Integration and Application Network

Forest of Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

View of forest changing into fall colors in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,view,mountain,density,diversity.

Dead Eastern Hemlock trees in Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

Eastern Hemlock trees (Tsuga canadensis) killed by the hemlock woolly adelgid (Adelges tsugae), an invasive sap sucking insect from Asia, in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,Eastern Hemlock tree,dead tree,hemlock woolly adelgid,Adelges tsugae,invasive insect.

Mountains of Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

View of Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,view,mountain,density,diversity.

Forest diversity in Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

View of forest diversity in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,view,mountain,density,diversity.

Dead Eastern Hemlock trees in Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

Eastern Hemlock trees (Tsuga canadensis) killed by the hemlock woolly adelgid (Adelges tsugae), an invasive sap sucking insect from Asia, in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,Eastern Hemlock tree,dead tree,hemlock woolly adelgid,Adelges tsugae,invasive insect.

Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

View of Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,view,mountain,density,diversity.

Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

View of Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,view,mountain,density,diversity.

Forest density in Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

View of forest density Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,view,mountain,density,diversity.

Hemlock woolly adelgid (Adelges tsugae) (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

Hemlock woolly adelgid (Adelges tsugae), an invasive sap sucking insect from Asia, eating sap from eastern hemlock trees in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,Hemlock woolly adelgid,Adelges tsugae,invasive sap sucking insect,Asia,Eastern Hemlock tree.

Dead Eastern Hemlock trees in Shenandoah National Park, Virginia (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

Eastern Hemlock trees (Tsuga canadensis) killed by the hemlock woolly adelgid (Adelges tsugae), an invasive sap sucking insect from Asia, in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,Eastern Hemlock tree,dead tree,hemlock woolly adelgid,Adelges tsugae,invasive insect.

Hemlock woolly adelgid (Adelges tsugae) (Image and Video Library)

Thu, 23 May 2013 11:24:00 -0400

Hemlock woolly adelgid (Adelges tsugae), an invasive sap sucking insect from Asia, eating sap from eastern hemlock trees in Shenandoah National Park, Virginia.

photo,Shenandoah,National Park,Virginia,forest,Hemlock woolly adelgid,Adelges tsugae,invasive sap sucking insect,Asia,Eastern Hemlock tree.

More habitat means more fish (Brochure) (IAN Press Publication)

Tue, 21 May 2013 11:57:00 -0400

Restoring and expanding coastal and estuarine habitat leads to increases in fish populations, which have a positive impact on the communities and the industries that depend on thriving and sustainable fisheries. This report makes a powerful case that investing in our nation's coastlines and estuaries leads to healthy habitat and strong fisheries, which has a positive impact on the businesses and industries, both recreational and commercial, that need healthy fisheries to survive and thrive.

Scientific synthesis at the University of Maryland Center for Environmental Science: Part 3–Integration and Application Network approach to synthesis (Blog)

Tue, 21 May 2013 09:00:00 -0400

This post is part one of a four part series on scientific synthesis. The Integration and Application Network (IAN) was created to facilitate scientific synthesis as part of science applications. In many respects, the linking of integration with application is crucial, and IAN projects tend to use synthesis in order to create effective applications. The [...]

This post is part one of a four part series on scientific synthesis.

The Integration and Application Network (IAN) was created to facilitate scientific synthesis as part of science applications. In many respects, the linking of integration with application is crucial, and IAN projects tend to use synthesis in order to create effective applications. The IAN approach to synthesis is similar to the previous blogs (Parts 1 & 2 of this series) in many ways: identifying the issue, assembling the data, analyzing and interpreting the data, drawing inferences and communicating the findings. The differences in the IAN approach versus the approach taken by the various synthesis centers and the scientific syntheses targeted for scientific audiences is that the IAN approach is to rapidly produce public friendly synthesis products (books, brochures, newsletters, websites) rather than the more deliberate peer review papers. IAN scientists do produce peer review publications, but as a secondary product as a means of disseminating frameworks and approaches, rather than reporting data.

Scientific communication has important differences from science writing. In science communication, the focus is on societal context and examples, rather than scientific references. In addition, science communication is aimed at a wide audience, a much broader audience than focusing on peer scientists. The extensive use of color graphics also distinguishes science communication, and the text attempts to minimize jargon, acronyms and other literary devices that narrow the audience. The focus in science communication is on conclusions and the recommendations that can be explicitly linked to these conclusions. In science writing, the focus is more on the results and interpretation of those results.

IAN-led synthesis involves typically bringing together relevant experts in a series of workshops to storyboard the science communication product(s), and then have the team of Science Integrators and Science Communicators work with a variety of scientists to produce the final products. While synthesis papers from the National Center for Ecological Analysis and Synthesis have an average of 6 authors, the various IAN synthesis products have dozens of authors. In fact, the most recent IAN Press book, Tropical Connections, has 157 authors. This inclusive authorship is characteristic of IAN Press publications.

Tropical Connections from IAN Press has 157 authors.

When we teach science communication courses through IAN, many of the exercises and approaches that we espouse involve synthesis activities. For example, the development of active titles–short declarative statements that capture the essence of an issue–is a synthesis exercise. The creation of conceptual diagrams involves synthetic thinking, and choosing symbols and defining relationships in a diagram prioritizes and synthesizes at the same time. Developing storyboards–layouts of text and visual elements to support a thesis–is very synthetic by nature. Choosing which photographs, diagrams, maps, graphs and tables to combine with text, and how to arrange these different elements onto either printed or electronic products is a synthetic process.

Storyboard on butcher paper through to the final product.

One of the tools that IAN has pioneered is the use of environmental report cards to communicate environmental status and trends to wide audiences. The report cards that IAN produces are underlain by scientific data, with indicators, thresholds, combined indices and report card scores or grades used to synthesize large data sets. The transparency of the report cards relies on the availability if the underlying data and the methods of calculating report cards. The synthesis process involves working with various experts to choose indicators, set thresholds and develop calculation methodology.

Chesapeake report card map 2011

Interdisciplinary synthesis is a crucial part of IAN activities, since the focus on environmental solutions typically involves input from many different disciplines. While synthesis within various disciplines can deepen an understanding of the topic, and is very worthwhile, environmental issues typically span different disciplines, necessitating an interdisciplinary approach. There are some key elements of the IAN approach to interdisciplinary synthesis. 1) The production of conceptual diagrams that incorporate the best scientific understanding of an issue or ecosystem relies on input from multiple disciplines. 2) Interdisciplinary storyboard workshops provide a mechanism to gather relevant concepts and supporting information from a variety of experts. 3) A focus on the science communication product drives a highly collaborative process, with the limited ‘real estate’ of the layout helping to prioritize the key scientific elements of different disciplines into a single, integrated product.

The business model of IAN that has developed is also quite different than that of typical scientific research organizations, with implications on the form of scientific synthesis that IAN produces. Instead of relying on responding to requests for proposals or applying for large foundation grants, IAN grants and contracts are typically initiated by an organization or agency with a need for science communication products which require synthesis. IAN staff respond, sometimes quite rapidly, to these requests and produce draft synthetic publications with best available information. Further iterations of the publications involve increasing numbers of reviewers and improved versions of graphical elements (e.g., photographs, figures and maps). This business model gives IAN new challenges in a variety of settings globally, requiring an immersive learning experience working with scientific experts to generate synthetic products.

IAN staff at the UMCES Annapolis Office

Scientific synthesis at the University of Maryland Center for Environmental Science: Part 2–Faculty discussion about creating a ‘Synthesis Addiction’ (Blog)

Fri, 17 May 2013 09:00:00 -0400

This post is part two of a four part series on scientific synthesis. At our annual UMCES Faculty Convocation organized by the Appalachian Laboratory faculty senators Drs. Katia Englehardt and Matt Fitzpatrick, we discussed scientific synthesis and asked ourselves the following 4 questions: 1) How do we approach synthesis?, 2) How does UMCES facilitate synthesis?, [...]

This post is part two of a four part series on scientific synthesis.

At our annual UMCES Faculty Convocation organized by the Appalachian Laboratory faculty senators Drs. Katia Englehardt and Matt Fitzpatrick, we discussed scientific synthesis and asked ourselves the following 4 questions: 1) How do we approach synthesis?, 2) How does UMCES facilitate synthesis?, 3) What are the challenges to doing synthesis within UMCES? and 4) What needs to change to become better in synthesis? We had Drs. Walter Boynton, Keith Eshleman and Mike Wilberg lead this discussion with the UMCES faculty, with Bill Dennison facilitating. The results of this discussion are summarized here.

University of Maryland Center for Environmental Science faculty discussion in scientific synthesis at Appalachian Laboratory.

1) How do we approach synthesis?

