Data visualization in science transforms complex data sets into visual representations, such as graphs, maps, and tables. Effective data visualization reveals meaningful insights and identifies patterns, increasing accountability and interpretability. The use of data visualization facilitates communication among researchers, scientists, and stakeholders. Data visualization enables efficient analysis, decision-making, and knowledge dissemination within and beyond the scientific community.
### A Digital Badge in Science Data Visualization is earned through studies incorporating the following key topics and corresponding competencies: **Iterative Process** Learners will be able to: 1. Identify and apply the iterative process of data visualization: research, goal and audience identification, concept development, sketching, and design refinement. 2. Apply the iterative process to a data visualization project, such as a chart or a map. 3. Analyze the benefits of the iterative process in improving the clarity, efficiency, and effectiveness of data visualizations. 4. Evaluate the effectiveness of different iterations of a data visualization, identifying areas of improvement and refinement. 5. Reflect on the iterative process and identify strategies for incorporating it into future data visualization projects. **Data Visualization Principles** Learners will be able to: 1. Describe the key principles of data visualization, including maximizing content, minimizing chart junk, and utilizing different graphing approaches. 2. Analyze the impact of maximizing content in data visualizations, such as using small multiples to maximize content variation and minimize style variation. 3. Apply data visualization principles to create visually engaging and informative examples of data visualization. 4. Evaluate existing data visualizations to identify instances of chart junk and suggest improvements to enhance clarity and efficiency. 5. Compare and contrast different graphing approaches and select the most appropriate approach for visualizing specific types of data. **Software Proficiency** Learners will be able to: 1. Demonstrate proficiency in multiple softwares, such as Excel, InDesign, Illustrator, R, and ArcPro/ArcOnline, to create effective and engaging data visualizations. 2. Use the features and functionalities of each software to organize, analyze, and visualize data accurately and efficiently. 3. Select the most appropriate software tool based on the specific requirements and characteristics of the data and visualization goals. **Data Visualization Examples** Learners will be able to: 1. Analyze the effectiveness of different data visualization examples in uncovering trends, realizing insights, exploring sources, and telling stories. 2. Apply principles of analytical design to create effective data visualizations using examples as inspiration. 3. Evaluate the suitability of different data visualization examples for specific datasets and target audiences. 4. Create original data visualizations using examples as a reference, incorporating effective design elements and storytelling techniques. **Maps** Learners will be able to: 1. Explain the role of maps in data visualization. 2. Analyze how maps visually describe data and uncover spatial trends and patterns. 3. Apply principles of cartography and color selection to create visually appealing and informative maps for specific geographic datasets. 4. Evaluate the effectiveness of maps in communicating spatial information and guiding decision-making processes. 5. Incorporate interactive elements into maps to enhance user engagement and exploration of the data. ### Evidence of Mastery is submission of a final portfolio, including the following skills, to be signed-off by the Unit Director: **Software Proficiency** - Demonstrates proficiency in using multiple software programs. - Effectively utilizes software features and functionalities. - Selects appropriate software tools based on data and visualization requirements. **Visualization Techniques** - Applies a variety of visualization techniques and design principles. - Uses suitable chart types to represent different data effectively. - Incorporates visual storytelling techniques to engage the audience. **Design and Aesthetics** - Creates visually appealing visualizations with a cohesive design. - Utilizes principles of design, such as layout, color, typography, and hierarchy. - Enhances clarity, readability, and comprehension through appropriate graphic elements. **Data Analysis and Interpretation** - Demonstrates accurate data analysis and interpretation. - Applies relevant statistical techniques and data processing methods. - Evaluates the accuracy, reliability, and validity of the data used. **Portfolio Development** - Develops a comprehensive portfolio showcasing a range of skills and techniques. - Creates a chart that is appropriate for that dataset and uses good design principles. - Creates a table that is appropriate for that dataset and uses good design principles. - Creates a map that is appropriate for that dataset and uses good design principles. - Organizes the portfolio logically with clear descriptions and explanations. - Reflects on the effectiveness of the visualizations and identifies areas for improvement.
The Institute of Marine and Environmental Technology Summer Internship is divided into four key areas of focus. The first area of focus is general laboratory technical mastery. The second area is project-specific knowledge and expertise. The third area is data analysis and visualization. The fourth area is the synthesis of experimental findings with prior knowledge, related data or disciplines, and in collaboration with other scientists.
# IMET Summer Internship **Six Major Skill Areas for Mastery** ## 1. General laboratory technical mastery. This consists of practical knowledge and lab procedures. General skills include maintaining laboratory safety for oneself and others. This includes: - Analyzing the hazards associated with commonly used equipment, chemicals, and processes, and demonstrating the ability to effectively manage those hazards by employing appropriate procedures and protective equipment. - Applying knowledge and skills to effectively plan and maintain accurate records of experiments, utilizing a digital or paper laboratory notebook system. - Applying organizational skills to arrange and maintain a well-structured workspace while demonstrating understanding of proper disposal methods and locations for various laboratory waste products. - Demonstrating comprehension of the concept of standard curves and reference materials, and applying that knowledge to accurately interpret and analyze experimental data. - Applying effective intra-lab communication skills by utilizing appropriate verbal and written communication methods and demonstrating the ability to determine the appropriate timing and recipients when communicating with peers and laboratory leaders. _Mastery level_ - Demonstrate a comprehensive understanding of laboratory skills, safety protocols, and research ethics. _Mastery level_ - Adapt to inevitable changes and challenges in a professional setting while demonstrating resilience, flexibility, and effective problem-solving skills. ## 2. Project-specific knowledge and expertise. This is the background knowledge that relates to the specific laboratory investigation that the intern is engaged in for the summer. The successful intern will: - Demonstrate knowledge and understanding of the chosen topic and its relevance to the current investigation, and recognize the connections and implications it holds for the research at hand. - Utilize specific methods or approaches with their project. - Utilizing the guidance of mentors, the interns will: - Choose a topic, develop research questions, and plan the research methodology. - Receive training on lab techniques and equipment use as needed. - Design a research project that demonstrates a high level of creativity and scientific rigor. _Mastery Level_ - Plan (Design) a research project that demonstrates a high level of creativity, complexity, and scientific rigor (adjusted for the focus area of the Intern). ## 3. Data analysis and visualization. Interns will: - Apply skills to accurately record and organize both quantitative and qualitative data and utilize appropriate methods and tools to categorize, analyze, and present the information effectively. - Apply analytical skills to conduct rudimentary **statistical analyses, such as calculating averages standard deviations, and statistical comparisons. This will necessitate the ability to prepare complete raw data tables that are informative and useful** for further analysis and interpretation. - Apply higher-order thinking skills to present data in various forms, such as simplified data tables, bar graphs, regressions, time series, etc., with the aim of facilitating understanding and effectively communicating the findings to relevant audiences, while framing the presentation in the wider context of the project. _Mastery level_ - Apply critical thinking skills to determine the appropriate statistical tests or analysis methods for the type of data being used, demonstrating an understanding of the scope and objectives of the study, including both the specific and overall goals. ## 4. Synthesis of experimental findings with prior knowledge, related data or disciplines, and in collaboration with other scientists. Interns will be able to: - Collaborate effectively with team members to achieve a common goal. Work in teams to design and execute research projects. - Develop team-building skills, learn how to manage differences, to work towards a common goal. - Engage in higher order thinking by participating in discussions with peers to explore how the intern's specific project intersects with and relates to other disciplines or ideas, fostering a deeper understanding of the interdisciplinary connections and broader implications of the project. _Mastery level_- Collaborate effectively with peers and mentors to produce and communicate high-quality research results, while demonstrating leadership, communication, and teamwork skills. _Mastery level_ - Apply critical thinking and problem-solving skills to identify, analyze, and propose solutions to complex problems in marine and environmental sciences. ## 5. Communication of research to broader audiences. The intern will: - Apply advanced communication skills to effectively convey scientific information to diverse audiences, utilize appropriate background knowledge, framing techniques, and contextual understanding in science