Progress 04/15/20 to 04/14/24
Outputs
Target Audience:Formal Classroom Instruction: Undergraduate students across 11 colleges at the University of Minnesota Twin Cities (UMN-TC), from first-year through advanced undergraduates. Graduate students across seven colleges at UMN-TC and UMN-Duluth. ESH Educational Pathway (and Associated Curricula) Development Meetings and Workshops: Faculty and professional staff across all five campuses of the University of Minnesota, including colleagues in academic leadership positions with educational responsibility, and those involved directly in instruction. Career Path and ESH Competency Assessment (Subject Interviews): Senior ESH professionals in government (federal, state, local, tribal, and intergovernmental), industry (especially firms related to food and water systems), academia, NGOs, and private foundations. ESH Community of Practice (CoP) Development Meetings and Workshops: Faculty, professional staff, and graduate students across all five campuses of the University of Minnesota, including colleagues in academic leadership positions with educational responsibility, and those involved directly in instruction. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Courses Taught GCC 1909: Introduction to Ecosystem Health: Challenges at the Intersection of Human, Animal, and Environment. Instructors: D.A. Travis, B. Colombo, V. Hall, E. Abrahan, J. Mladonicky. 16-week, 3-credit course. Audience: 53 first-year undergraduate students. Offered: Spring 2021, multiple terms. Course link GCC 3032/5032: Ecosystem Health: Leadership at the Intersection of Humans, Animals, and the Environment. Instructors: D.A. Travis, T. Wolff, L. Sopdie, S. Kennedy, E. Sopdie. 16-week, 3-credit course. Audience: 90 graduate and advanced undergraduate students. Offered: Multiple terms. SPH 7200: Evidence-based Ecosystem and One Health. Instructor: D.A. Travis. Audience: 108 participants. Offered through UMN Public Health Institute, Center for Animal Health and Food Safety, and Vet Med. Ecosystem Approaches to Health. Instructor: D.A. Travis. Global Health Course (certificate program in tropical medicine hosted by UMN in collaboration with US CDC and replicated in Thailand and Uganda). School of Medicine, University of Minnesota, May 2020. Zoonotic Infectious Diseases of Pets and Companion Animals. Instructor: D.A. Travis. Global Health Course, School of Medicine, University of Minnesota, May 2020. Zoonotic Diseases and Wildlife. Instructor: D.A. Travis. Global Health Course, School of Medicine, University of Minnesota, May 2020. Guest Lectures or Course Modules VPM 3850W Biodiversity and Health: "Solutions Development for Complex Systems", B. Colombo, Feb 2022, Feb 2023 Global Health Course: "Introduction to Ecosystem Health" module, D.A. Travis, Spring 2022 VPM 5180 Disease Ecology, D.A. Travis, Spring 2022 The Marine Mammal Center (Sausalito, CA): "Solutions Development for Complex Systems", B. Colombo, Feb 2024 The Marine Mammal Center (Sausalito, CA): "Lessons from a Comprehensive ESH Competency Model for Behavior Change Research", B. Colombo, April 2024 COIL and Sustainability Education: Presentation by Plant Studies, Animal Studies, and Environmental Humanities Specialist, Dr. Joela Jacobs Daniel Nolan, Oct 2023. This event was the kickoff of 14 months of sustainability-focused COIL development and facilitation across UMN campuses by Nolan. 45 participants Premodern Ecosystem Health course module (MEST 3002 and MEST 1002). Course unit on premodern ecosystems and forms of sustainability to be incorporated into the current course. M. Hamilton (AY 23-24). 25 students Biology 6388: Independent Study: This project successfully used a team of 5 undergraduate students to evaluate the UM-Duluth Department of Biology curriculum in light of the Ecosystem Health Competency Standards created by the ESH Working Group. P. Bates (AY23-24). 5 participants Course Revisions Art History 3xxx: Envisioning Nature: Art, Science, and Environment in China: Used ESH competency framework to guide new course development. Approved for AY24-25. D. Greenberg (AY23-24) ENT 1001: How Insects Shape Society: Pests, Pollinators, and Policy. Revised an existing course at the University of Minnesota, and contributed to an accompanying textbook that will emphasize an ecosystem health (ESH) perspective on insect-human society interactions. M. Petersen (AY23-24). 28 students Workshops The Umbrella Framework for the Animal-Human-Environment Interface, D. Travis and T. Potter, Graduate Scholars Cohort, October 2021 Outreach 3rd Grade Partners in Health Connections: ??Through this proposal, EcoliteracySCHOOL instructors will connect students to nature experts and develop new curriculum segments grounded in evidence-based principles for developing ecoliteracy. J. Barnett Schimek. 