Walter Boynton addressed the question of how to approach synthesis with an example in which the nitrogen loading rates of different estuaries were compared by an interdisciplinary team. The ecologists and hydrologists generated the loading rates, but it was the physical oceanographers who developed a relationship with residence time that created an important insight (Nixon et al., 1996). Walter also emphasized the importance of ‘positive criticism’ in which ideas were not squashed and a team effort is generated. He provided additional examples of follow on analyses and publications that stemmed from the original synthesis effort (e.g., Fisher et al., 2006). Walter pointed out that the rich data resources in the Chesapeake region have been underutilized. He also stressed that synthesis is needed to address the complex issues in coastal regions like anoxia/hypoxia and harmful algal blooms while land use changes and climate change are being manifested. Walter has done such a great job of employing synthesis throughout his career that Bill Dennison’s short answer response to the question “How do we approach synthesis?” is simply “Emulate Walter”. As a footnote, Walter’s long time collaborator Michael Kemp could not attend the convocation due to knee surgery, but he would have been included in the emulation statement.

In discussing the approach to synthesis, several points emerged. The power of doing interdisciplinary synthesis was reiterated, but the value of doing synthesis within a discipline was also stressed (ala Sidauskas et al., 2009). For example, both Keith Eshleman and Mike Wilberg recently completed disciplinary syntheses in atmospheric nitrogen deposition affects on forest stream nitrate and Chesapeake Bay oyster abundance, respectively (e.g., Eshleman et al., in review; Wilberg et al., 2011). The methods of creating immersive opportunities using both in person and virtual meetings were discussed. The importance of having good data sets and rigorous data analyses was emphasized. The technique of developing comparisons was also cited as a powerful synthesis approach.

2) How does UMCES facilitate synthesis?

Keith Eshleman addressed the question of how UMCES can facilitate synthesis by emphasizing the approach that doing synthesis was simply part of doing science. Keith pointed out that he only began doing synthesis in earnest when he was a mature scientist, but that provoked a discussion of whether or not synthesis could be done by less mature scientists. The value of involving young scientists in synthesis was noted, but maturity is often needed for researchers to extend their thinking beyond their research experiences and disciplines. The strategic job hires employed by UMCES to recruit scientists who had both the technical and social skills to be good synthetic scientists was also noted. A distinction was made between a literature review (e.g., the introduction of a thesis/dissertation) and a synthesis in which new patterns and paradigms emerge. Keith emphasized the academic freedom provided by UMCES allowed for synthesis opportunities. An often overlooked aspect of scientific synthesis is that it can be FUN. The piecing together of disparate data and the revelations that can emerge from synthetic analyses can be exhilarating. These positive feedbacks can make synthesis efforts immersive and all-consuming.

3) What are the challenges of doing synthesis at UMCES?

Mike Wilberg talked about the importance of using models, from conceptual model frameworks to mathematical models, in developing synthesis. He also emphasized the astonishing amount of data that is available both within UMCES and in the broader scientific community–often not properly archived or readily available. Mike gave examples of when he was criticized on proposals in which the time he had allotted to doing synthesis without new data creation was not valued. The tradeoffs of generating several standard research papers vs. one synthesis paper, in terms of time and effort, were discussed. The increased impact factor of synthesis papers partly countered the numbers of papers, and the relative ranking of being a lead author on a synthesis effort vs. someone along for the ride further emphasized the importance of ‘quality’ vs. ‘quantity’. The reward systems for synthesis and institutional support for conducting synthesis need to recognize these quality vs. quantity distinctions.

4) What needs to change in order to be better at synthesis?

This discussion, led by Bill Dennison, came up with several specific recommendations, as well as some general principles. The recommendation of using small seed money grants to initiate synthesis efforts was seen as a way to foster the collaborations that could lead to synthesis proposals and papers. A recommendation for quantitative training in synthesis techniques (e.g., statistical analyses, meta-data analyses, spatial analyses) for faculty staff and students was made. The goal of developing a synthesis course was discussed as an important goal, with an initial effort to develop a course initiated by Michael Kemp and Walter Boynton as a MEES seminar in the 2013 fall semester. The use of in person gatherings using central locations like the UMCES Annapolis Office/SESYNC or IMET in Baltimore, combined with virtual sessions using interactive audio or audio-visual approaches was suggested as well. Bill Dennison noted that in developing scientific applications, there is a heavy reliance on scientific integration as a precursor to application, thus the Integration AND Application Network naming convention. He pointed out the many examples of scientific integration (e.g., IAN Press).

Panel discussion of synthesis facilitated by Bill Dennison (standing), with Walter Boynton, Keith Eshleman and Mike Wilber at 2013 UMCES faculty convocation.

Overall, the discussion on scientific synthesis proved to be fruitful and it will continue to be a central part of UMCES. The emphasis in the discussion was on how to do synthesis better and more often, not on whether or not it was worthwhile or needed. Although said in jest by Walter Boynton, the concept of developing a ‘Synthesis Addiction’ within UMCES was embraced. The entrainment of senior as well as younger scientists into the discussion was also encouraging. It was also highlighted that a similar discussion on science applications would be a worthwhile topic at next year’s UMCES faculty convocation.

References

Eshleman KN, RD Sabo, KM Kline. In review. Surface water quality is quickly improving due to declining atmospheric N deposition resulting from U.S. NOx emission controls.

Fisher TR, JD Hagy, WR Boynton, MR Williams. 2006. Cultural eutrophication in the Choptank and Patuxent estuaries of Chesapeake Bay. Limnol. Oceanogr. 51: 435-447.

Nixon SW, JW Ammerman, LP Atkinson, VM Berounsky, G Billen, WC Boicourt, WR Boynton, TM Church, DM Ditoro, R Elmgren, JM Garber, AM Giblin, RA Jahnke, NJP Owens, MEQ Pilson, SP Seitzinger. 1996. The fate of nitrogen and phosphorus at the land-sea margin of the North Atlantic Ocean. In: Nitrogen Cycling in the North Atlantic Ocean and Its Watersheds, Ed. RW Howarth, pp. 141-180.

Sidlauskas B, G Ganapathy, E Hazkani-Covo, KP Jenkins, H Lapp, LW McCall, S Price, R Scherle, PA Spaeth, DW Kidd. Evolution 64: 871-880.

Wilberg MJ, ME Livings, JS Barkman, BT Morris, JM Robinson. 2011. Overfishing, disease, habitat loss, and potential extirpation of oysters in upper Chesapeake Bay. Mar. Ecol. Prog. Ser. 436: 131-144.

Authors

Bill Dennison, Walt Boynton, Katia Englehardt, Keith Eshleman, and Mike Wilberg

Science communication course presentation (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Presentation by Jane Hawkey from the science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,presentation,group,learn

Science communication course (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Science communicator, Alexandra Fries, assisting a participant at the science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,participation,assist

Science communication course drawing (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Drawing from the science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,drawing,illustration

Science communication course presentation (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Presentation by Bill Dennison from the science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,presentation,learn

Science communication course conceptual diagram (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Participant creating a conceptual diagram during the science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,conceptual diagram,illustration

Science communication course (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,book,newsletter,pamphlet

Science communication course group participation (Image and Video Library)

Wed, 15 May 2013 12:59:00 -0400

Group participation during the science communication course held at Horn Point Laboratory, Cambridge MD in May 2013.

photo,science communication,course,Horn Point,group,participation,learn

Scientific synthesis at the University of Maryland Center for Environmental Science: Part 1–Overview (Blog)

Wed, 15 May 2013 09:00:00 -0400

This post is part one of a four part series on scientific synthesis. The word synthesis is derived from the Greek word, syntithenai meaning ‘to put together’, and was first used in the latter part of the 1500s. The word integration is derived from the Latin word, integratus meaning ‘to render whole’, and was first [...]

This post is part one of a four part series on scientific synthesis.

The word synthesis is derived from the Greek word, syntithenai meaning ‘to put together’, and was first used in the latter part of the 1500s. The word integration is derived from the Latin word, integratus meaning ‘to render whole’, and was first used in the early 1600s. In the context of scientific synthesis or integration, the definition of these two words converge. Scientific synthesis can be defined as “The inferential process whereby new models are developed from analysis of multiple data sets to explain observed patterns across a range of time and space scales” (Kemp and Boynton, 2011). The importance of synthesis and integration in scholarship was emphasized in Boyer’s (1990) seminal book ‘Scholarship Reconsidered: Priorities of the Professoriate’, in which he defined scholarship as discovery, integration, application and teaching.

The University of Maryland Center for Environmental Science has embraced the Boyer concept of scholarship and has included these four tenets of scholarship in tenure and promotion evaluations. In order to promote scientific integration and application at UMCES, the Integration and Application Network was created in 2002. In 2011, UMCES joined up with the University of Maryland, College Park and Resources for the Future to create the National Socio-Environmental Synthesis Center, funded by the National Science Foundation. But more importantly, throughout its history, beginning in 1925, UMCES scientists have been integrating (and applying) scientific results in Chesapeake Bay and throughout the world. For example, a recent publication co-authored by two UMCES scientists, Michael Kemp and Walter Boynton, provides a thoughtful review of the synthesis process: ‘Synthesis in estuarine and coastal ecological research: What is it, why is it important, and how do we teach it?’ (Kemp and Boynton, 2012).

