An Assessment of Exposure to Pollution by Recreational Users of The Anacostia Watershed: Project Recreate

The Anacostia River, a tributary of the Chesapeake Bay, is highly contaminated with raw sewage, heavy metals, oil and grease, trash, pathogens, excessive sediments and organic chemicals. Many people use this river on a regular basis for recreational purposes, including kayaking, canoeing, rowing and sport fishing. The contaminants in the river potentially pose threats to human health for recreational users. While there has been some study of the exposure to subsistence fishers in this region there is currently little information available on the risks faced by recreational users. This work gathered pilot data on recreational users with the purpose of assessing any associated exposure risks to contaminants. The high levels of contamination in the Anacostia River and the popularity of recreation makes this an important public health issue. This study is the first to combine an evaluation of risk and risk perception for the recreational population of the Anacostia River

The Impact of Private Drinking Water Wells and Animal Feeding Operations on the Incidence of Acute Gastroenteritis in Maryland: A Mixed Methods Approach

More than 44.5 million people in the United States (approximately 14% of the population) rely on private domestic wells as their primary source of drinking water. The water quality of private wells is not regulated at the state or federal level, leaving homeowners with wells responsible for the safety of their water. Meanwhile, each year, an estimated 48 million people in the U.S. are sickened, 128,000 are hospitalized, and 3,000 die of gastrointestinal (GI) illnesses caused by microorganisms that are typically transmitted through contaminated food. Given that the potential of private wells as a non-foodborne transmission pathway for these microorganisms is not well understood, my dissertation evaluated these relationships, as well as characterized the quality of private well water in Maryland. My objectives were to: 1.) Investigate the water quality of private wells in Maryland and the effect of animal feeding operations on this water quality using fecal indicator bacteria; 2.) Investigate associations between the prevalence of private wells and the incidence of campylobacteriosis in Maryland at the zip code level using data from the FoodNet active surveillance System; and 3.) Investigate associations between the prevalence of private wells and the incidence of salmonellosis in Maryland at the zip code level using FoodNet data. My findings demonstrated that 43.2% of private wells tested in Maryland did not meet at least one federal health-based drinking water standard. Additionally, my data showed that the prevalence of private wells in Maryland is a risk factor for the incidence of campylobacteriosis and salmonellosis in the coastal counties of the state. The presence of broiler chicken operations in a zip code is also a risk factor for campylobacteriosis and salmonellosis in coastal counties. These findings provide evidence for the strengthening of private well water regulations and for improving education and outreach to private well owners on proper maintenance and testing for their wells

Experiential Graduate Course Prepares Transdisciplinary Future Leaders to Innovate at the Food-Energy-Water Nexus

Food, energy and water (FEW) systems are critically stressed worldwide. These challenges require transformative science, engineering and policy solutions. However, cross-cutting solutions can only arise through transdisciplinary training of our future science and policy leaders. The University of Maryland Global STEWARDS National Science Foundation Research Traineeship seeks to meet these needs. This study assessed a foundational component of the program: a novel, experiential course focused on transdisciplinary training and communication skills. We drew on data from the first two offerings of the course and utilized a mixed-method, multi-informant evaluation that included validated pre–post surveys, individual interviews and focus groups. Paired Mann–Whitney–Wilcoxon tests were used to compare pre- and post-means. After the course, students reported improvements in their ability to identify strengths and weaknesses of multiple FEW nexus disciplines; articulate interplays between FEW systems at multiple scales; explain to peers the most important aspects of their research; and collaborate with scientists outside their field. Students also reported improvements in their oral and written communication skills, along with their ability to critically review others’ work. Our findings demonstrate that this graduate course can serve as an effective model to develop transdisciplinary researchers and communicators through cutting edge, experiential curricular approaches

Experiential Graduate Course Prepares Transdisciplinary Future Leaders to Innovate at the Food-Energy-Water Nexus