communication to ensure clarity, relevance, and accessibility of the information being shared. - Engage and collaborate in group training to acquire and practice science communication skills. - Demonstrate knowledge and comprehension of the distinctions between various audiences, including peers, mentors, and other stakeholders, and actively seek and incorporate feedback on their communication skills from these different audiences. - Apply higher-order thinking skills to create visually appealing and informative posters, as well as deliver an oral presentation, with the purpose of effectively sharing research findings with a diverse and broad audience. _Mastery level_ - Communicate scientific information clearly and effectively to a diverse audience using appropriate language and media. ## 6. Understand the importance of diversity in marine and environmental sciences as it relates to human health, food, water, and energy. Interns will: - Learn the importance of marine and environmental resources for human health, food, water, and energy. - Demonstrate knowledge acquisition and comprehension of the significance of marine and environmental sciences in relation to human health, food, water, and energy. - Apply higher-order thinking skills to analyze and evaluate how marine and environmental issues impact different populations and sectors in distinct ways. This involves recognizing and comprehending the varying social, economic, and cultural factors that contribute to differential impacts, and gaining a deeper understanding of the complexities and nuances involved in addressing these issues on a broader scale. - Attend seminars and participate in group discussions to learn from laboratory mentors about the importance of marine and environmental sciences in these areas. Analyze and evaluate case studies, research papers, and other relevant literature related to the topic, demonstrating an enhanced understanding of the subject matter and the ability to critically engage with scholarly sources. _Mastery level_- Analyze and synthesize information to develop an argument that demonstrates an understanding of the significance of marine and environmental sciences. Evidence of mastery includes the ability to: - Evaluate the benefits of diversity in science and specifically in the field of marine and environmental sciences. - Articulate the significance of diversity in the field of marine and environmental sciences, demonstrating comprehension of the benefits and contributions that diverse perspectives, backgrounds, and experiences bring to defining scientific priorities and addressing complex environmental challenges. - Participate in group activities to highlight accomplishments of scientists historically excluded from these fields. - Actively participate in conversations with diverse scientists who specialize in marine science and environmental justice, fostering opportunities to gain insights, exchange ideas, and deepen understanding of the intersectionality between these fields. This includes demonstrating the ability to listen, analyze, and engage in meaningful discussions that promote learning and broaden perspectives. _Mastery level_- Synthesize and be conversant about the importance of diversity in research teams and in the field of marine and environmental sciences. ### In addition, interns will: - Create a plan for pursuing higher degrees or a career in marine and environmental sciences. Students will receive guidance and mentorship on pursuing higher degrees or a career in the field of marine and environmental sciences. - Participate in workshops and individual meetings to develop their career goals and create a plan for achieving them. - Recognize that the intern-mentor relationship extends beyond the summer, students will understand that the connections made during the internship serve as the foundation of their professional network for future advancement. ## Learn more about our IMET Summer Internship https://www.umces.edu/imet/summer-internship
Global Sustainability Scholars are undergraduate and graduate students from diverse backgrounds researching sustainability challenges facing communities and environments. In collaboration with COAST Card, these students will work to enhance stakeholder engagement and evaluation and work to inform the Potomac COAST Card.
## Competencies - Students will be able to develop a stakeholder engagement toolbox as part of the COAST Card project, which includes innovative approaches for listening sessions and gathering stakeholder input. - Students will provide results leading to a Potomac River Report Card utilizing listening sessions throughout the Potomac Watershed. - Students will be able to evaluate stakeholder engagement strategies and their impact on fostering trust among stakeholders, scientists, and managers. - Students will gain an understanding and appreciation of the complex socio-environmental system in the Chesapeake region. Through this understanding and exposure to the other COAST Card study sites globally, they will gain an appreciation of the different challenges and opportunities in other parts of the world. - Students will be able to explain the importance of robust models, such as system dynamics models, in providing scientif ## Learning Activities - Students will be provided tools to create a stakeholder engagement toolbox related to coastal and ocean sustainability. They will present their engagement toolbox to their peers for feedback utilizing listening sessions throughout the Potomac Watershed. - Students will organize and accomplish stakeholder listening sessions to obtain input from a diverse range of stakeholders. They will incorporate their stakeholder engagement for their Report Card presentation adding input gathered during innovative listening sessions. - Students will directly experience a diversity of Chesapeake Bay habitats through field trips and site visits from the mountains to the sea. - Students will visit a variety of scientific research laboratories and meet with active environmental researchers to gain an exposure to the types of environmental research conducted in the Chesapeake region. - Students will be making presentations to a variety of audiences, including the Chesapeake Bay Program and the UMCES Integration and Application Network. _The evaluation criteria focus on the fostering of trust among stakeholders, scientists, and managers._ ### Method of Assessment - Creation of the stakeholder engagement toolbox and Potomac River Report Card. **Mastery level** Assessed based on the creativity and innovation demonstrated in developing the toolbox, the comprehensiveness of the strategies included, and the clarity of the documentation. Presentation of the stakeholder engagement toolbox and Potomac River Report Card ### Method of Assessment - Application of social network analysis techniques to identify key stakeholders for receiving scientific information and guidance based on COAST Card report cards. **Mastery level** Assessed based on the accuracy of stakeholder identification, the application of appropriate social network analysis techniques, and the ability to justify the selection based on relevant criteria. ### Method of Assessment - Reflective essay or presentation discussing the importance of robust models, such as system dynamics models, in providing scientific information for catalyzing positive change. **Mastery level** Assessed based on the depth of understanding demonstrated in explaining the importance of robust models, the ability to articulate the link between models and positive change, and the integration of relevant examples or evidence.
Strategic Communication for Sustainability Leaders
Effective Science Communication Skills to Build the Next Generation of Environmental Stewards and Leaders: This self-paced online course offered by the leader in Environmental Science, the University of Maryland Center for Environmental Science, shares the easy to learn techniques that our scientists use to help make students better science communicators Integrates the best of both graphics and the written word so that students are equipped to tell “the whole story”.
# Science Communication for Sustainability Leaders Earning Criteria: ## Learning Objectives: - Identify and critique features of science communication products that utilize effective graphic and narrative techniques. - Produce appealing graphs and charts that avoid ‘chart junk’ or ‘map clutter’. - Craft a narrative using the ‘and, but, therefore’ template. - Develop a best-practice compelling science communication. - Produce appealing graphs and charts that avoid ‘chart junk’ or ‘map clutter’. - Craft a narrative using the ‘and, but, therefore’ template. - Develop a best-practice compelling science communication. ## Skills learned from each module: ### Module 1: - Importance of science communication - Identifying iconic science communicators - Understanding the science behind science communication - Crafting effective stories - Audience analysis for communication - Learning narrative structure for communication ### Module 2: - Data visualization techniques - Creating and interpreting data visualizations - Familiarity with classic conceptual diagrams - Understanding IAN conceptual diagrams - Knowledge of classic maps for communication ### Module 3: - Storyboarding techniques - Creating active titles for content - Understanding the storyboard creation process - Project management skills for communication projects - Mastery of layout and design principles - Practical layout and design examples - The ability to critique and review communication materials ### Module 4: - Grasping color theory fundamentals - Applying color theory in science communication - Using symbols and diagrams effectively - Creating conceptual diagrams - Analyzing conceptual diagram examples ### Module 5: - Distinguishing between science writing and science communication - Developing various science communication products - Incorporating photos and videos into science communication - Preparing and assembling scientific presentations - Skills for delivering effective presentations in a scientific context
Storytelling with Data using Socio-environmental Report Cards
Effective data presentation and science communication skills taught by the University of Maryland Center for Environmental Science, the leader in Environmental Science. Teaching educators to work with students to communicate like our scientists using the very familiar format of a report card. Socio-environmental report cards are the tool used to synthesize data into stories to both inform and engage.