Two recent trends in science have promoted synthesis efforts. One trend is the discussion of the scholarship of synthesis in the scientific literature (e.g., Hampton and Parker, 2011; Kemp and Boynton, 2012; Peters, 2010; Sidlauskas et al., 2009; Thompson et al., 2011). The other trend is in the proliferation of synthesis centers, created expressly to stimulate synthesis efforts (e.g., NCEAS, NESCent, NIMBioS, ACEAS, SESYNC). Each of these trends will be summarized in turn.

The emerging literature on scientific synthesis has led to attempts to identify a series of steps to define the process of synthesis. Peters (2010) defines the five synthesis steps as the following; 1) Data collection & assembly, 2) Standardization, 3) Aggregation and analysis, 4) Synthesis, and 5) Application. Thompson et al. (2011) define three synthesis steps as the following: A) Generative activities (creativity, immersion, reflection), B) Consolidation activities (community of people and ideas), and C) Evaluative activities (entrain wide group). Kemp and Boynton (2012) outline a five step synthesis process as the following: 1) Identify challenging science problem, 2) Assemble relevant data, 3) Integrate data by identifying linkages among units, 4) Define alternative models that explain or test problem, and 5) Select simplest model that maximizes explanation. Each of these models provides an iterative cycle of converting data into information and ultimately into synthesized knowledge.

Five step synthesis process as outlined by Peters (2010).

Three phase synthesis process from Thompson et al. (2011).

Five step synthesis process from Kemp and Boynton (2012).

There are various professional and social skills needed for conducting synthesis research (Kemp and Boynton, 2012). Professional skills include tested native intelligence, expertise in a specific research area, critical and logical thinker, pattern recognition and visualization, quantitative skills (statistics, models, data management), writing and speaking skills. Social skills include inquisitive attitude, willingness to develop and try new ideas, tolerance and respect for unusual ideas, interest in “big picture” issues, team orientation with interdisciplinary knowledge, good listener and open minded, willingness to share (ideas, data and publications), and constructive criticism.

Kemp and Boynton (2012) also identify a suite of mental exercises to build synthesis skills: search for unconventional but general explanation, use isomorphisms, homologies, and analogies, tackle hard problems but avoid impossible ones, develop conceptual models with links and causality, use consistent time, space and complexity scales, broaden knowledge base, work in team oriented interdisciplinary groups, look for the big picture and find the “macoscope”, develop diverse quantitative skills and study many synthesis examples.

The proliferation of synthesis centers was stimulated by the success of the National Center for Ecological Analysis and Synthesis (NCEAS). NCEAS was created in 1995 by the University of California, Santa Barbara, funded by the National Science Foundation with matching funds from the State of California and University of California system. NCEAS is located in downtown Santa Barbara and researchers using this center have generated an impressive number of high impact scientific papers. There are several important lessons in conducting synthesis that NCEAS has learned over the years, summarized in Hampton and Parker (2011). NCEAS encourages synthesis working groups to a) encourage diverse viewpoints, b) manage the power relationships within working groups, c) provide incentives for individual groups members, d) establish clear expectations, e) build group cohesion, and f) order the discussion. In analyzing the trends in NCEAS working group composition and activity, the average working group was 13 scientists, gathering for ca. one week on 4 occasions every 8-9 months. The average NCEAS paper had 6 co-authors. NCEAS emphasized the value in face-to-face interactions for the following reasons: a) transmission of tacit knowledge, b) role and identify formation, c) communication, d) development of trust, cohesion and commitment, e) creating a sense of gravitas, and f) expectations of quality.

The next National Science Foundation synthesis center to be created was the National Evolutionary Synthesis Center (NESCent). This synthesis center was founded in 2004 in Durham and is run by a three university consortium; Duke University, University of North Carolina and North Carolina State University. NESCent promotes the synthesis of information, concepts and knowledge to address significant, emerging, or novel questions in evolutionary science and its applications.

The National Institute for Mathematical and Biological Synthesis (NIMBioS) was founded in 2008, also funded by the National Science Foundation. NIMBioS is located in Knoxville, and is run by the University of Tennessee. NIMBioS explores the interface between math and biology.

The Australian Centre for Ecological Analysis and Synthesis (ACEAS) is a facility within the Terrestrial Ecosystem Research Network (TERN), which is supported by the Australian government. ACEAS was founded in 2010, modeled after NCEAS, although they do not have a fixed location for synthesis meetings and generally only support 2 working group meetings, instead of the typical 4 meetings supported by NCEAS. ACEAS is run by the University of Queensland in Brisbane, Australia.

The National Socio-Environmental Synthesis Center (SESYNC) was founded in 2011, and is located in Annapolis, Maryland. It is funded by the National Science Foundation and is administered by the University of Maryland. The mission of SESYNC is to foster synthetic, actionable scholarship related to the structure, functioning, and sustainability of socio-environmental systems.

In addition to these national synthesis centers, the Integration and Application Network, University of Maryland Center for Environmental Science promotes science synthesis through science communication tools (e.g., image and symbol libraries, online conceptual diagram creator, science communication courses) and environmental report cards. An active team of Science Integrators and Science Communicators work with a variety of partners regionally, nationally and globally to develop scientific synthesis. Funding for IAN is through grants and contracts.

Integration and Application Network graphical concept of synthesis.

References

Boyer, EL. 1990. Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation. 147 pp.

Hampton SE & JN Parker. 2011. Collaboration and productivity in scientific synthesis. Bioscience 61: 900-910.

Kemp WM & WR Boynton. 2012. Synthesis in estuarine and coastal ecological research: What is it, why is it important, and how do we teach it? Estuaries and Coasts 35: 1-22.

Peters, DPC. 2010. Accessible ecology: Synthesis of the long, deep, and broad. Trends in Ecology and Evolution 25: 592-601.

Sidlauskas B, G Ganapathy, E Hazkani-Covo, KP Jenkins, H Lapp, LW McCall, S Price, R Scherle, PA Spaeth, DW Kidd. 2009. Linking big: The continuing promise of evolutionary synthesis. Evolution 64: 871-880.

Thompson SE, CJ Harman, R Schumer, JS Wilson, NB Basu, PD Brooks, SD Donner, MA Hassan, AI Packman, PSC Rao, PA Troch, M Sivapalan. 2011. Patterns, puzzles and people: Implementing hydrologic synthesis. Hydrological Processes 25: 3256-3266.

The nitrogen cycle with Haber-Bosch process (Image and Video Library)

Tue, 14 May 2013 12:14:00 -0400

Conceptual diagram illustrating the nitrogen cycle, including the Haber-Bosch process. Diagram from http://ian.umces.edu/link/blog_nitrogen-fixation

diagram,nutrient,cycle,Haber-Bosch,nitrification,dentrification,fixation,ammonia,sediment,runoff,groundwater,chemical,industry,septic

Re: data download (Discussion Forum)

Mon, 13 May 2013 18:14:00 -0400

PM Sent

Science can inform policy, but it may take advocates to drive changes (Blog)

Mon, 13 May 2013 18:06:00 -0400

Have you ever heard about Bill McKibbens and his three numbers? If not, you might want to read about it, if you are concerned about the future of the earth. In his Rolling Stone article, Global Warming’s Terrifying New Math, McKibben used three simple numbers to explain the serious climate change situation we face right [...]

Have you ever heard about Bill McKibbens and his three numbers? If not, you might want to read about it, if you are concerned about the future of the earth. In his Rolling Stone article, Global Warming’s Terrifying New Math, McKibben used three simple numbers to explain the serious climate change situation we face right now, and we will face going forward^[1].

The first number, 2° Celsius, is the safe number that scientists think increasing global temperature should be below. However, a 0.8 degrees Celsius increase on the average temperature of the planet has caused far more damages than most scientists expected. 565 gigatons, the second number, is the maximum amount of carbon dioxide humans can pour into the atmosphere by mid-century in order to achieve the goal of controlling the temperature. While even if we stopped emitting carbon dioxide right now, the temperature would still rise another 0.8 degrees. Moreover, CO₂ emissions all around world are continuously increasing. Thirdly, 2,795 gigatons describes how much carbon is ready to be sold by fossil-fuel companies and countries. The terrible thing is this number, 2,795 is five times higher than the so-called safe number 565.

Figure 1: The terrible climate change condition makes human carefully calculate the temperature increase and CO2 emission. Modified based on “Climate Change and Mankind” by Daniel Kurtzman.