Food, energy and water (FEW) systems are critically stressed worldwide. These challenges require transformative science, engineering and policy solutions. However, cross-cutting solutions can only arise through transdisciplinary training of our future science and policy leaders. The University of Maryland Global STEWARDS National Science Foundation Research Traineeship seeks to meet these needs. This study assessed a foundational component of the program: a novel, experiential course focused on transdisciplinary training and communication skills. We drew on data from the first two offerings of the course and utilized a mixed-method, multi-informant evaluation that included validated pre–post surveys, individual interviews and focus groups. Paired Mann–Whitney–Wilcoxon tests were used to compare pre- and post-means. After the course, students reported improvements in their ability to identify strengths and weaknesses of multiple FEW nexus disciplines; articulate interplays between FEW systems at multiple scales; explain to peers the most important aspects of their research; and collaborate with scientists outside their field. Students also reported improvements in their oral and written communication skills, along with their ability to critically review others’ work. Our findings demonstrate that this graduate course can serve as an effective model to develop transdisciplinary researchers and communicators through cutting edge, experiential curricular approaches.https://doi.org/10.3390/su1303143

Experiential Graduate Course Prepares Transdisciplinary Future Leaders to Innovate at the Food-Energy-Water Nexus

Food, energy and water (FEW) systems are critically stressed worldwide. These challenges require transformative science, engineering and policy solutions. However, cross-cutting solutions can only arise through transdisciplinary training of our future science and policy leaders. The University of Maryland Global STEWARDS National Science Foundation Research Traineeship seeks to meet these needs. This study assessed a foundational component of the program: a novel, experiential course focused on transdisciplinary training and communication skills. We drew on data from the first two offerings of the course and utilized a mixed-method, multi-informant evaluation that included validated pre–post surveys, individual interviews and focus groups. Paired Mann–Whitney–Wilcoxon tests were used to compare pre- and post-means. After the course, students reported improvements in their ability to identify strengths and weaknesses of multiple FEW nexus disciplines; articulate interplays between FEW systems at multiple scales; explain to peers the most important aspects of their research; and collaborate with scientists outside their field. Students also reported improvements in their oral and written communication skills, along with their ability to critically review others’ work. Our findings demonstrate that this graduate course can serve as an effective model to develop transdisciplinary researchers and communicators through cutting edge, experiential curricular approaches

A curricular model to train doctoral students in interdisciplinary research at the food-energy-water nexus

Food, energy and water (FEW) systems are inextricably linked, and thus, solutions to FEW nexus challenges, including water and food insecurity, require an interconnected science and policy approach framed in systems thinking. To drive these solutions, we developed an interdisciplinary, experiential graduate education program focused on innovations at the FEW nexus. As part of our program, PhD students complete a two-course sequence: (1) an experiential introduction to innovations at the FEW nexus and (2) a data practicum. The two courses are linked through an interdisciplinary FEW systems research project that begins during the first course and is completed at the end of the second course. Project deliverables include research manuscripts, grant proposals, policy memos, and outreach materials. Topics addressed in these projects include building electrification to reduce reliance on fossil fuels for heating, agrivoltaic farming to combat FEW vulnerabilities in the southwestern United States, assessment of food choices to influence sustainable dining practices, and understanding the complexities of FEW nexus research and training at the university level. Evaluation data were generated from our first three student cohorts (n = 33 students) using a mixed method, multi-informant evaluation approach, including the administration of an adapted version of a validated pre-post-survey to collect baseline and end-of-semester data. The survey assessed student confidence in the following example areas: communication, collaboration, and interdisciplinary research skills. Overall, students reported confidence growth in utilizing interdisciplinary research methods (e.g., synthesize the approaches and tools from multiple disciplines to evaluate and address a research problem), collaborating with range of professionals and communicating their research results to diverse audience. The growth in confidence in the surveyed areas aligned with the learning objectives for the two-course sequence, and the interdisciplinary project experience was continually improved based on student feedback. This two-course sequence represents one successful approach for educators to rethink the traditional siloed approach of training doctoral students working at the FEW nexus

Table_2_A curricular model to train doctoral students in interdisciplinary research at the food-energy-water nexus.DOCX