# Storytelling with Data using Socio-environmental Report Cards Earning Criteria ## Learning Objectives - Compare and contrast different environmental approaches and socio-environmental report cards. - Critique the different approaches used in environmental assessments and socio-environmental report cards. - Create image-rich socio-environmental report cards that are accessible to a wide and diverse audience. - Create a reporting framework for a case study to generate a socio-environmental report cards. - Produce appealing graphs and charts that avoid ‘chart junk’ or ‘map clutter’. - Craft a narrative using the ‘and, but, therefore’ template. - Develop a best-practice compelling science communication. # Course Modules ## Module 1: - What are Report Cards? - Why Report Cards? - Report Card Application - From Qualitative to Quantitative - Distilling Data - Incorporating New Indicators - Evaluation of Report Card Impacts ## Module 2: - Report Card Process - Enabling Conditions - Stakeholder Analysis - Project Planning 1 - Project Planning 2 - Workshop Planning - Facilitation and Engagement ## Module 3: - Identifying Values and Threats - Identifying Indicators - Indicator Qualities - Defining Thresholds - Calculating Scores and Grades - Gaining Stakeholder Consensus ## Module 4: - Communication strategies - Communicating Results - Designing Report Cards - Stakeholder-led Approach - Optimizing Collaborations - Systems Modelling ## Module 5: - Communication strategies - Communicating Results - Designing Report Cards - Stakeholder-led Approach - Optimizing Collaborations - Systems Modelling
The University of Maryland Center for Environmental Science's Horn Point Laboratory offers an Oyster Hatchery Internship. This program is a unique opportunity to learn skills in the aquaculture industry. Candidates work for a minimum of 12 consecutive weeks.
The internship is a structured learning process that combines theoretical knowledge and hands-on practical experience. Learners will begin by acquiring a solid foundation in each skill area listed below, understanding the fundamental principles and concepts involved. As they progress, they will apply this knowledge practically, honing their skills in real-world scenarios. This includes tasks such as operating and maintaining broodstock facilities, managing larval rearing tanks, and effectively using equipment like microscopes and filters. Learners will continuously assess and optimize their processes, striving for maximum efficiency and success. Additionally, they will develop the ability to evaluate and maintain equipment, ensuring longevity and safety. Throughout their learning journey, they will focus on data collection, quality control, and adherence to established protocols, fostering a comprehensive understanding of each skill set and preparing them for proficiency and expertise in their respective areas of specialization. ### EARNING CRITERIA ## Major Skill Areas ### Broodstock care - Operate and maintain a broodstock facility. - Assess the health and conditions of broodstock. - Maintain broodstock facilities, ensuring cleanliness and functionality. ### Spawning - Demonstrate skills in the fundamentals of spawning processes. - Apply practical skills in managing and monitoring effectively. - Evaluate and optimize spawning processes for maximum efficiency and success. ### Larval rearing - Outline the fundamentals of larval rearing equipment and processes. - Apply practical skills in managing and monitoring larval rearing tanks effectively. - Evaluate and optimize larval rearing processes for maximum efficiency and success. ### Setting Tanks - Demonstrate efficient tank setup and proficiency in operating various setting tanks. - Optimize tank processes for maximum efficiency. ### Microscopes - Identify and apply microscope operations effectively. - Develop proficiency in both compound microscope operation and dissecting microscope operation. - Demonstrate proper cleanup and maintenance procedures after microscope use to ensure equipment longevity and laboratory safety. ### Algal production - Assess and practice data collection, inoculation, and basic equipment operation. - Demonstrate algal production techniques, equipment operation, and quality control procedures. - Manage algal production processes, equipment maintenance, and quality control measures while demonstrating expertise in advanced tasks. ### Spat plantings - Collect spat samples for planting, ensuring systematic and accurate data collection techniques. - Demonstrate precise planting counts and accurately size spat for successful spat plantings. - Apply proper procedures for handling samples after counting to maintain data integrity and adhere to established protocols. ### Cultchless seed operations - Complete cultchless seed operations, including equipment maintenance, cleaning procedures, and basic counting. - Demonstrate draining, cleaning, and operating different cultchless systems. - Apply quality control by counting cultchless seed and apply grading techniques. ### Filters - Develop a fundamental understanding of filter setup. - Demonstrate the ability to adjust the temperature of filtered water accurately. - Perform filter breakdown and cleaning procedures efficiently. ### Farm - Identify and understand various gear types used on the farm and farm equipment. - Assess the size and mortality of farm products accurately. - Initiate and conclude desiccation procedures for specific crops. ### Other Skills - Explain the process of shipping larvae/seed, maintaining aquariums, and using specific equipment. - Operate specialized equipment like the Coulter Counter, Titrator, and YSIs. - Apply procedures such as maintenance, safety, and calibration of tools.
Narrative structure helps to build a story from start to finish, identifies the key message a science communicator is trying to convey, and simplifies the creation of subsequent communication materials. Identifying the key information about a narrative helps to drive the take home messages a communicator wants to send to their audience. The narrative structure is created specifically with the audience in mind to make the messaging the most effective for a particular group.
### A Digital Badge in Narrative Structure is earned through studies incorporating the following key topics and corresponding competencies: **Identify the key elements of a story** Learners will be able to: 1. Identify the key features of a narrative 2. Identify these features in a given story **Create and “And..But…Therefore…” Statement** Learners will be able to: 1. Understand the components of an ABT and their purposes 2. Identify quality ABT statement from a batch of “And…and…and” and “Despite…However…Yet…” Statements 3. Identify the ABT of a provided case study 4. Create an ABT about their personal research or on a provided list of topics **Translate key Messages into a Message Box** Learners will be able to: 1. Understand the components of the message box format (Audience, background, Issues, etc….) 2. Identify the message box components in a provided case study 3. Fill out a message box based on the ABT they created about their own research **Create a blog post** Learners will be able to: 1. Use their ABT and message box activities to write a blog post about their personal research that effectively communicates the main messages of their topic. It must be appropriate for their identified audience and contain all of the features previously identified for a strong narrative structure. **Evidence of Mastery:** Students will submit a clear, concise ABT statement, a fully developed message box, and a completed blog post on an area of personal research or on a provided topic, as well as submitting learning exercises of the following skills: **Understanding Narrative Structure:** - Watch edX course - Complete Narrative Structure Handout **Tools to Develop a Narrative** -Differentiate ABT from alternative narrative structures - Identify quality ABT statements **Identifying Key Elements** Provided a story, identify: - ABT -Message Box Components **Creating a Narrative** - ABT - Message Box - Blog Post
Narratives for Science Communication helps to build a story from start to finish, identifies the key message a science communicator is trying to convey and simplifies the creation of subsequent communication materials. Identifying the key information about a narrative helps to drive the take home messages a communicator wants to send to their audience. The narrative structure is created specifically with the audience in mind to make the messaging the most effective for a particular group.
### A Digital Badge in Narratives for Science Communication is earned through studies incorporating the following key topics and corresponding competencies: **Identify the key elements of a story** Learners will be able to: 1. Identify the key features of a narrative 2. Identify these features in a given story **Create and “And..But…Therefore…” Statement** Learners will be able to: 1. Understand the components of an ABT and their purposes 2. Identify quality ABT statement from a batch of “And…and…and” and “Despite…However…Yet…” Statements 3. Identify the ABT of a provided case study 4. Create an ABT about their personal research or on a provided list of topics **Translate key Messages into a Message Box** Learners will be able to: 1. Understand the components of the message box format (Audience, background, Issues, etc….) 2. Identify the message box components in a provided case study 3. Fill out a message box based on the ABT they created about their own research **Create a blog post** Learners will be able to: 1. Use their ABT and message box activities to write a blog post about their personal research that effectively communicates the main messages of their topic. It must be appropriate for their identified audience and contain all of the features previously identified for a strong narrative structure. **Evidence of Mastery:** Students will submit a clear, concise ABT statement, a fully developed message box, and a completed blog post on an area of personal research or on a provided topic, as well as submitting learning exercises of the following skills: **Understanding Narrative Structure:** - Watch edX course - Complete Narrative Structure Handout **Tools to Develop a Narrative** -Differentiate ABT from alternative narrative structures - Identify quality ABT statements **Identifying Key Elements** Provided a story, identify: - ABT -Message Box Components **Creating a Narrative** - ABT - Message Box - Blog Post
From the headwaters of the Chesapeake Bay, the University of Maryland Center for Environmental Science Appalachian Laboratory scientists conduct research on terrestrial and aquatic ecosystems in many parts of the world, with an emphasis on the rich and diverse environments of Western Maryland and the broader Appalachian region. Founded in Frostburg in 1962, Appalachian Laboratory scientists advise state, national and international leaders on air and water quality, wildlife management, forest and agricultural management, and biodiversity conservation, while also training and engaging tomorrow’s researchers and environmental stewards through advanced degree offerings, citizen science initiatives, and K-12 curriculum development.