By pointing out the meaning of these three numbers, Bill McKibben faced the public with apparent honesty, and used an alarmist tone to tell about the dangers associated with not taking global warming seriously^[2]. Also, as a knowledgeable journalist he used a mental model and took the audience on a journey from the science and the facts to advocacy and made a difference with climate change ^[3]. Similarly with Bill McKibben, these advocacies deep analyze, synthesize the relative paper and piece together a bigger whole explanation of the problems we face. And finally, they used the languages most people can understand, get people to care about these issues and influence the policies, just like Rachel Carson and her book Silent Spring. Her book called attention to the danger of chemical industrials and the use of pesticides, and successfully appealled people to stop the use of DDT as a pesticide, ultimately saving the osprey and bald eagle populations in the US ^[4].

The problem with advocates is sometimes they overreact with the environmental conditions we are facing. They do not pay a lot of attention to the scientific details, choosing instead to lead with advocacy and some personal opinions, and display like the Chicken Little. These personal ideas cause an unnecessary community panic and scare community into a rush for government action.

Figure 2: The Chicken Little is a kind of advocate who make statements not based on the scientific results. Adapted from “Chicken and Little” by Daniel Kurtzman.

However, scientists as experts in environmental science also face a dilemma, how to mobilize people with science? Environmental scientists may find themselves in an awkward situation when communicating controversial findings. The may feel they have to stand up and publically announce their view on issues based on their science. However, sometime their advocacy ruins scientific credibility, and they may have a harder time publishing papers because some of their colleagues think that they overstepped their knowledge base.

As an expert in the field, how can you support science and subsequent management, without putting your own opinions out there? The bottom line here is you should follow the ethical standards, Hippocratic Oath for scientists ^[5]. Your conclusions and recommendations should be based on solid data and reasonable predications. Scientists should never exaggerate the facts. In addition, by leading people to a management conclusion, you need to be available to answer the question “What happens next?” Thus, we can start advocacy with science and then use that as a jumping off point for discussion in how best to change management and policy. The other possible way is to hand off the facts, find somebody you trust and let that person advocate your common views.

Climate change and other environments problems might not all be doom and gloom, but we still need to take it seriously. Scientists and journalists both play important roles, and have their individual responsibilities. By solid investigation and reasonable modeling scientists can estimate current environmental dynamics and predict future conditions more precisely, and can also provide feasible recommendations. In contrast, journalists can take advantage of their detachment from science and call on the public to care more about climate change, and thus help to fill the gap between knowledge of this issue and subsequent action. Just like Bill Nuttle, who is an Environmental Consultant for Environmental Science, Hydrology, and Water Resources, said “climate change is not getting addressed only by blogging or any other personal behaviours. It has to be translated to political action.”

Figure 3: Drs. Bill Dennison, Bill Nuttle, and Don Boesch lead a discussion about science and public policy

References

1. McKibben, B. “Global Warming’s Terrifying New Math.” Rolling Stone Politics. July, 19, 2012.

2. Mark, J. “Bill McKibben’s Rolling Stone Article was a Hit – So Why didn’t It Make a Splash.” Earth Island Journal. September, 17, 2012.

3. Nisbet, M. C. “Nature’s Prophet: Bill McKibben as Journalist, Public Intellectual and Activist.” Joan Shorenstein Center on the Press, Politics and Public Policy Discussion Paper Series. March, 2013.

4. McLaughlin, D. “Fooling with Nature: Silent Spring Revisited“. Frontline. PBS. 24, August, 2010.

5. Cressy, D. “Hippocratic Oath for Scientists.” Nature news blog. September, 12, 2007

Authors

Yuanchao Zhan, A.K. Leightand, and Kristen Lycett

Re: data download (Discussion Forum)

Mon, 13 May 2013 15:39:00 -0400

Another person interested in the Excel file for estuary statistics shown in the site info.php. Are tidal exchange and tidal FW volume calculated for each of the estuaries?

Thanks, Mike

permeable pavers (Image and Video Library)

Mon, 13 May 2013 14:49:00 -0400

Permeable pavers are brick-like materials that are manufactured in a variety of shapes. Pavers fit together like tiles and are set with small gaps between them, creating grooves for water to infiltrate the soil beneath. Permeable pavers reduce stormwater runoff volume and flow rate, and increase groundwater infiltration and recharge.

best management practice,stormwater management,pollutant discharge,elimination,green,landscape

parking for hybrid vehicles (Image and Video Library)

Mon, 13 May 2013 14:49:00 -0400

Hybird cars are appreciated with favorable parking spaces.

green,environmental,automobile,conservation,practice

infiltration trench (Image and Video Library)

Mon, 13 May 2013 14:49:00 -0400

An infiltration trench (a.k.a. infiltration galley) is a rock-filled trench with no outlet that receives stormwater runoff. Stormwater runoff passes through some combination of pretreatment measures, such as a swale and detention basin, and into the trench. There, runoff is stored in the void space between the stones and infiltrates through the bottom and into the soil matrix. The primary pollutant removal mechanism of this practice is filtering through the soil.

best management practice,pollutant discharge,elimination,green,development

Northern cardinal nest (Image and Video Library)

Mon, 13 May 2013 14:49:00 -0400

A male northern cardinal was flushed off the nest in a juniper bush where he was incubating 3 eggs. This photo was taken on the UMCES campus, Cambridge, MD, May , 2013.

bird,songbird,baby,non-migratory,propagation,breeding

Geologic timeline (Image and Video Library)

Mon, 13 May 2013 12:03:00 -0400

Conceptual diagram illustrating the major subdivisions of geologic time for the Mesozoic and Cenozoic Eras. Diagram from "Shifting Sands" (pg. 232) - http://ian.umces.edu/press/publications/93/

diagram,geologic,geology,timeline,Mesozoic,Cenozoic,era,subdivision,climate,sea level

2012 Chester River Report Card (Report card) (IAN Press Publication)

Mon, 13 May 2013 11:49:00 -0400

This report card summarizes 2012 water quality in the Chester River, based on data collected by the Chester River Association and various partners. They collect data for five indicators: water clarity, dissolved oxygen, total nitrogen, total phosphorus, and chlorophyll-a. It examines the health of the river in both tidal and non-tidal regions, and provides information on what concerned stakeholders can do to help improve water quality.

Recreation in the Coastal Bays (Image and Video Library)

Mon, 13 May 2013 10:20:00 -0400

Conceptual diagram illustrating recreational activities that take place in coastal bays in Maryland, USA. Diagram from "Shifting Sands" (pg. 72) - http://ian.umces.edu/press/publications/93/

diagram,recreation,human,people,Assawoman Bay,Newport Bay,Chincoteague Bay,birding,biking,hunting,golfing,clamming,crabbing,camping,offroading,swimming,jetskiing,kayaking,conoeing,boating,fishing,beach.

Blowout Preventer (Image and Video Library)

Fri, 10 May 2013 16:16:00 -0400

The second line of defense for the workers and the well to prevent a blowout is the group of equipment called blowout preventers (BOPs). BOPs and associated valves are installed on top of the casing head before drilling ahead after rigging up. These high-pressure safety valves and associated equipment are designed to shut off the well hole and prevent the escape of the underground fluids and prevent a blowout from occurring.

symbol,vector,illustration,fossil fuel,extraction,exploration,offshore,drilling,BP,Deepwater Horizon,spill,safety,environmental degradation

Typha x glauca (White Cattail) (Image and Video Library)

Fri, 10 May 2013 16:16:00 -0400

Typha x glauca is a sterile F1 hybrid between Typha angustifolia and Typha latifolia. Found in freshwater habitats such as interior wetlands of Assateague Island, Maryland.

symbol,vector,illustration,cattails,aquatic plant,freshwater,inland,wetlands,Assateague,Angiosperms,Monocots,Commelinids,Poales,Typhaceae,Typha,x glauca,hybrid,F1,sterile

Government 2 (Image and Video Library)

Fri, 10 May 2013 16:16:00 -0400

Illustration of government.

symbol,vector,illustration,law,politics,politician,federal,Senate,House of Representatives

Arctic Drilling (Image and Video Library)

Fri, 10 May 2013 16:16:00 -0400

The Arctic is a region that presents particularly challenging conditions for the oil industry and for responders due to the increasingly extreme weather conditions (cold, ice, hurricane force winds) and remote location with limited response infrastructure.

symbol,vector,illustration,fossil fuel,extraction,exploration,offshore,drilling,Arctic,environment,polar,BP,Deepwater Horizon,spill,prevention,clean up,response,safety,environmental degradation,

Oil Spill Containment (Image and Video Library)

Fri, 10 May 2013 16:16:00 -0400

Positioned by multiple vessels, an attempt to contain an oil spill is made using temporary floating booms. Booms are used to reduce the possibility of polluting shorelines and other resources, and to help make recovery easier. Booms help to concentrate oil in thicker surface layers so that skimmers, vacuums, or other collection methods can be used more effectively.

symbol,vector,illustration,fossil fuel,extraction,exploration,offshore,drilling,BP,Deepwater Horizon,spill,clean up,response,safety,environmental degradation

Teaching with a ‘flipped classroom’ over an interactive video network (Blog)

Fri, 10 May 2013 09:00:00 -0400

Don Boesch and I just completed teaching a course in Science for Environmental Management as part of the Marine-Estuarine-Environmental Sciences graduate program. This course was taught using an inverted or ‘flipped’ classroom style for the first time. Don and I posted the readings as pdfs and the lectures as 10-15 min. Quicktime or YouTube videos ahead of the classtime. The students watched the videos and read the materials ahead of class so that we could have an informed discussion during classtime. As a result of the freed up classtime, we were able to invite a variety of topically relevant guests, which enriched the discussion.