Food, energy and water (FEW) systems are inextricably linked, and thus, solutions to FEW nexus challenges, including water and food insecurity, require an interconnected science and policy approach framed in systems thinking. To drive these solutions, we developed an interdisciplinary, experiential graduate education program focused on innovations at the FEW nexus. As part of our program, PhD students complete a two-course sequence: (1) an experiential introduction to innovations at the FEW nexus and (2) a data practicum. The two courses are linked through an interdisciplinary FEW systems research project that begins during the first course and is completed at the end of the second course. Project deliverables include research manuscripts, grant proposals, policy memos, and outreach materials. Topics addressed in these projects include building electrification to reduce reliance on fossil fuels for heating, agrivoltaic farming to combat FEW vulnerabilities in the southwestern United States, assessment of food choices to influence sustainable dining practices, and understanding the complexities of FEW nexus research and training at the university level. Evaluation data were generated from our first three student cohorts (n = 33 students) using a mixed method, multi-informant evaluation approach, including the administration of an adapted version of a validated pre-post-survey to collect baseline and end-of-semester data. The survey assessed student confidence in the following example areas: communication, collaboration, and interdisciplinary research skills. Overall, students reported confidence growth in utilizing interdisciplinary research methods (e.g., synthesize the approaches and tools from multiple disciplines to evaluate and address a research problem), collaborating with range of professionals and communicating their research results to diverse audience. The growth in confidence in the surveyed areas aligned with the learning objectives for the two-course sequence, and the interdisciplinary project experience was continually improved based on student feedback. This two-course sequence represents one successful approach for educators to rethink the traditional siloed approach of training doctoral students working at the FEW nexus.</p

Table_1_A curricular model to train doctoral students in interdisciplinary research at the food-energy-water nexus.DOCX

Food, energy and water (FEW) systems are inextricably linked, and thus, solutions to FEW nexus challenges, including water and food insecurity, require an interconnected science and policy approach framed in systems thinking. To drive these solutions, we developed an interdisciplinary, experiential graduate education program focused on innovations at the FEW nexus. As part of our program, PhD students complete a two-course sequence: (1) an experiential introduction to innovations at the FEW nexus and (2) a data practicum. The two courses are linked through an interdisciplinary FEW systems research project that begins during the first course and is completed at the end of the second course. Project deliverables include research manuscripts, grant proposals, policy memos, and outreach materials. Topics addressed in these projects include building electrification to reduce reliance on fossil fuels for heating, agrivoltaic farming to combat FEW vulnerabilities in the southwestern United States, assessment of food choices to influence sustainable dining practices, and understanding the complexities of FEW nexus research and training at the university level. Evaluation data were generated from our first three student cohorts (n = 33 students) using a mixed method, multi-informant evaluation approach, including the administration of an adapted version of a validated pre-post-survey to collect baseline and end-of-semester data. The survey assessed student confidence in the following example areas: communication, collaboration, and interdisciplinary research skills. Overall, students reported confidence growth in utilizing interdisciplinary research methods (e.g., synthesize the approaches and tools from multiple disciplines to evaluate and address a research problem), collaborating with range of professionals and communicating their research results to diverse audience. The growth in confidence in the surveyed areas aligned with the learning objectives for the two-course sequence, and the interdisciplinary project experience was continually improved based on student feedback. This two-course sequence represents one successful approach for educators to rethink the traditional siloed approach of training doctoral students working at the FEW nexus.</p

Table_3_A curricular model to train doctoral students in interdisciplinary research at the food-energy-water nexus.DOCX

Food, energy and water (FEW) systems are inextricably linked, and thus, solutions to FEW nexus challenges, including water and food insecurity, require an interconnected science and policy approach framed in systems thinking. To drive these solutions, we developed an interdisciplinary, experiential graduate education program focused on innovations at the FEW nexus. As part of our program, PhD students complete a two-course sequence: (1) an experiential introduction to innovations at the FEW nexus and (2) a data practicum. The two courses are linked through an interdisciplinary FEW systems research project that begins during the first course and is completed at the end of the second course. Project deliverables include research manuscripts, grant proposals, policy memos, and outreach materials. Topics addressed in these projects include building electrification to reduce reliance on fossil fuels for heating, agrivoltaic farming to combat FEW vulnerabilities in the southwestern United States, assessment of food choices to influence sustainable dining practices, and understanding the complexities of FEW nexus research and training at the university level. Evaluation data were generated from our first three student cohorts (n = 33 students) using a mixed method, multi-informant evaluation approach, including the administration of an adapted version of a validated pre-post-survey to collect baseline and end-of-semester data. The survey assessed student confidence in the following example areas: communication, collaboration, and interdisciplinary research skills. Overall, students reported confidence growth in utilizing interdisciplinary research methods (e.g., synthesize the approaches and tools from multiple disciplines to evaluate and address a research problem), collaborating with range of professionals and communicating their research results to diverse audience. The growth in confidence in the surveyed areas aligned with the learning objectives for the two-course sequence, and the interdisciplinary project experience was continually improved based on student feedback. This two-course sequence represents one successful approach for educators to rethink the traditional siloed approach of training doctoral students working at the FEW nexus.</p