### Undergraduate students participating in the Appalachian Laboratory Undergraduate Summer Research Internship complete required safety training before beginning laboratory or fieldwork. This training includes both online, asynchronous and in-person, synchronous components. Student learning is measured through a post-training written assessment. ## Learning Objectives: **Upon successful completion of safety training, interns will be able to: Identify potential hazards in laboratory or field settings and take appropriate precautions to minimize risk, including:** - Recall the hierarchy of controls in risk management from most effective to least effective. - Apply the hierarchy of controls to appropriately mitigate hazards encountered in the work environment. - Comprehend and apply key information provided in safety data sheets and other safety resources like the Chemical Hygiene Plan. - Recall and understand hazard labeling systems. - Follow established Standard Operating Procedures relevant to laboratory and field tasks. ### Understand appropriate selection and use of personal protective equipment and other safety equipment, like chemical fume hoods: - Identify and understand the types and uses of personal protective equipment (PPE) and safety equipment, such as chemical fume hoods. - Select and appropriately use personal protective equipment and safety equipment based on the task being performed. ### Adopt safe laboratory and/or field practices related to the work for their internship project: - Respond appropriately to potential emergencies, such as fire, chemical exposure, chemical spill, or injury. - Locate and operate emergency equipment, including eyewashes, safety showers, and fire extinguishers. - Evaluate the overall effectiveness of laboratory and field practices in ensuring safety during the internship project. **Students who successfully complete training and demonstrate competency in these areas receive the Appalachian Laboratory Basic Safety Badge through the University of Maryland Center for Environmental Science Office of Professional Studies.**
Dissemination of Science Communication Products
Dissemination is an important final step for science communicators to convey the significance of their work to a variety of audiences. Dissemination objectives can often vary between projects, with larger projects requiring wider distribution channels, including peer-reviewed journals, conferences, public lectures, blogs, social media, and press releases. Relaying scientific work through these channels usually involves careful planning and coordination to ensure that engagement and reach goals are met, especially for press coverage and social media posts. For this badge, the learner will fulfill the tasks needed for a hypothetical scenario where a science communication product (a report card in this case) is ready to be disseminated.
### A Digital Badge in Dissemination is earned through studies incorporating the following key topics and corresponding competencies: **Planning** Learners will be able to: 1. Explain the process and planning needed to have a successful report card release. 2. Tailor their message to a target audience. Science communication will differ when speaking to fellow scientists, students, managers, policymakers, or the general public. 3. Consider the main elements of a report card release event, including printed materials, social media content, press releases, and a presentation of findings. **Effective Presentations** Learners will be able to: 1. Explain the key elements necessary to prepare for a presentation, including how the presentation should be assembled and delivered. 2. Understand the importance of using active titles. 3. Create a short presentation about the key findings of a project with the intent that it will reach a public target audience. **Social media** Learners will be able to: 1. Explain how social media posts should be structured to ensure optimal opportunity for engagement. 2. Understand the importance of social media for public outreach and strengthening partnerships. 3. Develop a social media toolkit for a report card release event which will include sample text and graphics meant to promote the project both before and during the event. **Press** Learners will be able to: 1. Understand the importance of press involvement in disseminating scientific information. 2. Explain the five Ws of a press release: who, what, where, when, and why. 3. Summarize the findings of the report card and incorporate quoted excerpts such that the content structure of the press release flows seamlessly. **Evidence of Mastery:** Submission of a final portfolio, including the following skills, to be: **Planning:** - Demonstrates understanding of the actions needed for a report card release event. - Organizes the checklist logically and includes adequate detail **Presentations** - Demonstrates proficiency in using presentation software and tools. - Highlights the key messages of the report card while balancing visuals and written content. - Effectively uses active titles that will keep audience engagement. **Social Media** - Follows the template structure of the social media toolkit. - Understands the key elements of the social media toolkit, including relevant hashtags, accounts to tag, graphics, and captions. - Creates example graphics that are relevant, informative, and cohesive in design. **Press** - Incorporates the five Ws with enough context and within word limits. - Can effectively extract the key messages from the report card and incorporate them into a story-like format. - Write a press release
Graphic Design for Science Communication
Strong graphic design skills allow a science communicator to both organize their information in a thematic manner that is easy for readers to follow and visualize elements of their research so that the science itself becomes more accessible to a wider audience. A solid foundation in graphic design allows a science communicator to storyboard and visualize elements that are key to communicating their message before integrating the elements into a single engaging product that flows easily from one concept to another, minimizing the degree of effort required for a reader to absorb the provided information.
### A Digital Badge in Graphic Design is earned through studies incorporating the following key topics and corresponding competencies: **Develop a symbol using Adobe Illustrator:** Learners will be able to: 1. Develop a foundational understanding of digital vector-based design software 2. Re-create a provided symbol as a means of practicing with Illustrator 3. Successfully export their symbol so that it might be uploaded to the IAN Symbol Library **Practice visual editorial skills** Learners will be able to: 1. Learn how to distinguish the difference between an effective and ineffective visual product 2. Practice their editorial skills by providing comments on what’s wrong with a provided conceptual diagram and how it could be improved **Create a conceptual diagram** Learners will be able to: 1. Create a storyboard draft of a conceptual diagram based on either their own research or a provided prompt 2. Identify key visual elements required to generate an effective conceptual diagram 3. Take those storyboard and visual elements and integrate them into a visually compelling and informative conceptual diagram that is easy to follow **Develop a poster in InDesign** Learners will be able to: 1. Develop a foundational understanding of layout and design principles 2. Develop a foundational understanding of digital layout software 3. Produce a visually compelling and information rich poster in InDesign based on their conceptual diagram; learners will use InDesign tools to emphasize key ideas and messages of the conceptual diagram 4. Successfully package their InDesign document so that anyone else might open up their document to make future edits **Evidence of Mastery:** Students will submit a visually striking symbol, a list of edits and comments for a provided conceptual diagram, a conceptual diagram they will have made themselves, and an InDesign package for a poster they created. **Foundations of Graphic Design:** - Read/Watch the presentations and video modules listed above - Providing comments on and suggested edits to a provided conceptual diagram **Creating Vector-based Visuals** - Reviewing the Illustrator presentations and videos listed above - Generating a symbol - Generating a conceptual diagram **Layout and Design** - Reviewing presentations and videos above related to layout and InDesign - Generating a poster - Packaging a poster
Science Communication for Environmental Advocates
Offered by the University of Maryland Center for Environmental Science, the Integration Application Network and Blacks of the Chesapeake. This digital credential is presented to Environmental Advocates who successfully completed the Science Communication workshop.
### Science Communication for Environmental Advocates The Climate Justice Education for Underserved Communities project aims to empower leaders and professionals in disadvantaged urban and rural areas to advocate effectively for climate justice. By providing in-depth training on the impacts of climate change and strategies for mitigation, the program prepares participants to engage their communities in informed decision-making. Selected for their influence and respect within their fields, these leaders will learn to represent local conditions, develop actionable plans to combat climate impacts, and educate others on how to adapt to or reduce these effects. This initiative addresses the intersection of environmental justice and climate change, ensuring that communities most vulnerable to these challenges can advocate for equitable solutions. Participants in the project attend a workshop and complete a digital course. ## Earning Criteria ### Understanding of Climate Justice: Demonstrates a comprehensive understanding of the principles of climate justice, particularly as they relate to underserved communities. ### Climate Impact Awareness: Identifies and articulates the specific climate change risks facing disadvantaged urban and rural communities. ### Advocacy and Leadership Skills: Creates a draft strategy that will be formalized to empower communities to influence climate-related decision-making. ### Community Education and Engagement: Communicates a plan to educate and engage community members on climate change impacts and adaptation strategies. ### Action Plan Development: Drafts actionable plans that address local environmental conditions and mitigate climate change impacts. ### Integration of Environmental Justice and Climate Mitigation: Identifies an integrated approach for addressing environmental justice and climate change risk mitigation within underserved communities.