The MEES program is a multi-institutional, multi-campus program which relies heavily on an interactive video network (IVN) system with real time full audio-video connectivity between campuses. We were able to use the flipped classroom approach with the IVN system and have the discussion across the different remote sites. The other thing that the IVN system did was provide us an opportunity to capitalize on the proximity of many of our guests to our University of Maryland Center for Environmental Science Annapolis Office, adjacent to the National Socio-Environmental Synthesis Center.

Science for Environmental Management students in person at Horn Point
Laboratory and using the Interactive Video Network, at Chesapeake
Biological Laboratory, Institute of Marine and Environmental
Technology and University of Maryland Eastern Shore.

When we discussed Chesapeake Bay, our guest was Nick DiPasquale, Director of the Chesapeake Bay Program. When we discussed climate change, David Costello, Deputy Secretary of Maryland Department of the Environment, who is leading the climate mitigation efforts joined us. When we discussed various case studies across size and population gradients, we had a serious of relevant experts, including the Chester Riverkeeper, David Foster, Jane Thomas from IAN to talk about the Palau case study, Simon Costanzo from IAN to talk about the Moreton Bay case study. When we discussed science in the media, Tim Wheeler, the environmental reporter from the Baltimore Sun and Amy Pelsinsky, the media relations director from UMCES joined us. When we discussed fisheries issues, Ed Houde from UMCES and Tom O’Connell, Director of the Department of Natural Resources Fisheries. Dr. Bob Summers, Maryland Secretary of Environment, joined us to talk about using science in environmental management. When we discussed science ethics, we had Dr. Robert Twilley from Louisiana State University talk to us about working as a state science advisor. We discussed environmental report cards with Dr. Heath Kelsey and Caroline Wicks from EcoCheck who produce the Chesapeake Bay report card, as well as various other report cards around the world.

The flipped classroom provided several enhancements for teaching. 1) The short pre-recorded lectures were more succinct and focused than a single, longer lecture. I found that the act of preparing and recording short lectures created a more thoughtful and cohesive message. 2) The opportunity to more fully interact with students about the lectures and readings led to a more reflective and analytical discussion than typically occurs in the short question/answer sessions following the typical 45 min lectures. 3) The discussions and feedback from students during classtime throughout the semester led to several mid-course adjustments in the course syllabus, with new topics, readings and guests added to accommodate student interests and requests. 4) The flipped classtime provided more opportunities to invite various guests, which expanded the exposure of students to different viewpoints. 5) The blog posts that students produced to capture and interpret the classtime discussions were very interesting to read each week. I found myself eagerly awaiting their thoughtful and creative blogs each week.

One of the things that we found to be important was to have a couple of in person sessions to have all of the students and instructors in the same room. Since we had students from a variety of Maryland locations, we chose to meet in Annapolis as a central location. We met in the UMCES Annapolis Office on two Saturdays, once to learn about science communication using a hands on training session and then once to conduct a mini-symposium for students to present their project reports. The in person sessions were important to enhance the Interactive Video Sessions—the in person sessions helped break the ice and served to encourage questions and interactions over the video network.

Science for Environmental Management students, faculty and teaching
assistants in Annapolis.

Dr. Christine O’Connell’s dissertation defense conclusion = Long Island Sound should be called ‘Connecticut Sound’ (Blog)

Wed, 08 May 2013 09:00:00 -0400

I traveled to Stony Brook University on Long Island for Christine O’Connell’s dissertation defense at the School of Marine and Atmospheric Science (SoMAS) on May 6. Christine presented the results of her survey on stakeholder perceptions of Long Island Sound. She did a wonderful job analyzing and teasing apart the survey results. It was clear that Connecticut people had a much keener interest in Long Island Sound than New Yorkers. The Connecticut coastline is characterized as a ‘working coastline’, referring to the industry, shipping, fishing, recreational, power generation, military and other activities along Long Island Sound. The New York coastline is largely residential, with fewer harbors. Long Island Sound is much more accessible from Connecticut, with highways, railroads and various state parks providing vistas and access to the Sound. The Long Island side, however, has fewer vistas and limited access. Even the state marine labs differ in access to Long Island Sound: the University of Connecticut is located at Avery Point right on the water in Groton. SoMAS is nestled in the woods on the north shore of Long Island, somewhat distant from the water.

School of Marine and Atmospheric Sciences campus at Stony Brook University.

University of Connecticut Avery Point campus.

Connecticut’s only ocean access is Long Island Sound. In contrast, Long Island has many other water bodies, including New York Bight, the south shore embayments (e.g., Jamaica, Oyster, Great South, Moriches, Shinnecock Bays), the east end embayments (e.g., Great Peconic, Little Peconic, Gardiners Bays), as well as the Atlantic Ocean beaches. It reminded me of the joke that Paul Greenfield likes to tell about the breakfast plate with eggs and bacon. To produce this breakfast, the chicken (aka, Long Island) is engaged, but the pig (aka, Connecticut) is committed. This ‘commitment’ by Connecticut people suggests that Long Island Sound is misnamed and should be ‘Connecticut Sound’.

Traveling to Stony Brook for a seminar was an interesting time travel journey. I first arrived at Stony Brook almost three decades ago, beginning my postdoctoral stint as Coastal Marine Scholar in 1984. My fellow Coastal Marine Scholar was Carmela Cuomo, also a recently minted PhD, and we both served on Christine’s thesis committee. Two other committee members were at Stony Brook when Carmela and I arrived; Drs. Jerry Schubel and David Conover. Jerry was the Director of what was called Marine Science Research Center (MSRC) at the State University of New York at Stony Brook (now Stony Brook University) when we arrived. Jerry moved to head up the New England Aquarium and then onto the Aquarium of the Pacific in Long Beach, California where he currently serves as Director. Dave Conover also was Director of MSRC, now School of Marine and Atmospheric Science (SoMAS) before joining the National Science Foundation where he is the Division Director for Ocean Sciences. Jerry and David were calling in from California and Washington, D.C., respectively and their voices boomed into the seminar room where Christine’s oral examination took place. When Jerry began speaking, Carmela and I simultaneously had the same thought–it sounded like God (our former boss) was speaking to us.

I appreciated the nice signs in front of the SoMAS buildings. When I first arrived in 1984, the buildings were denoted as letters, ‘Building J’, for example. Several of us lobbied to change the building names to appropriate marine science names. We settled on names of famous oceanographic vessels; Endeavour, Challenger, Dana and Discovery. I recall a special seminar in which we described each of these ships in turn. Dr. Malcolm Bowman, a native New Zealander, described the HMS (Her Majesty’s Ship) Endeavour. This was appropriate since the British Captain James Cook discovered and mapped New Zealand in 1769 aboard the Endeavour before he went on to the east coast of Australia in 1770. Dr. Ed Carpenter described the HMS Challenger, the British ship that conducted the first oceanographic expedition of the world’s oceans between 1872-1876 for the Royal Society of London. Dr. Glenn Lopez who studied in Denmark described the Dana, on which Johannes Schmidt led on the Dana expeditions in 1921-1922 to the South Atlantic Ocean, funded by the Carlsberg Foundation. I described the RRS (Royal Research Ship) Discovery, which was named after the various British ships named HMS Discovery. The HMS Discovery was one of Captain Cook’s ships on his third and final voyage. Another HMS Discovery was captained by George Vancouver on his voyage of discovery to the Pacific Northwest. The HMS Discovery was used by polar explorers Robert Falcon Scott and Ernest Shackleton in the Discovery Expedition of 1901-1904 before being re-designated RRS Discovery. We were very proud of having chosen these apropos names, but were crushed when someone overheard the librarians on the main campus of Stony Brook talking about our building names. They said “Those marine scientists are so modern, naming their buildings after the space shuttles”. Many years later, I watched a marine biologist turned astronaut Ricky Arnold get launched into space aboard the Space Shuttle Discovery, so I suppose the librarians were prescient after all!

Discovery Hall named after the research vessel RRS Discovery.

Endeavour Hall named after the HMS Endeavour.

Sampling and data analysis protocols for Mid-Atlantic non-tidal stream indicators (Report) (IAN Press Publication)

Tue, 07 May 2013 13:20:00 -0400

This document provides guidelines for the successful production of non-tidal stream health report cards. Specifically, this document develops clear and consistent protocols for the identification, collection, and analysis of indicators to be used by report card-producing organizations in Mid-Atlantic rivers and streams. The overall objective of this protocol document is to encourage and enable comparisons of monitoring results from report card-producing organizations and to increase the scientific validity of report cards as outreach tools. This document is intended for use in non-tidal areas only, as the ecosystem health indicators and thresholds discussed are pertinent only to river and stream ecosystems.