125 participants Graduate Education Ecosystem and Planetary Health Graduate Leader Cohort engaged in transdisciplinary exploration, iteratively revising systems models, and presented findings on ESH Event Presentations UMN Health Equity Work Group's Health Disparities Roundtable: "Advancing Health Equity - Public Health Solutions for Climate Change" (April 8, 2022) Health Professionals for a Healthy Climate, in partnership with UMN School of Nursing: "Code Blue for Patient Earth: Pathways to Resilience" conference (April 22-23, 2022) Center for Bioethics' Ethics Grand Rounds: "One Health: The Inextricable Links of Human Health, Animal Health, and the Environment" (March 24, 2023) Third annual Planetary Health Guest Lectureship: "Building the Power We Need to Create a Better World for Our Children" (April 26, 2023) Presentation: "Ecosystem Health Curriculum Mapping" (April 19, 2023), hosted by the Institute on the Environment, featuring Paul Bates (UM-Duluth) and project personnel discussing curriculum revisions. How have the results been disseminated to communities of interest?During year 4, we disseminated the results of both pilot curricula for this project, and the organizational development plan for one or more ESH educational pathways through professional meetings and convening of peers: Emphasis was strongly devoted to achieving Goals 1 and 2 of the project: Goal 1: Outreach to advisors specifically serving the needs of BIPOC students at the UMN to raise awareness of an ESH educational pathway via a subplan in the Sustainability Studies Minor; advertised RFP widely beyond traditional environmental and health education disciplines to recruit a more diverse applicant pool. Goal 2: Supported the ESH Community of Practice through continued partnerships with the UMN DEIJ Community of Practice, and convened a specific ESH Community of Practice meeting focused on the DEIJ ESH competency that included representatives from units, disciplines, and populations underrepresented in the health and/ or environmental fields. Goal 3: Core project members continued their deep involvement in DEIJ leadership initiatives in their home units, and to connect those efforts to the implementation plans for this grant. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
We aimed to prepare graduates to tackle Grand Challenges at the intersection of health and environment by building an educational program for diverse University of Minnesota (UMN) students under the ecosystem health (ESH) paradigm. This program created pathways to ESH-readiness that complemented students' majors, emphasizing inclusivity through broad stakeholder engagement. We engaged governance, research, service, and industry sectors both domestically and internationally, involving faculty and students across three UMN campuses. Our career map and competency model were informed by literature reviews and interviews with stakeholders from government, non-profits, academia, and private sectors. To build this pathway, we created three new ESH courses, revised 16 existing ones, developed seven modules, and conducted over 20 seminars. In Year 2, we launched an ESH Community of Practice (CoP) via an online platform and workshops, forming a network of 300+ faculty, professionals, and students who integrated our ESH Competency Framework into their work. Feedback from the CoP revised our career map and Competency Framework, reflecting diverse perspectives. In Year 3, we published the University's first ESH Competency Framework. A competitive RFP for ESH projects awarded six grants for curricular revisions. Implementation of a new ESH undergraduate pathway as a sub-plan in the Sustainability Studies Minor is set for the next academic year. Overall, our efforts established and refined ESH educational tracks within one of the country's top public research universities, serving as a model for U.S. higher education. Goal 1: Collaboratively develop undergraduate training pathways Obj. 1.1: Career Mapping Activities: Identified gaps in the career map using DEIJ frameworks. Updated the map with new pathways, informants, and stakeholders via ESH CoP, focusing on underrepresented UMN perspectives. Key Outcomes: Knowledge: Created a unique ESH career map for UMN's ESH CoP. Knowledge: Integrated broader perspectives, enhancing curricular guidance beyond the project team. Obj. 1.2: Develop Competency Model Activities: Conducted a literature review, interviews, and drafted a competency model linked to FAO's ESH initiative. Revised the model based on feedback from 6 focus groups, including DEI CoP and ESH students. Applied the model to guide curriculum