Undergraduate Research Experiences in Estuarine Processes
This Research Experiences for Undergraduates program provides training to advanced students in conducting an independent research project under the guidance of a faculty member at the University of Maryland Center for Environmental Science. Participants are matched with one or two faculty mentors who provide a supportive lab environment to guide the research project development, provide feedback on written and oral products, and provide mentorship on graduate school and other career opportunities. Participants also engage in professional development on skills necessary to succeed in the program and post-undergraduate careers.
**Undergraduate Research Experiences in Estuarine Processes** https://www.mdsg.umd.edu/reu ## Competencies **Scientific Ethics and Responsibility:** - Complete extensive training in responsible conduct of research and scientific ethics. - Apply scientific ethics in an independent research project. **Research Design and Implementation:** - Conduct an independent research project with a faculty member in marine science. - Participate in training on scientific storytelling, elevator pitches, proposal writing, and PowerPoint and poster development. **Proposal Preparation and Presentation:** - Craft detailed and convincing research proposals describing their potential project. - Present their science proposal as a short oral talk. - Develop and present a poster describing their work for colleagues. - Write a technical report describing the research process, results, and implications of the work. **Career Preparation and Collaboration:** - Prepare resumes and explore non-academic career opportunities in environmental and marine sciences. - Work with mentors and peers from diverse scientific backgrounds to enhance research and problem-solving skills. **Mastery level** To demonstrate mastery, students must present their research at the program’s final symposium and submit a comprehensive final paper detailing their project, methodologies, findings, and conclusions. This presentation and paper should reflect a thorough understanding of their research area, proficiency in scientific communication, and adherence to ethical research practices.
The Integration and Application Network (ian.umces.edu) is a global leader in scientific synthesis, science communication, and ecosystem health report cards, with ongoing projects in Australia, Asia, Africa, Europe, and North and South America. Our projects seek to engage stakeholders and scientists to create solutions to difficult environmental problems. The Science Communicator digital credential is a Mastery Skills badge that encompasses the following skills badges: Graphic Design for Science Communication, Digital Visualization, Narratives for Science Communication, and Dissemination of Science Communication Products.
### A Digital Badge for Science Communicator includes four digital credentials: Graphic Design for Science Communication, Digital Visualization, Narratives for Science Communication, and Dissemination of Science Communication Products: ### ## Graphic Design for Science Communication ## Students will submit a visually striking symbol, a list of edits and comments for a provided conceptual diagram, a conceptual diagram they will have made themselves, and an InDesign package for a poster they created. **Foundations of Graphic Design:** - Read/Watch the presentations and video modules listed above - Providing comments on and suggested edits to a provided conceptual diagram **Creating Vector-based Visuals** - Reviewing the Illustrator presentations and videos listed above - Generating a symbol - Generating a conceptual diagram **Layout and Design** - Reviewing presentations and videos above related to layout and InDesign - Generating a poster - Packaging a poster **Software Proficiency** - Demonstrates proficiency in using multiple software programs. - Effectively utilizes software features and functionalities. - Selects appropriate software tools based on data and visualization requirements. **Visualization Techniques** - Applies a variety of visualization techniques and design principles. - Uses suitable chart types to represent different data effectively. - Incorporates visual storytelling techniques to engage the audience. **Design and Aesthetics** - Creates visually appealing visualizations with a cohesive design. - Utilizes principles of design, such as layout, color, typography, and hierarchy. - Enhances clarity, readability, and comprehension through appropriate graphic elements. **Data Analysis and Interpretation** - Demonstrates accurate data analysis and interpretation. - Applies relevant statistical techniques and data processing methods. - Evaluates the accuracy, reliability, and validity of the data used. **Portfolio Development** - Develops a comprehensive portfolio showcasing a range of skills and techniques. - Creates a chart that is appropriate for that dataset and uses good design principles. - Creates a table that is appropriate for that dataset and uses good design principles. - Creates a map that is appropriate for that dataset and uses good design principles. - Organizes the portfolio logically with clear descriptions and explanations. - Reflects on the effectiveness of the visualizations and identifies areas for improvement. ## Data Visualization ## **Software Proficiency** - Demonstrates proficiency in using multiple software programs. - Effectively utilizes software features and functionalities. - Selects appropriate software tools based on data and visualization requirements. **Visualization Techniques** - Applies a variety of visualization techniques and design principles. - Uses suitable chart types to represent different data effectively. - Incorporates visual storytelling techniques to engage the audience. **Design and Aesthetics** - Creates visually appealing visualizations with a cohesive design. - Utilizes principles of design, such as layout, color, typography, and hierarchy. - Enhances clarity, readability, and comprehension through appropriate graphic elements. **Data Analysis and Interpretation** - Demonstrates accurate data analysis and interpretation. - Applies relevant statistical techniques and data processing methods. - Evaluates the accuracy, reliability, and validity of the data used. **Portfolio Development** - Develops a comprehensive portfolio showcasing a range of skills and techniques. - Creates a chart that is appropriate for that dataset and uses good design principles. - Creates a table that is appropriate for that dataset and uses good design principles. - Creates a map that is appropriate for that dataset and uses good design principles. - Organizes the portfolio logically with clear descriptions and explanations. - Reflects on the effectiveness of the visualizations and identifies areas for improvement. ## Narratives for Science Communication ## Students will submit a clear, concise ABT statement, a fully developed message box, and a completed blog post on an area of personal research or on a provided topic, as well as submitting learning exercises of the following skills: **Understanding Narrative Structure:** - Watch edX course - Complete Narrative Structure Handout **Tools to Develop a Narrative** -Differentiate ABT from alternative narrative structures - Identify quality ABT statements **Identifying Key Elements** Provided a story, identify: - ABT -Message Box Components **Creating a Narrative** - ABT - Message Box - Blog Post ## Dissemination of Science Communication Products ## Submission of a final portfolio, including the following skills, to be: **Planning:** - Demonstrates understanding of the actions needed for a report card release event. - Organizes the checklist logically and includes adequate detail **Presentations** - Demonstrates proficiency in using presentation software and tools. - Highlights the key messages of the report card while balancing visuals and written content. - Effectively uses active titles that will keep audience engagement. **Social Media** - Follows the template structure of the social media toolkit. - Understands the key elements of the social media toolkit, including relevant hashtags, accounts to tag, graphics, and captions. - Creates example graphics that are relevant, informative, and cohesive in design. **Press** - Incorporates the five Ws with enough context and within word limits. - Can effectively extract the key messages from the report card and incorporate them into a story-like format. - Write a press release
Learners enrolled in the Marine-Estuarine-Environmental Sciences (MEES) program at the University of Maryland Center for Environmental Science have the opportunity to earn the digital credential, R Programming for Environmental Science. This credential is awarded after students complete a series of courses that collectively cover the breadth of R programming skills necessary for scientific research. By demonstrating competencies in basic and advanced R programming, as well as specialized applications in environmental and spatial ecology, students showcase their proficiency in utilizing R for diverse scientific inquiries. The credential signifies their ability to integrate these skills into their research, ensuring they are well-prepared for data-driven challenges in the field of environmental science.