Symbol Request for lizards (Discussion Forum)

Mon, 06 May 2013 16:02:00 -0400

I'd love to see some more lizards in your reptiles library! Attached are photos of my study species:

Sceloporus occidentalis, western fence lizard

first picture is of a standard stance of this species (and its congeners), with typical dorsal markings (the darker chevrons on gray-brown mottling)
second picture shows the blue belly and throat, which appear during mating season
If you could add some blue to the "standard stance" icon, it would really accentuate the species ID. No need to make an icon just of the blue belly picture.

Aspidoscelis hyperythra, orange-throated whiptail

picture shows a great pose for this lizard
He's closing one of his eyelids - you can make his eye black instead of that grey
His tail has also regenerated (near where his longest right rear toe is "pointing") - no need to show that in the icon
Their very long tails are often slightly bluish tinged, especially in juveniles
Throats are bright orange on males during mating season, though females also turn orange

Thanks for all you do!
~Tara L

Science can change the world: the ethics of doing so and our obligation to act with integrity (Blog)

Mon, 06 May 2013 12:12:00 -0400

In 1610, Galileo Galilei published the Sidereus Nuncius, or the Starry Messenger, a paper which strongly suggested that Nicolaus Copernicus had been correct when he presented an alternative view of our solar system, over half a century earlier, in which the earth orbited around the sun and not vice versa. In doing so, Galileo changed [...]

In 1610, Galileo Galilei published the Sidereus Nuncius, or the Starry Messenger, a paper which strongly suggested that Nicolaus Copernicus had been correct when he presented an alternative view of our solar system, over half a century earlier, in which the earth orbited around the sun and not vice versa. In doing so, Galileo changed the world by changing the way people saw themselves in it – shifting the scientific paradigm (Kuhn 1962). The integrity of science, and its potential to shape our understanding of our world, mandates that scientists maintain ethical standards by which they acquire and disseminate knowledge.

Science is a human enterprise with differing perspectives shaped by cultural and personal differences, but there are certain universal ideals which maintain the free exchange of information and ideas (Dennison, 2013). David King outlines seven principles of scientific ethics which are described in greater detail in Table 1. In addition to the ethical standards presented by King, there are ethical grey areas that can present problems for environmental scientists. While general consensus is needed before recommending a course of action, an overreliance on consensus can stymie progress (Dennison, 2013). Environmental scientists face the challenges of solution-based research and in some cases the need for protective/restorative action – leadership is needed to ensure that the metaphorical wheel keeps turning.

Table 1: Scientific Ethics Principles

Act with skill and care – Keep skills and knowledge current
Prevent corruption and declare conflicts of interest
Respect and acknowledge the work of other scientists
Ensure research is justified and lawful
Minimize impacts on people, animals and the environment
Discuss issues science raises for society
Present evidence honestly

Commonly, scientists will participate in discussions that include topics in which they are not an expert – especially during environmental crises when immediate action is required. Scientists have an obligation to do their homework on relevant topics which may be outside their comfort zone and maintain an active network of colleagues that can help address multi-faceted questions. Scientists must understand that they hold a moral authority and as such should not offer conclusive statements on topics in which they are not an expert.

Practicing these ethical standards in a consistent manner is the foundation of maintaining integrity as a scientist. Transparency is a key term used in federal scientific integrity policies (EPA 2012, NOAA 2011, Holdren 2011, Dept of the Interior 2011, Boesch, 2013). In a recent controversy regarding dam removal on the Klamath River, the release of a public document which summarized scientific findings used in the decision-making process was criticized for its apparent lack of transparency and potentially biased perspective. While the allegations were determined to be unfounded, the event did raise important questions regarding the interpretations of scientific transparency. Documents released summarizing political decision-making are intended to represent the data leading to the decision. If an informational gap exists between a summary document and the full scientific report being summarized, scientific integrity is maintained if the full report fully discloses all information and uncertainty related to the decision.

Authorship of scientific literature poses its own set of ethical challenges. The standards by which someone earns authorship on a scientific paper vary, but typically they require that the person participates in writing and/or developing analysis for some significant portion of the paper. Conceptualization of the study usually earns a person an authorship credit, but this is not always true if the formulation of the study was not dependent on that person’s conceptual input. Regardless of how a person earns authorship of a specific study, he/she must be able to address detailed questions regarding the published paper. Peer-reviewed publication is central to the scientific effort, but scientists should also make a concerted effort to communicate their findings to a broader audience – take steps to engage those outside of the scientific community.

Figure 1: Characteristics of a T-shaped professional. An effective professional possesses the skillsets to translate deep, single-discipline understanding in collaborative problem-solving through developing multi-disciplinary skills and strong management and leadership competency. The nature of these actions is dependent on situational context, professional ethics, and personal values. Figure adapted from McIntosh & Taylor (2013).

As graduate students at the start of our scientific careers, we should consider not only the ethics of being a scientist, but also the application of those ethics to the diverse skillsets required as professionals. An in-depth understanding of our specialty is only one part of being a T-shaped professional, as shown in Figure 1 (McIntosh & Taylor 2013). We must diligently develop knowledge and skills from other disciplines to effectively organize discussions and translate those discussions to productive outcomes through leadership. With debates surrounding formalizing tradition-based scientific practices through federal policies and accelerations in social media, there are many new ethical dilemmas on the horizon. As we continually gain perspective on our role as scientists, we may undoubtedly change the way we view ourselves and the way we view our place in the world.

References

Boesch D. “Scientific Integrity Principles.” Science for Environmental Management (MEES 698Y) lecture. University of Maryland Center for Environmental Science. May 1, 2013.

Dennison W. “Ethical Issues associated with science for environmental management.” Science for Environmental Management (MEES 698Y) lecture. University of Maryland Center for Environmental Science. May 1, 2013.

Dept. of the Interior. “Department Manual.” United States of America Department of the Interior (2011). Part 305, Ch 3, pp1-38.

EPA. “Scientific Integrity Policy.” Environmental Protection Agency (2012). Accessed May 1, 2013 from http://www.epa.gov/research/htm/scientific-integrity.htm

Holdren, J. “Scientific Integrity.” Memorandum for the Heads of Executive Departments and Agencies sent from the desk of John P. Holdren, Assistant to the President for Science and Technology and Director of the Office of Science and Technology Policy, on December 17, 2010.

Kuhn, T. The Structure of Scientific Revolutions. University of Chicago Press (1962), Chicago, IL, USA.

McIntosh B., Taylor A. “Developing T-shaped Water Professionals: Building Capacity in Collaboration, Learning, and Leadership to Drive Innovation.” Journal of Contemporary Water Research & Education (2013). Issue 150 pp 6-17

NOAA. “Scientific Integrity.” National Oceanic and Atmospheric Administration (2011). Administrative Order 202-735D.

Authors

Alex Fisher, Long Jiang, and Vanessa Vargas

Paul Greenfield: A human catalyst (Blog)

Fri, 03 May 2013 09:00:00 -0400

Professor Paul Greenfield was my mentor both at the University of Queensland and in the Healthy Waterways campaign. Paul recently retired from his role as Vice Chancellor of the University of Queensland and I would like to provide my perspective on his role as a human catalyst. Sometimes the most difficult thing to measure is [...]

Sometimes the most difficult thing to measure is the most important thing, for example, the action of a catalyst is absolutely critical for a reaction to take place, but it is difficult to measure. In a chemical reaction, there is a conversion of starting materials (reactants) into new materials (products). In order for the reactants to become products, a catalyst is needed. The action of the catalyst is to facilitate the reaction, not to become part of the reaction. While it is fairly straightforward to measure the disappearance of the reactants or the accumulation of the products, the catalyst does not dissipate during the reaction like the reactants, nor does it accumulate like the products. The role of the catalyst is much more subtle to discern. The catalyst in biochemical reactions is a type of protein called an enzyme. The catalyst in the human reactions is a type of academic catalyst and Healthy Waterways catalyst called Paul Greenfield.

When it comes to catalyzing human activities, the enzyme (Paul) needed to attract reactants (people ready to be transformed), provide the right conditions (reward systems, opportunities), inject significant amounts of energy (emotional and intellectual energy) and turn them into products (transformed people). The transformation of people means that they become empowered, and many of them do not even recognize the action of the catalyst. From the outside, the observation is the transformed and empowered people, not the catalyst.

Paul Greenfield visiting with IAN.

