Harnessing background knowledge for e-learning recommendation.

The growing availability of good quality, learning-focused content on the Web makes it an excellent source of resources for e-learning systems. However, learners can find it hard to retrieve material well-aligned with their learning goals because of the difficulty in assembling effective keyword searches due to both an inherent lack of domain knowledge, and the unfamiliar vocabulary often employed by domain experts. We take a step towards bridging this semantic gap by introducing a novel method that automatically creates custom background knowledge in the form of a set of rich concepts related to the selected learning domain. Further, we develop a hybrid approach that allows the background knowledge to influence retrieval in the recommendation of new learning materials by leveraging the vocabulary associated with our discovered concepts in the representation process. We evaluate the effectiveness of our approach on a dataset of Machine Learning and Data Mining papers and show it to outperform the benchmark methods. This paper has won the Donald Michie Memorial Award for Best Technical Paper at AI-2016

Harnessing Wastewater for Renewable Energy (2013-2)

This case study explores the options for using wastewater to produce renewable energy in the context of a public wastewater treatment plant. It provides an opportunity for students to synthesize knowledge from resource economics, engineering, environmental science, agriculture, and public policy to develop a transdisciplinary approach to a socio-environmental issue. The case is designed for upper division undergraduate courses in resource economics or environmental engineering, but several modifications are provided graduate course applications. Students assume the role of a newly hired analyst at a consulting firm in Washington, DC, that specializes in renewable energy solutions. They are charged with proposing a system that uses wastewater to produce energy, while accounting for multiple constraints across disciplines. Students are provided with economic, political, environmental, and engineering data on four different solid waste disposal options and work in small groups to develop a proposed solution that balances these factors. They present and justify their suggested solutions in small-group presentations, and the case concludes with an instructor-led discussion of the relevant considerations

Outcome Evaluation of the work of the CGIAR Research Program on Water, Land and Ecosystems (WLE) on soil and water management in Ethiopia

In 2019, the CGIAR Research Program on Water, Land and Ecosystems (WLE) Leadership chose to evaluate WLE’s work in Ethiopia as one of its countries where it has had most success. The objectives of the evaluation are: To determine how and in what ways WLE contributed to the achievement of intended/unintended outcomes; Based on the findings of the evaluation, make recommendations of how WLE (and its partners) can become more effective in supporting soil and water management in Ethiopia; To serve as a participatory learning experience for WLE and its partners. This report describes the evaluation process, findings, conclusions and recommendations

Beginning at the End: Reimagining the Dissertation Committee, Reimagining Careers

In this article, we forward a perspective on interdisciplinarity and diversity that reconsiders the notion of expertise in order to unstick discussions of graduate education reform that have been at an impasse for some fortyfive years. As research problems have become increasingly complex so has demand for scholars who specialize narrowly within a discipline and who understand the importance of contributions from other disciplines. In light of this, we reimagine the dissertation committee as a group of diverse participants from within and beyond the academy who contribute their knowledge and skills to train the next generation of scholars and researchers to be members of interdisciplinary teams. Graduate students, then, are not expected to be interdisciplinary themselves, but to work in interdisciplinary and diverse teams to discover new insights on their research areas and to prepare for careers interacting with a range of academic and non-academic stakeholders