Strengthening the Role of Universities in National Science Policymaking

Summary of the Jerome B. Wiesner Symposium held at University of Michigan, Ann Arbor March 30-31, 2015.http://deepblue.lib.umich.edu/bitstream/2027.42/171100/1/WiesnerSymposium2015-online.pdfDescription of WiesnerSymposium2015-online.pdf : Main articleSEL

The Physiological Consequences of Harboring a Symbiont: The Effect of Pea Crabs (Pinnotheres maculatus) on Mussels (Mytilus edulis)

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/137696/1/Bierbaum.pdf-1Description of Bierbaum.pdf : Bierbaum Dissertation 198

Coping with climate change : national summit proceedings

The summit focused on four sectors that served as examples of the social, economic, environmental and natural resource issues that need to be addressed. This Summit was an effort to jump-start that conversation with science and policy leaders and put SNRE in the forefront of innovative thinking to confront climate change

From Theory to Practice: The Student Experience Evaluating Development Projects Focused on Nature-Based Solutions

Graduate students often seek hands-on experiences in the international development field. Given that Multilateral Development Banks (MDBs) provide hundreds of billions of dollars in aid each year, we expected that reviewing the design, implementation, and outcomes of their environmental projects would provide valuable learning outcomes for students. This novel study on Nature-based Solutions (NbS) in the Global Environment Facility (GEF) gave students the opportunity to engage directly with practitioners in the review of 50 environmental projects across 45 countries. A team of professionals from the Scientific and Technical Advisory Panel (STAP) of the GEF and eight students from the University of Michigan School for Environment and Sustainability and the University of Maryland School of Public Policy developed lessons learned from reviewing the GEF portfolio over a twenty-year time span. When screening projects for enabling conditions including theory of change, climate risk screening, multi-stakeholder engagement, and adaptive management, most had stronger explanations of the environmental than the social outcomes sought, and only more recent ones incorporated climate risk screening. The process and findings associated with this educational experience contributed to students’ climate change leadership development; for example, by learning about the tradeoffs and possible co-benefits of improving both environmental conditions and livelihoods in less developed countries. Our research led to practice advice for the design of future GEF projects, as well as ideas for future coursework to further bridge the gap between theory and practice in academia, which we believe to be essential to preparing the next generation of climate leaders

From Theory to Practice: The Student Experience Evaluating Development Projects Focused on Nature-Based Solutions

Graduate students often seek hands-on experiences in the international development field. Given that Multilateral Development Banks (MDBs) provide hundreds of billions of dollars in aid each year, we expected that reviewing the design, implementation, and outcomes of their environmental projects would provide valuable learning outcomes for students. This novel study on Nature-based Solutions (NbS) in the Global Environment Facility (GEF) gave students the opportunity to engage directly with practitioners in the review of 50 environmental projects across 45 countries. A team of professionals from the Scientific and Technical Advisory Panel (STAP) of the GEF and eight students from the University of Michigan School for Environment and Sustainability and the University of Maryland School of Public Policy developed lessons learned from reviewing the GEF portfolio over a twenty-year time span. When screening projects for enabling conditions including theory of change, climate risk screening, multi-stakeholder engagement, and adaptive management, most had stronger explanations of the environmental than the social outcomes sought, and only more recent ones incorporated climate risk screening. The process and findings associated with this educational experience contributed to students’ climate change leadership development; for example, by learning about the tradeoffs and possible co-benefits of improving both environmental conditions and livelihoods in less developed countries. Our research led to practice advice for the design of future GEF projects, as well as ideas for future coursework to further bridge the gap between theory and practice in academia, which we believe to be essential to preparing the next generation of climate leaders

Proceedings coping with climate change : national summit , May 8-10, 2007 Ann Arbor, Mi/ Edit.: Rosina M. Bierbaum; Daniel G. Brown; Jan L. McAlpine

vii, 245 hal.: ill.; 28 cm

Proceedings coping with climate change : national summit , May 8-10, 2007 Ann Arbor, Mi [cd]/ Edit.: Rosina M. Bierbaum; Daniel G. Brown; Jan L. McAlpine

vii, 245 hal.: ill.; 28 cm