Having observed firsthand the catalytic action of Paul Greenfield, I conclude that the University of Queensland would not be the academic powerhouse that it has become, nor would the Healthy Waterways campaign have become the model system for environmental management without Paul Greenfield. The reactions simply would not have occurred. It is difficult to imagine what might not have occurred in the absence of a catalyst, but there are multiple examples of organizations and communities that have not been transformed. What makes the University of Queensland and the Healthy Waterways campaign unique is that real and fundamental change occurred, catalyzed by Paul Greenfield. The former premier of Queensland, Peter Beattie, recently said that Queensland would not have become the ‘Smart State’ without Paul Greenfield. That is a powerful testimony to Paul’s far ranging influence.

Unfortunately, one of the symptoms of Australian insecurity as a latecomer to the British Commonwealth, and a convict origin, is known as the ‘Tall Poppy Syndrome’. In this scenario, individuals deemed to rise above the pack are actively clipped back, rather than celebrated for their relative success. In the case of Paul Greenfield’s career, the ‘Tall Poppy Syndrome’ was manifested by a series of newspaper attacks which resulted in Paul retiring from the University of Queensland earlier than planned. The hastened retirement actually could benefit Paul’s health and his replacement, Professor Peter Hoj is a worthy successor. What I find disconcerting is that the University of Queensland is not going to be naming buildings, bridges or roads after Paul Greenfield, in spite of his powerful impact. Yet, on reflection, the action of a catalyst is too sublime and difficult for most people to discern. The true legacy of Paul Greenfield will be the transformed people and organizations that he catalyzed. I, for one, will continue to be part of that legacy, and everything that I accomplish will have the imprint of Paul Greenfield.

Introducing Paul Greenfield to oyster shooters in Annapolis.

Measuring cover crop performance in the Eastern Shore landscape (IAN Seminar Series)

Thu, 02 May 2013 10:24:00 -0400

Winter cover crops can play a critical role in conserving nutrients and sediment, but their performance is variable, depending on the land, farming techniques, and the weather. What makes a successful cover crop? For the past six years Dean has worked in collaboration with the USDA-ARS and the Maryland Department of Agriculture to develop methods for using satellite remote sensing to evaluate the performance of winter cover crops. At this IAN lunchtime seminar, Dean will present some observations from the Eastern Shore, and will discuss the role of cover crops in sustainable agricultural systems.

Me and Bobby Twilley (Blog)

Wed, 01 May 2013 09:00:00 -0400

We had a great visit with Dr. Robert Twilley, Louisiana Sea Grant Director and a faculty member at Louisiana State University. Robert gave a wonderful seminar at Horn Point Laboratory, covering the history of coastal Louisiana wetland loss, Mississippi River diversions and provided the context for the 2012 Master Plan. The IAN group collaborated with Robert and various Louisiana scientists to produce three science newsletters on coastal Louisiana issues shortly after Hurricanes Katrina and Rita devastated Louisiana. And more recently, Robert assembled a group of scientists and engineers for the Science and Engineering Board to advise the Louisiana Coastal Protection and Restoration Authority, which brought me to Louisiana several times over the past few years. Robert also got roped in to talk with our Science for Environmental Management class about science-policy interactions, and regaled us with some fascinating stories.

Robert Twilley talking with students in the Science and Environmental
Management class.

As part of Robert’s seminar introduction, I reprised the song that I had adapted from “Me and Bobby McGee”, written by Kris Kristopherson and Fred Foster. My song was as follows:

Me and Bobby Twilley

Busted flat in Baton Rouge

And Headin’ for the Plan

Feeling pretty talked out in a few days

Bobby put our panel together

To help his Delivery Team

Took us all away to New Orleans

We made our panel comments

To the Delivery Team

And talked it through

While Bobby sang the blues

With those many deadlines keeping time

And Bobby clappin’ hands

We finally covered all the points that we all knew

Planning’s just another word for nothing else to do

Planning ain’t worth nothing but it’s free

Feeling good was easy Lord

When Bobby sang the blues

Feeling good was good enough for me

Good enough for me and Bobby Twilley

From the delta of the Mississippi

To the coastlines of the Chenier

Bobby shared the secrets of the Plan

His team standing beside him, Lord

With everything he done

Every night he kept us from sleeping

Then somewhere near the end, Lord

We let him know what we thought

Looking for the wisdom we hope to find

And we’ll trade all our tomorrows

For a single yesterday

Holding Bobby’s team next to ours

Planning’s just another word for nothin’ else to do

Planning ain’t worth nothing but it’s free

Feeling good was easy Lord

When Bobby sang the blues

Feeling good was good enough for me

Good enough for me and Bobby Twilley

Special issue of Water Research & Education (eNewsletter)

Tue, 30 Apr 2013 10:36:00 -0400

A special issue on Water Education for Sustainability in Higher Education in the Journal for Contemporary Water Research & Education was just published, an outcome of a workshop in Brisbane, Australia, organized by the International WaterCentre. The issue is dedicated to Dr. Peter Oliver, an educator who passed away last November, and includes two papers co-authored by Peter and Bill Dennison on immersive education and popular education.

Climate Change Impact newsletters (eNewsletter)

Tue, 30 Apr 2013 10:36:00 -0400

These two newsletters, published in collaboration with the Maryland Department of Natural Resources, provide guidance for dealing with climate change. Changes in Maryland's climate will likely have far-reaching impacts, most notably those associated with rising sea level, increasing temperatures, and changes in precipitation patterns. In order to protect local citizens from public health and safety risks and to protect public and private investments, communities should begin to plan for the impacts of climate change. Communities are encouraged to designate Climate Change Impact Areas at the local level and to develop strategies to avoid or reduce impacts. Policies can also be developed that address one or more specific climate-related impacts. These two newsletters are in a series of newsletters on Climate Change Impact Areas, with several more coming out this summer.

Course in communicating science effectively (eNewsletter)

Tue, 30 Apr 2013 10:36:00 -0400

The Integration and Application Network is conducting a three-day course in communicating science effectively. The course is being held in Cambridge, Maryland, 7-9 May, 2013. The hands-on approach means that participants come away from the course with the technical skills to effectively communicate scientific information in a variety of communication products. Further details and online registration are available on the course website.

Participatory Approaches for the Planning and Development of Marine Protected Areas (eNewsletter)

Tue, 30 Apr 2013 10:36:00 -0400

This report was created through the WWF/NOAA Capacity Building Partnership within the MedPAN South Project. The participatory engagement of stakeholders is perhaps the most important component of the planning and development of a Marine Protected Area. Meaningful engagement depends on the ability of practitioners to build a healthy, lasting, and trustful relationship with stakeholders, including local communities. The approaches described in this guidebook are intended to help practitioners navigate this process.

In a second report card, the Oil Spill Commission gives Congress a D+. (eNewsletter)

Tue, 30 Apr 2013 10:36:00 -0400

The Oil Spill Commission Action, which is an outgrowth of the National Commission on the BP Deepwater Horizon Oil Spill and Offshore Drilling, has released a second report card entitled Assessing Progress: Three Years Later. The Administration, Congress, and the Oil Industry are graded on what they have and have not done to improve the safety of offshore exploration and drilling as outlined in the preceeding April 2012 report, Assessing Progress: Implementing the Recommendations of the National Oil Spill Commission. IAN science communication staff participated in the production of both reports.

Science Integrator (Vacancies)

Tue, 30 Apr 2013 00:00:00 -0400

The University of Maryland Center for Environmental Science (UMCES) invites applications for a Science Integrator who will work at its Integration and Application Network (IAN).

IAN is seeking qualified applicants to work with a dynamic team of Science Integrators and Science Communicators, based in Maryland but working in a range of locations and on a diversity of projects. The Science Integrator duties include identifying and negotiating projects, facilitating workshops, acquiring data, conducting analyses, synthesizing and interpreting results and communicating through written and oral means to multiple audiences, including peer review publication. The Science Integrator is expected to work with multiple, diverse partners, particularly government agencies and non-government organizations. Applicants are expected to have a PhD in a relevant terrestrial or marine environmental field with at least 2 years of experience. The successful candidate will be classified in the Research Scientist ranks entitled to University benefits with a salary based on experience.

Please e-mail a letter of interest, resume, and contact information for three references to Ken Barton at kbarton@umces.edu. Search will remain opened until the position is filled.

UMCES is an EEO/AA employer.

Environmental Report Cards: protecting our environment together (Blog)

Mon, 29 Apr 2013 17:24:00 -0400

What is a report card? In a world filled with knowledge, how can you find a way to share ecological knowledge among different groups of people? Literature? Books? Newspapers? How about report cards? Ecological report cards are important tool for integrating diverse data types into simple scores that can be communicated to decision-makers and the [...]

What is a report card?

In a world filled with knowledge, how can you find a way to share ecological knowledge among different groups of people? Literature? Books? Newspapers? How about report cards? Ecological report cards are important tool for integrating diverse data types into simple scores that can be communicated to decision-makers and the general public.

“Think like a wise man but communicate in the language of the people”, says poet, William Butler Yeats.