## R Programming for the Sciences R Programming is an essential tool in the sciences due to its comprehensive capabilities in statistical modeling and data analysis. It supports generalized linear models, additive models, and hierarchical modeling, enabling researchers to capture complex relationships within their data. Spatial modeling techniques in R allow for the analysis of geographically referenced data, which is crucial for environmental and ecological studies. R excels in model selection and evaluation, ensuring that the best models are chosen based on robust statistical criteria. Additionally, R offers powerful data visualization, mapping, and plotting functionalities through various packages, facilitating clear and effective communication of results. The streamlined data analysis process in R, from data manipulation to advanced statistical modeling and visualization, makes it an indispensable resource for scientific research. ### A Digital Badge in R Programming for Environmental Science is earned through studies incorporating the following key topics and corresponding competencies: **Proficiency in R Programming:** Learners will be able to: 1. Write, debug, and optimize R scripts for data analysis and visualization in their own research projects. 2. Demonstrate the ability to find, evaluate, and implement existing R packages and tools, as well as develop their own custom functions and packages to address specific research needs. 3. Integrate R tools and techniques into their research workflow, ensuring reproducibility and efficiency in data management, analysis, and presentation. **Environmental Statistics Using R Programming:** Learners will be able to: 1. Identify and explain a variety of state-of-the-art approaches for the quantitative analysis of time- and space-dependent data. 2. Demonstrate proficiency in applying advanced quantitative analysis methods to real-world time- and space-dependent datasets through class exercises and homework assignments using R. 3. Apply the statistical programming language R to implement, modify, and extend quantitative analysis techniques for time- and space-dependent data in their own research. **Spatial & Landscape Ecology in R** Learners will be able to: 1. Explain key ecological theories and concepts related to broad-scale spatial ecological patterns and the processes that generate and maintain these patterns. 2. Demonstrate the ability to construct, analyze, and simulate spatial ecological models using R, effectively articulating and answering scientific questions through these models. 3. Demonstrate skill in the utilization of tools such as GitHub and R Markdown to collaborate on research projects and ensure reproducibility, integrating these skills into their workflow through hands-on, project-based assignments and a final project.
Machine Learning in Python for Environmental Science
Learners earn the digital credential, Machine Learning in Python for Environmental Science, after students complete a combination of courses, including prerequisites in statistics in the Marine Estuarine Environmental Sciences (MEES) program at the University of Maryland Center for Environmental Science. They demonstrate competencies in Python programming and the application of emerging machine learning methods to solve real-world problems in Earth and Environmental Sciences.
## Machine Learning in Python for Environmental Science Machine Learning in Python is crucial for environmental science due to its powerful capabilities in analyzing and interpreting complex and vast datasets. Environmental data often exhibit intricate patterns and relationships that are challenging for traditional statistical methods to uncover. Machine learning algorithms can identify trends and making predictions with high accuracy. Python is a versatile platform for implementing these machine learning techniques, enabling researchers to develop robust models for various environmental applications, such as climate change prediction, biodiversity conservation, and pollution monitoring. Python accelerates scientific discovery and aids in the formulation of effective environmental policies and strategies, ultimately contributing to the sustainability and protection of our natural world. ### A Digital Badge in Machine Learning in Python for Environmental Science is earned through studies incorporating the following competencies: **Python Programming Proficiency:** Learners will be able to: 1. Develop and troubleshoot Python programs, demonstrating a solid understanding of basic programming concepts and structures necessary for environmental science applications. 2. Build and train machine learning models to address real-world environmental problems. 3. Develop machine learning and data science fundamentals, in order to formulate research questions as computer code and apply appropriate analytical techniques. 4. Create powerful and accurate data visualizations using Python, effectively communicating complex environmental data insights. 5. Integrate programming skills and machine learning tools to visualize and interpret variations and features in environmental datasets.
Ratcliffe Environmental Entrepreneurs Fellowship (REEF)
The Ratcliffe Environmental Entrepreneurs Fellowship (REEF) program was established in Fall of 2014 and is supported by the Philip E. and Carole R. Ratcliffe Foundation. REEF is offered to graduate students, post-docs and FRAs across University of Maryland Center for Environmental Science (UMCES) and Institute of Marine and Environmental Technology (IMET). Participants are accepted into the program based on an application process. The program helps build skills that are often overlooked in the science field. The course introduces the basics of intellectual property, budgeting, market research, strategic communication, and presenting ideas to potential funders. REEF is an introduction and application of business and innovation concepts that are needed to advance science, function as a leader, and hone integrated decision-making skills.
**Ratcliffe Environmental Entrepreneurs Fellowship (REEF)** The Ratcliffe Environmental Entrepreneurship Fellows (REEF) program is a non-credit course that covers topics that put science into action. These include business concepts related to invention, technology transfer, and reaching a target audience. REEF is a significant investment of time for a student, as they attend classes that are held at the Institute of Marine and Environmental Technology (IMET) in Baltimore multiple days a month throughout a schoolyear and work on their own 0 - 50 hours during the course of the program to create a product concept. Topics include intellectual property, identifying your market, engaging with others, negotiations, agreements and teams, funding and budgeting, and pitching. The program culminates in a short pitch of the business/product to a panel of entrepreneurs, and investors. By the end of the program, students have developed leadership skills, an understanding of developing and scaling innovation, confidence and adaptability in presenting to a range of audiences, and a deeper understanding of strategic communications in the sciences. Topics and related competencies include: **Intellectual Property** Students will be able to: - Identify and differentiate between various types of intellectual property, including patents, trademarks, copyrights, and trade secrets. - Explain the basic processes for obtaining legal protection for intellectual property and the rights and responsibilities associated with these protections. **Budgeting** Students will be able to: - Develop a budget, including the principles of cost estimation, resource allocation, and financial planning. - Define the process in creating budgets for research projects, with a basic knowledge of securing grants and ensuring compliance with funding requirements. - Create a multi-year financial pro forma for a product line or company. **Marketing** Students will be able to: - Identify and use business databases to evaluate and assess market segments and sectors. - Understand the qualities and importance of customer discovery and the needs that create business opportunities. - Identify and analyze target audiences for their products and tailor products and messaging to engage these audiences effectively. **Communication Skills** Students will be able to: - Develop basic communication plans for their proposed business. - Identify and/or create clear, concise, and visually compelling messages tailored to different stakeholders, including the general public, policymakers, and the scientific community. **Pitching Ideas to Funders** Students will be able to: - Develop a compelling pitch that clearly articulates the value and impact of their proposed business to potential funders. - Develop or enhance their presentation skills, including the use of visual aids, storytelling techniques, and effective delivery to engage and persuade funders. - Anticipate and address potential questions and concerns from funders, demonstrating preparedness, confidence, and the potential for successful project outcomes. **Mastery level** To demonstrate mastery, students are required to plan a business and 'pitch' their concept to a panel of potential funders. The pitch includes typical elements such as business opportunity, problem-solution fit, competitive landscape, product development, funding estimates, and team. They will utilize the newly acquired communication techniques, anticipating questions, and concisely explaining their concept, budget needs, target audience, marketing strategy, and timeline.
Command Line Programming for Environmental Scientists
To earn the digital badge for this skill, students must demonstrate proficiency in interacting with computers through the command line interface, focusing on essential tools used in environmental science. Badge earners will exhibit skills in file and directory management, text processing, shell scripting, and remote access to high-performance computing resources, without relying on a Graphical User Interface. Additionally, students will show an understanding of language-agnostic computing concepts, enhancing their ability to quickly adapt to and utilize various systems.
## A Digital Badge in Command Line Programming for Environmental Scientists is earned through studies incorporating the following key topics and corresponding competencies: **File and Directory Management in the Command Line** - Identify and execute basic file and directory management commands within the command line interface to organize and navigate the file system. - Demonstrate the ability to manage file structures by creating, moving, and deleting files and directories, and understanding the hierarchical organization of file systems. **Text Processing and Shell Scripting** - Utilize text processing tools to search, filter, and manipulate data within text files, enhancing the ability to process and analyze environmental datasets. - Write and execute basic shell scripts to automate repetitive tasks, increasing efficiency in managing and processing large sets of data commonly encountered in environmental science. **Remote Access and Process Management** - Connect to and interact with remote servers using secure shell (SSH) commands, enabling the use of high-performance computing resources for environmental science research. - Monitor and manage running processes on both local and remote systems to optimize resource usage and troubleshoot performance issues.