development. Key Outcomes: Condition: Comprehensive undergraduate competency model guiding CoP in Yrs 2-3. Action: Informed new ESH curricular offerings at UMN and partner institutions. Knowledge: Enhanced understanding and discussion of ESH across and beyond the CoP. Knowledge: UMN Duluth's biology program published curriculum revisions based on the model. Goal 2: Create a UMN Faculty ESH Community of Practice (CoP) Obj. 2.1: Sensitize Faculty to ESH Principles Through Meetings & Workshops Activities: Conducted 10 sensitization meetings with academic leaders and advisors across 4 campuses and 31 colleges. Held 6 competency framework revision focus groups. Hosted 2 CoP meetings to strengthen connections and share resources. Key Outcomes: Condition: Expanded ESH-focused educator network into an active CoP. Knowledge: Increased awareness of the ESH network across UMN. Obj. 2.2: Design CoP Blended Format to Accommodate COVID Uncertainty Activities: Designed a CoP plan, created an online portal, and expanded membership by 45%, involving 4 campuses and 20+ colleges. Key Outcomes: Condition: Established a physical and informational CoP network that supports ESH development across disciplines. Action: The CoP continues to connect participants with relevant activities. Obj. 2.3: Pilot Courses That Build One or More New ESH Educational Pathways Activities: Major revisions: GCC 3032/5032, VPM 5180, VPM 3850W. New courses: GCC 1909, SUST 3480, SPH 7200. Conducted a competitive RFP to award 6 mini-grants for course revisions in Yr 3. Key Outcomes: Knowledge: New courses addressed the community's need for real-time knowledge on COVID ecology. Action: Course evaluations showed a strong influence on students' career planning. Condition: Continued course revisions reflect new offerings from the grant efforts. Obj. 2.4: Develop Educational Pathways for ESH Activities: Gained early approval for the ESH sub-plan within the Sustainability Studies Minor. Conducted a gap analysis and had the sub-plan accepted by the faculty governance committee. Key Outcomes: Condition: Approved pathway offers an institutional home for ESH education, potentially serving as a model. Condition: Integrated RFP, CoP, and Competency Framework to fill additional ESH curricular gaps. Goal 3: Recruit, Retain & Support Multicultural, Low-Income & First-Generation Students to Diversify and Strengthen the Sustainability Workforce Pipeline Obj. 3.1: Sensitize Faculty in the CoP to the Need for Strategic DEIJ in Recruitment & Retention of Students, Staff, and Faculty Activities: Engaged DEIJ committees and CoPs to inform the Competency Framework. Prioritized BIPOC and indigenous voices in career map and competency interviews. Focused CoP recruitment on diversifying the network, including the graduate cohort. Key Outcomes: Condition: Established equity-focused recruitment partnerships at UMN. Action: DEIJ focus groups provided critical input for framework revisions. Condition: Increased underrepresented students in the ESH Graduate Scholars cohort by 20%. Obj. 3.2: Building a Diverse Sustainability Workforce Pipeline Activities: Recruited underrepresented guest lecturers and advisors for the foundational ESH course. Prioritized marginalized candidates in student hiring and audited DEIJ integration in the Competency Framework. Key Outcomes: Action: Used curricular pilots to learn how to address sustainability workforce disparities. Knowledge: First ESH competency framework to prioritize DEIJ. Condition: ESH CoP diversity improved by discipline, race, and background. Goal 4: Scaling of This Platform to Include Advanced Degree Programs and Delivery to Geographic Regions Beyond MN Obj. 4.1: Engage with Graduate/Professional Student Programs Activities: Sensitization meetings summarized above engaged 23 grad/prof student programs. Facilitated two grad seminar series with 30 attendees each. Funded an ESH Graduate Scholars Cohort of 10 students annually from different departments across 2 campuses. Key Outcomes: Condition: Strengthened partnerships for future scaling across colleges. Action: Evaluations showed a strong impact on students' career planning. Obj. 4.2: Engage with External Stakeholders & Organizations Activities: Consulted with stakeholders to revise the ESH competency framework. Continued partnership with FAO to increase ESH as a core domain in their Global One Health competency framework. Key Outcomes: Condition: External partnerships will position UMN's ESH pathways as global models. Knowledge: Collaborations informed framework revisions for UMN and FAO.
Publications
- Type:
Theses/Dissertations
Status:
Accepted
Year Published:
2020
Citation:
Omontese. B. (2020). Is Africa Practicing One Health or 2/3 Health?
