2017)
|
30%
|
GRADUATE versus UNDERGRAD EXPECTATIONS
AND GRADING
1)
There will be a 2-tier exam structure in which
graduate students will be tested on basic lecture material, but will have an
additional in-class exam component. Graduate exams will be graded with
different rubric and with the expectation of a deeper understanding of the
material.
2)
A deeper understanding of material is expected from
ATM693 than ATM493 students and will be reflected in the grading of
assignments, homework and presentations.
3)
Semester project expectations are listed below
under project details.
4)
Graduate students are expected to integrate course
material into their research and/or contribute perspectives related to their
research in the course discussions.
Course grades will
be assigned as indicated at the table below. Course %’s are for THIS course
only and may vary with different instructors. Grade point values are indicated
on the table as well. Please see “Academics and Regulations” section of UAF 2016-2017
Catalogue.
Grade % GP
A+ 100-97 4.0, A 96-92 4.0, A- 91-90 3.7
B+ 89-87 3.3, B 86-82 3.0, B- 81-80 2.7
C+ 79-77 2.3, C 76-72 2.0, C- 71-70 1.7
D+ 69-67 1.3, D 66-62 1.0, D- 61-60 0.7
Grade Expectations: All grades are determined on an absolute score as above
(with no curve) In general, grades will reflect the following about your class
performance:
A = 90-100 percent: outstanding work, mastery of topic
B = 80-89 percent: above average work, all assignments completed well
C = 70-79 percent: average, all or most assignments completed, most work
satisfactory
D = 60-69 percent: pass, unsatisfactory or missing work
F = less than 60 percent: failure to meet requirements of course
Support and
Disabilities Services: The UAF Office of Disability Services
implements the Americans with Disabilities Act (ADA), and insures that UAF
students have equal access to the campus and course materials. The course
instructors will work with the Office of Disabilities Services to provide
reasonable accommodation to students with disabilities. Please notify the
instructor of any special needs.
Course
Policy: Class attendance and participation are essential.
Please be on time so we can make the most of the time spent in class. Please
manage your time so you can meet class deadlines, which will be set well in
advance. Please communicate with me if you will need to miss class or if you
can not meet a deadline so we can discuss the options.
Plagiarism etc: Plagiarism and cheating are matters of serious
concern for students and academic institutions. The UAF Honor Code (or Student
Code of Conduct) defines academic standards expected at the University of
Alaska Fairbanks, which will be followed in this class. (Taken from the UAF
plagiarism web site, which has many links with good information about this
topic).
Semester Project Details
Deadlines
for Project
- Week 3: Choose team project and meet with other group members, begin prepare
outline
- Week 5:
Project outline revised and begin task list planning
- Week 6-9:
Weekly progress updates on your assignment for the project
- Week 10: Provide
presentation outline, revise within a week if necessary
- Week 14:
Go over presentation with instructor during week before presentation:
Implement suggestions by end of week 14.
- Week 15:
Give Presentations. Submit project report.
Tentative Project Topics (will depend on
number of students in class and their area of interest)
1.
Wildland
Fire (Team 1)
2.
Marine
Mammals (Team 2)
3.
Coastal
Erosion (Team 3)
Project Requirements
1.
Prepare and present your project results as a team.
2. Write
a project report as a team.
Expectations of Graduate Level
Students for Project
- In addition to the expectations
listed for the undergraduates, graduate students are expected to mentor
the undergraduates.
Public presentations
Week 13 (April 2017): This will be a set of brief (10 minutes) presentations based on the content of your final projects. These talks will be at an open on-campus venue and aimed at the broader university audience. This is your chance to practice communicating with a broader audience on you topic. We have made this a public event so others may come and learn from your presentations. This will contribute to your homework grade