Global Nitrogen Innovation Center for Clean Energy and the Environment
The Global Nitrogen Innovation Center for Clean Energy and the Environment (NICCEE) is dedicated to sustainable nitrogen management and fostering both research and innovation around the globe. As a transdisciplinary and transnational network, we bring together leading institutions and experts from the U.S., Canada, the U.K., Morocco, and beyond. Partnership with University of Maryland Center for Environmental Science.
### The Global Nitrogen Innovation Center for Clean Energy and the Environment (NICCEE) Advocates Our mission is to accelerate socioeconomic and technological advancements that support climate-smart nitrogen management, with a particular focus on the transformative potential of green ammonia. Through cutting-edge and user-inspired research, NICCEE is leading the charge in uniting science, industry, and policy to advance sustainable nitrogen management for a more resilient future. ## Earning Criteria ### Participation in the NICCEE Course & Workshop - Describe NUE, green ammonia, and key issues related to fertilizer and energy production - Gain practical experience in identifying, communicating with, and collaborating with local stakeholders regarding nitrogen management - Develop a transnational, transdisciplinary lens to investigate emerging nitrogen technology and synthesize diverse perspectives - Apply effective communication and collaboration practices to collaborate with classmates across time zones - Build a reflective practice where students regularly assess what they are learning, struggling with, thinking about, and wanting to know more about. ## Key functions of NICCEE: ### Information hub: Providing data, research, and insights on the lifecycle and effects of nitrogen in agriculture-food-energy systems. ### Innovation platform: Partnering with stakeholders to co-develop technological and socioeconomic solutions for nitrogen management. ### Education center: Supporting the next generation of scientists and innovators to champion sustainable nitrogen management.
Emerging Nitrogen Technology and Sustainability Challenges
This unique course offered by the Global Nitrogen Innovation Center for Clean Energy & the Environment (NICCEE) brings together interdisciplinary graduate students students from four countries: the U.S. (UMCES, New York University), Canada (University of Guelph and other participating universities), and Morocco (UM6P). This course will allow students to investigate action-oriented solutions to address the challenge of sustainable nitrogen management. This course is focused on student-led learning and will provide students with an opportunity to collaborate with local stakeholders and international peers. It will provide students with transdisciplinary professional development regarding science communication, facilitation skills, co-production, and understanding emotional intelligence. Throughout the course, students will engage in outreach with local stakeholders to understand emerging nitrogen technology and sustainability challenges from farm to fork. Students will engage in group discussions and synthesize varying world perspectives. This course is intended to be relevant, timely, and useful in the contexts where students may take their careers.
### A Digital Badge in Emerging Nitrogen Technology and Sustainability Challenges: More specifically, this course will: Increase understanding of emerging nitrogen technology and green ammonia Foster interdisciplinary collaboration and provide hands-on experience to understand real-world challenges of nitrogen management Cultivate critical thinking and analytical skills through discussions and comparative analysis of nitrogen practices and policies Develop science communication and collaboration skills, preparing students to communicate effectively across disciplines **Iterative Process** Learners will be able to: 1. Identify and apply the iterative process of data visualization: research, goal and audience identification, concept development, sketching, and design refinement. 2. Apply the iterative process to a data visualization project, such as a chart or a map. 3. Analyze the benefits of the iterative process in improving the clarity, efficiency, and effectiveness of data visualizations. 4. Evaluate the effectiveness of different iterations of a data visualization, identifying areas of improvement and refinement. 5. Reflect on the iterative process and identify strategies for incorporating it into future data visualization projects. **Data Visualization Principles** Learners will be able to: 1. Describe the key principles of data visualization, including maximizing content, minimizing chart junk, and utilizing different graphing approaches. 2. Analyze the impact of maximizing content in data visualizations, such as using small multiples to maximize content variation and minimize style variation. 3. Apply data visualization principles to create visually engaging and informative examples of data visualization. 4. Evaluate existing data visualizations to identify instances of chart junk and suggest improvements to enhance clarity and efficiency. 5. Compare and contrast different graphing approaches and select the most appropriate approach for visualizing specific types of data. **Software Proficiency** Learners will be able to: 1. Demonstrate proficiency in multiple softwares, such as Excel, InDesign, Illustrator, R, and ArcPro/ArcOnline, to create effective and engaging data visualizations. 2. Use the features and functionalities of each software to organize, analyze, and visualize data accurately and efficiently. 3. Select the most appropriate software tool based on the specific requirements and characteristics of the data and visualization goals. **Data Visualization Examples** Learners will be able to: 1. Analyze the effectiveness of different data visualization examples in uncovering trends, realizing insights, exploring sources, and telling stories. 2. Apply principles of analytical design to create effective data visualizations using examples as inspiration. 3. Evaluate the suitability of different data visualization examples for specific datasets and target audiences. 4. Create original data visualizations using examples as a reference, incorporating effective design elements and storytelling techniques. **Maps** Learners will be able to: 1. Explain the role of maps in data visualization. 2. Analyze how maps visually describe data and uncover spatial trends and patterns. 3. Apply principles of cartography and color selection to create visually appealing and informative maps for specific geographic datasets. 4. Evaluate the effectiveness of maps in communicating spatial information and guiding decision-making processes. 5. Incorporate interactive elements into maps to enhance user engagement and exploration of the data. ### Evidence of Mastery is submission of a final portfolio, including the following skills, to be signed-off by the Unit Director: **Software Proficiency** - Demonstrates proficiency in using multiple software programs. - Effectively utilizes software features and functionalities. - Selects appropriate software tools based on data and visualization requirements. **Visualization Techniques** - Applies a variety of visualization techniques and design principles. - Uses suitable chart types to represent different data effectively. - Incorporates visual storytelling techniques to engage the audience. **Design and Aesthetics** - Creates visually appealing visualizations with a cohesive design. - Utilizes principles of design, such as layout, color, typography, and hierarchy. - Enhances clarity, readability, and comprehension through appropriate graphic elements. **Data Analysis and Interpretation** - Demonstrates accurate data analysis and interpretation. - Applies relevant statistical techniques and data processing methods. - Evaluates the accuracy, reliability, and validity of the data used. **Portfolio Development** - Develops a comprehensive portfolio showcasing a range of skills and techniques. - Creates a chart that is appropriate for that dataset and uses good design principles. - Creates a table that is appropriate for that dataset and uses good design principles. - Creates a map that is appropriate for that dataset and uses good design principles. - Organizes the portfolio logically with clear descriptions and explanations. - Reflects on the effectiveness of the visualizations and identifies areas for improvement.
EMERGING NITROGEN TECHNOLOGY AND SUSTAINABILITY CHALLENGES
Through participation in the Sustainable Nitrogen Management and Solutions course, Emerging Nitrogen Technology and Sustainability Challenges from Farm to Fork, offered by the Global Nitrogen Innovation Center for Clean Energy & the Environment (NICCEE), students gain essential skills that qualify them for the EMERGING NITROGEN TECHNOLOGY AND SUSTAINABILITY CHALLENGES digital credential. This interdisciplinary program brings together graduate students from the U.S. (UMCES), Canada (University of Guelph and other universities), and Morocco (UM6P). By completing the course, students develop the ability to create action-oriented solutions for sustainable nitrogen management. They enhance their learning through collaboration with local and international peers, acquiring transdisciplinary skills in science communication, facilitation, co-production, and emotional intelligence. Through active engagement with stakeholders and analysis of nitrogen sustainability challenges from farm to fork, students broaden their perspectives and build competencies critical for impactful careers.