This is exactly why we need to produce a report card. It is a convenient way to bring scientists, policy makers, managers, and the public together. Since good environmental quality in an area is very dependent on the local culture, managers often need to listen to what people are saying about the watershed, what they value, and what their stories are.

Managers and environmental groups have different angles and basing communication on science, instead of political agenda, can make an unbiased framework for managers. Therefore, much of the scientific data used to generate the Report Card is transformed so that it is visually compelling and easily understood. By providing timely and relevant feedback, report cards can have the added benefit of accelerating management and community response. For example, the governor of Maryland wants credit for the work that has been done to improve the Chesapeake Bay. Looking at the Chesapeake Bay report card, we see that it falls from C- to D+ in 2012, which reflects poorly on him and doesn’t bode well for future leaders supporting cleanup efforts. This catalyzes improvements in ecosystem health by guiding restoration efforts and creating a targeting scheme for resource allocation.

Ms. Caroline Wicks and Dr. Heath Kelsey joined us on the topic of report cards. Caroline is the EcoCheck Team Leader, and Heath is a science integrator. (Courtesy by Dr. Bill Dennison)

How are indicators in report cards chosen?

The primary question of report cards is which indicators we should select and how many indicators we should have. Although simplistic indices may lack relevant parameters, too many indices may be very complex. Therefore, we must balance these two aspects and make an adjustment between them. There are some tips to keep in mind: How do we measure the economic health? Do the indicators conflict with each other? How do we decide what the measures are and how they will reflect the goals of certain members of the team? Will they be objective?

The four major steps needed to produce a report card (Integrating and applying science, Longstaff BJ, Carruthers TJB, Dennison WC, Lookingbill TR, Hawkey JM, Thomas JE, Wicks EC, Woerner JL (2010))

For example, how do we evaluate the fisheries of Maryland? According to the EcoCheck Team Leader Ms. Caroline Wicks, three main species should be included: striped bass, blue crab and oysters. Clearly, there are other fisheries that exist within the state of Maryland, but these three are significant species relevant to the local economy, which will indicate the overall health of the ecosystem. When it comes to collecting these data, blue crabs are easy, because a winter dredge survey has been in place for a while. For the striped bass, the data Maryland collects are combined with the Virginia Institute of Marine Science main stem dredge/trawling survey. Oysters have been the hardest one, since there are only fragments and random data to indicate their abundance.

Examples of report cards (Integrating and applying science, Longstaff BJ, Carruthers TJB, Dennison WC, Lookingbill TR, Hawkey JM, Thomas JE, Wicks EC, Woerner JL (2010))

Scales of report cards

Report cards can be produced at any geographic scale. The scale of report cards depends on factors such as purpose and data availability. For example, the Mississippi report card covers 40% of the contiguous US. According to Dr. Heath Kelsey, for the Mississippi report card, six major goals were created: cleaning the water supply, flood control, supporting the economy, healthy ecosystems, transportation, and recreation. While the overall goals are the same for the entire Mississippi River basin, the ways to achieve them will be different among sub-basins in the region.

Different scales of report cards (Integrating and applying science, Longstaff BJ, Carruthers TJB, Dennison WC, Lookingbill TR, Hawkey JM, Thomas JE, Wicks EC, Woerner JL (2010))

Effectiveness of report cards

How can we maximize the effectiveness of a report card? By making sure that the report card is available to all stakeholders and that data is accurately and clearly displayed. Since the stakeholders want to see the results, but might not understand some data and information, the report card must provide figures which are easily understood. We must also ensure that the report card is not driven by politics, but data and science. Because of their accessibility, report cards can generate media attention and highlight issues of concern. Moreover, using report cards in teaching and education is an emerging tool, which can spread the message throughout the community.

Media attention on report cards (Integrating and applying science, Longstaff BJ, Carruthers TJB, Dennison WC, Lookingbill TR, Hawkey JM, Thomas JE, Wicks EC, Woerner JL (2010))

In summary, report cards are a useful tool for spreading messages and encouraging community involvement. Development of a high-quality report card is an ongoing goal. Every step, from drawing conceptual diagrams, choosing indicators, collection of data, data analysis and interpretation, and communication, is critical and can be improved by continued collaboration between scientists, stakeholders and policymakers.

References

1.Longstaff BJ, Carruthers TJB, Dennison WC, Lookingbill TR, Hawkey JM, Thomas JE, Wicks EC, Woerner JL (2010) Integrating and Applying Science: A practical handbook for effective coastal ecosystem assessment. IAN Press, Cambridge,MD. Chapter5: Ecological indicators.

2.Longstaff BJ, Carruthers TJB, Dennison WC, Lookingbill TR, Hawkey JM, Thomas JE, Wicks EC, Woerner JL (2010) Integrating and Applying Science: A practical handbook for effective coastal ecosystem assessment. IAN Press, Cambridge, MD.Chapter 6: Ecological report cards.

Authors

Miaohua Mao, Kristen Lycett and Long Jiang

Oil spill commission praises industry, Obama administration, but faults Congress for inaction (IAN in the Media)

Thu, 25 Apr 2013 16:04:00 -0400

WASHINGTON -- More stringent regulations by the Obama administration and safety "lessons learned by industry" have contributed to make offshore drilling much safer than it was three years ago when the Deepwater Horizon oil rig exploded, according to the independent White House commission that examined the disaster. But the commission, in a report released Wednesday (April 17), faults Congress for failing to enact a single regulatory change or to raise the liability limits for major spills.

Stakeholder Engagement (Report) (IAN Press Publication)

Tue, 23 Apr 2013 11:19:00 -0400

The participatory engagement of stakeholders is perhaps the most important component of the planning and development of an MPA. Meaningful engagement depends on the ability of practitioners to build a healthy, lasting, and trustful relationship with stakeholders, including local communities. The approaches described in this guidebook are intended to help practitioners navigate this process of stakeholder engagement.

Assessing Progress (Report) (IAN Press Publication)

Tue, 23 Apr 2013 09:54:00 -0400

Following the 2010 BP Deepwater Horizon oil spill in the Gulf of Mexico, seven Oil Spill Commission Action (OSCA) commissioners released their first report in April 2012-Assessing Progress: Implementing the Recommendations of the National Oil Spill Commission. It provided recommendations for making offshore energy production safer, improving oil spill response, and addressing the impacts on people, economy and the environment. The Commissioners issued their second progress report recently, on April 17, 2013, three days before the third-year anniversary of the disaster. This report, Assessing Progress: Three Years Later, summarizes the Commissioners assessment of what progress has been achieved, and what still needs to be done.

Land Management: Farming in a changing climate (Newsletter) (IAN Press Publication)

Mon, 22 Apr 2013 16:35:00 -0400

Agriculture is the largest commercial industry in Maryland, employing about 350,000 people, on almost 13,000 farms covering two million acres. With increasing impacts of climate change, water management will become a larger concern, rising temperatures, carbon dioxide, and ozone will increase stress on nearly all crop and livestock species, and pests and diseases, such as soybean rust will likely plague farmers in the future. The agricultural community should consider the implementation of various management practices to reduce risk and build resilience. This newsletter provides guidance for management practices for farming that help with adapting to climate change.

Climate Change Impact Areas: Planning for a changing climate (Newsletter) (IAN Press Publication)

Mon, 22 Apr 2013 16:30:00 -0400

Changes in Maryland's climate system will likely have far-reaching impacts, most notably those associated with rising sea level, increasing temperatures, and changes in precipitation patterns. Acknowledging the increasing likelihood and magnitude of these impacts and their associated risks is necessary to protect both natural and man-made environments for years to come. In order to protect local citizens from public health and safety risks and to protect public and private investments, communities should begin to plan for the impacts of climate change that our state is experiencing now and will continue to experience in the future. Communities are encouraged to designate Climate Change Impact Areas at the local level and to develop strategies to avoid or reduce impacts. Strategies can be incorporated into existing elements (i.e., land-use, transportation, water resources) of a local comprehensive plan or a community could develop a stand-alone climate change adaptation element. Policies can also be developed that address one or more specific climate-related impacts.

Chesapeake Bay: Storm Impacts, Conowingo Dam and Choptank River (Presentation) (IAN Press Publication)

Thu, 18 Apr 2013 16:36:00 -0400

The Conowingo Dam reservoir has been losing capacity for sediment trapping since it was constructed in 1928; sediments and phosphorus now largely bypass the dam during high flow events. Scouring will occur more frequently during high flow events. Nitrogen reductions in Chesapeake tributaries have led to SAV resurgences. Susquehanna flats SAV are resilient to storm flows. Conditions of Chesapeake Bay tributaries, like the Choptank River, are affected by their subwatersheds.

Conowingo Dam talk Wednesday at library (IAN in the Media)

Thu, 18 Apr 2013 14:07:00 -0400

CAMBRIDGE - The Nanticoke Watershed Alliance will sponsor a discussion on the Conowingo Dam on Wednesday from 6:30 p.m. to 8:30 p.m. at the Dorchester County Public Library, 303 Gay St.