### EMERGING NITROGEN TECHNOLOGY AND SUSTAINABILITY CHALLENGES FROM FARM TO FORK ## Earning Criteria ### To earn this credential, participants must demonstrate mastery through the following: **Understanding and Knowledge** - Exhibit a thorough understanding of emerging nitrogen technologies, including green ammonia, and explain their significance in sustainable nitrogen management. - Articulate knowledge of nitrogen use efficiency (NUE) and key challenges in fertilizer and energy production. **Interdisciplinary Collaboration and Real-world Application** - Engage in hands-on activities that involve collaborating with peers across various disciplines to analyze and address complex, real-world nitrogen management challenges. - Participate in interactive discussions comparing nitrogen practices and policies across participating NICCEE Center countries (US, UK, Canada, Morocco) and globally. **Analytical and Critical Thinking** - Demonstrate critical thinking and comparative analysis through active participation in discussions on factors influencing nitrogen policy development, cultural impacts on agriculture, and the balance between productivity and sustainability. **Science Communication and Collaboration** - Develop and present effective communication strategies to engage various stakeholders (e.g., farmers, policymakers, industry professionals) in discussions on sustainable nitrogen practices. - Collaborate with classmates to produce a cohesive output that showcases synthesized ideas and global perspectives on nitrogen technology. **Reflective and Adaptive Practice** - Maintain a reflective practice throughout the course, assessing personal learning, challenges, and areas for further exploration. ## Proof of Mastery: ### To demonstrate proof of mastery, students must produce the following: **Stakeholder Engagement Report** - A summary of interactions with local stakeholders, detailing their perspectives and the practical challenges they face with nitrogen management. **Mind Map** - A visual synthesis of nitrogen management concepts, practices, and solutions developed through stakeholder insights and course learnings. **Final Communication Product** - A comprehensive communication project (e.g., report, infographic, video, data visualization, zine) that effectively conveys insights on emerging nitrogen technologies and related sustainability challenges. This deliverable will be shared with both classmates and stakeholders, showcasing the student's ability to translate technical knowledge into accessible formats for diverse audiences.
Innovation and Science for the Operationalization of the Water-Energy-Food Nexus in the Amazon River Basin
Co-hosted by the Inter-American Development Bank and the University of Maryland Center for Environmental Science and presented by Dr. Fernando Miralles-Wilhelm, Dr. Silvia Santos Da Silva, Dr. Fekadu Moreda, and Dr. Raphael Payet-Bürin. This webinar is directed at practitioners, policy and decision makers, scientists, researchers, academics and other professionals interested in modeling and decision-support tools in the water, energy, food, climate and environmental/ecosystems areas.
**Innovation and Science for the Operationalization of the Water-Energy-Food Nexus in the Amazon River Basin** This webinar is part of a project sponsored by the Inter-American Development Bank (IADB) entitled Innovation and Science for the Operationalization of the Water-Energy-Food Nexus within the Framework of the Amazon Regional Observatory. This project is focused on the development and application of modelling tools in an integrated multi-sectoral planning process based on the water-energy-food nexus approach. This project is under the scope of the IDB's Amazonia Forever regional coordination program, which aims to scale sustainable and inclusive development in the Amazonia region. The objective of this project is to operationalize an integrated water-energy-food nexus modeling tool(s) that allows the exploration of different physical and socioeconomic scenarios in the entire Amazon basin. This project leverages the experience acquired and efforts made by the Bank and client countries in areas such as water, agriculture and land use, energy and climate change. The knowledge and tools developed through this project will support an integrated, multi-sectoral (nexus) approach to policy development and investment in the Amazon Basin. This will promote coherent, collaborative environmental governance to understand tradeoffs and maximize synergies and co-benefits while minimizing vulnerabilities, risks, and unintended consequences. This capacity is needed to address priority regional transboundary problems in the Amazon Basin such as the lack of integrated water resources management, water pollution, biodiversity loss, effects of extreme hydroclimatic events, and land use change, among other issues. This webinar will illustrate and provide hands-on the operationalization of the water-energy-food nexus model developed for the Amazon River Basin through interactive visualization dashboards. The main objective of this webinar is to collect input from participants to improve these operational dashboards. _Learners receive this digital credential for their participation in the workshop._ **Learning Objectives** By the end of the webinar, participants will: -Describe the scope and key components of the Water-Energy-Food Nexus modeling activities in the basin, with emphasis on the HydroBID-WHATIF model. -Critically assess the operational visualization dashboards of the nexus model and provide recommendations for enhancements. -Encourage and facilitate stakeholder engagement in discussions and analytical tasks outlined in the Project Work Plan. -Demonstrate effective use of the operationalized nexus model by participating in inclusive, collaborative discussions and analyses.
Environmental eLearning Development Internship
The Environmental eLearning Development Internship at the University of Maryland Center for Environmental Science provides students with hands-on experience in designing, developing, and enhancing online courses focused on environmental science, sustainability, and related topics. Interns will collaborate with faculty, stakeholders, and subject matter experts to create engaging, accessible, and interactive digital learning materials.
# Environmental eLearning Development Internship ## Competencies -Instructional Design Skills – Apply principles of online course design, including learning objectives, assessments, and alignment. -Digital Content Creation – Develop or edit multimedia learning assets (videos, graphics, interactive activities) for online platforms. -Technology Proficiency – Create modules within the Learning Management Systems (LMS) utilizing eLearning authoring tools. -Accessibility & Inclusion – Implement WCAG guidelines to ensure digital content is accessible to diverse learners. -Project Management – Create timelines, deliverables, and status on project. -Science Communication – Translate complex environmental concepts into clear, engaging educational materials. ## Learning Opportunities -Collaborate with faculty and subject matter experts to design and refine online environmental courses. -Assist in the development of digital modules, interactive lessons, and course assessments. -Participate in team meetings, project reviews, and feedback sessions to build professional communication skills. -Research a determined environmental topic to support the eLearning initiative. ## Method of Assessment Creation of an eLearning environmental course with guidance for evaluation by the Associate Director of Digital Learning, Technology and Innovation. ## Mastery level Assessed based on the clarity, organization, and accuracy of the environmental course and subtopics with attention to WCAG standards and input from key stakeholders.
Innovation and Science for the Operationalization of the Water-Energy-Food Nexus within the Framework of the Amazon Regional Observatory (Webinar 2)
**Innovation and Science for the Operationalization of the Water-Energy-Food Nexus within the Framework of the Amazon Regional Observatory (Webinar 2)** This webinar is part of a project sponsored by the Inter-American Development Bank’s Amazonia Forever 1 program. The project is entitled Innovation and Science for the Operationalization of the Water-Energy-Food Nexus within the Framework of the Amazon Regional Observatory. This project is focused on the development and application of modelling tools in an integrated multi-sectoral planning process based on the water-energy- food nexus approach. The objective of this project is to operationalize an integrated water-energy-food nexus modeling tool(s) that allows the exploration of different physical and socioeconomic scenarios in the entire Amazon basin. This project leverages the experience acquired and efforts made by the Bank and client countries in areas such as water, agriculture and land use, energy and climate change. The knowledge and tools developed through this project will support an integrated, multi- sectoral (nexus) approach to policy development and investment in the Amazon Basin. This will promote coherent, collaborative environmental governance to understand tradeoffs and maximize synergies and co-benefits while minimizing vulnerabilities, risks, and unintended consequences. This capacity is needed to address priority regional transboundary problems in the Amazon Basin such as the lack of integrated water resources management, water pollution, biodiversity loss, effects of extreme hydroclimatic events, and land use change, among other issues. This webinar will illustrate and provide hands-on the operationalization of the water-energy-food nexus model developed for the Amazon River Basin through interactive visualization dashboards. The main objective of this webinar is to collect input from participants to improve these operational dashboards. Specifically, the webinar will focus on capacity building of analytical capabilities to address the following challenges that were identified in consultation with ACTO Member Countries: -Water balance across the Amazon watershed sub-basins. -Ecological flow rates and their role in the water balance. -Water quality dashboard. -Impact of nexus intervention types: hydropower, irrigation, reforestation. _Learners receive this digital credential for their participation in the workshop._ **Learning Objectives** By the end of the webinar, participants will: -Apply knowledge of the Water-Energy-Food Nexus to define the scope of modeling activities in the basin, including the implementation of the HydroBID-WHATIF (nexus) model. -Provide input to the process of improvement of the operational visualization dashboards of the nexus model. -Promote the participation in the discussions and analyses that will be carried out in the tasks included in the Project's Work Plan. -Apply the operationalized nexus model through a participatory and inclusive process of discussion and analysis.