- Type:
Journal Articles
Status:
Accepted
Year Published:
2024
Citation:
Bates, P. et al. An ecosystem health-based evaluation of an existing undergraduate Biology degree program, 2024. Journal of Sustainability Education
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Progress 04/15/22 to 04/14/23
Outputs
Target Audience:Formal classroom instruction: -Undergraduate students across 11 colleges at the UMN Twin Cities (UMN-TC), including first year through advanced undergraduates. -Graduate students across seven colleges at UMN-TC and UMN-Duluth. ESH Community of Practice development meetings and workshops: -Faculty, professional staff, and graduate students across all five campuses of the UMN, including colleagues in academic leadership positions with educational responsibility, and colleagues involved directly in instruction. Changes/Problems:After revising our timeline and logic model in Year 2 to address significant pandemic-related adaptations during Year 1, there have been few major challenges for this project in its final year. The one challenge was due to an accounting/ financial question regarding how to process our curricular grants-this required an extra several months to receive approval, and delayed our grantmaking. As a result, we requested and received a no-cost extension of the overall grant to Dec 31, 2023 to allow our faculty/staff grantees sufficient time to complete their ESH curricular projects. What opportunities for training and professional development has the project provided?Courses taught: -GCC 1909: Grand Challenge Seminar-Introduction to Ecosystem Health. Instructor: Hall, V., Abrahan, E., Mladonicky, J., Colombo, B. 16-week, 3-credit course. Audience: 22 first-year undergraduate students. -GCC 3032/ 5032: Ecosystem Health: Leadership at the intersection of humans, animals and the environment. Instructors: Kennedy, S. 16-week, 3-credit course. Audience: 20 graduate and advanced undergraduate students Guest lectures or course modules: -VPM 3850W Biodiversity and Health: "Solutions Development for Complex Systems", B. Colombo (Feb 2023). How have the results been disseminated to communities of interest?During year 3, we disseminated the results of both pilot curricula for this project, and the organizational development plan for one or more ESH educational pathways through professional meetings and convening of peers:? Emphasis was strongly devoted to achieving Goals 1 and 2 of the project: Goal 1: Outreach to advisors specifically serving the needs of BIPOC students at the UMN to raise awareness of an ESH educational pathway via a subplan in the Sustainability Studies Minor; advertised RFP widely beyond traditional environmental and health education disciplines to recruit a more diverse applicant pool. Goal 2: Supported the ESH Community of Practice through continued partnerships with the UMN DEIJ Community of Practice, and convened a specific ESH Community of Practice meeting focused on the DEIJ ESH competency that included representatives from units, disciplines, and populations underrepresented in the health and/ or environmental fields. Goal 3: Core project members continued their deep involvement in DEIJ leadership initiatives in their home units, and to connect those efforts to the implementation plans for this grant. What do you plan to do during the next reporting period to accomplish the goals?Emphasis will be in wrapping up key activities within Goals 2 and 3 of the project, including: Goal 1: Advertise and launch the first ESH educational pathway to students via a subplan in the Sustainability Studies Minor; complete the RFP to facilitate and fund project collaboration and curricula development and revision. Goal 2: Maintain the ESH CoP: Continue support of network focused on educator participants, especially to elevate the projects funded through the ESH mini grants and to expand understanding and integration of the ESH framework and methods; publish a journal article related to the competency map and lessons from CoP feedback; share introductory ESH content developed through this grant with CoP. Goal 3: Execute systems for engaging advisors to recruit underrepresented faculty and students to the new educational pathway during inaugural year of the new ESH subplan. Goal 4: Deepen and expand partnerships between the three grant partner colleges, the UMN IonE, the UMN Raptor Center, and the School of Nursing Planetary Health program to promote ESH curricula within the UMN and globally. Expand ESH Grad Scholars Cohort program.
Impacts
What was accomplished under these goals?
We aim to develop graduates prepared to tackle Grand Challenges at the intersection of health and environment in a post-COVID world. Our specific goal is to build an educational program for a diverse array of U of MN (UMN) students under the paradigm of ecosystem health (ESH) that creates curricular pathways to ESH-readiness that augment students' majors. This program must be inclusive; thus, we undertook broad stakeholder engagement of domestic and international governance, research, service and industry sectors. During Yr 3, we engaged the ESH Community of Practice (CoP) developed in previous years to solicit revisions from our network of faculty and professionals of our ESH Competency Framework, and subsequently published the University's first ESH Competency Framework. We released a competitive RFP for ESH curricular projects that aligned with the competency framework and our analysis of existing gaps at the University, and awarded six grants to educators to revise or create new ESH curricula or courses. We also planned for an ESH undergrad pathway as a new subplan in the Sustainability Studies Minor to begin in the coming Academic Year. Overall, our Yr 3 activities focused on completing the ESH Competency Framework and supporting new curricula that will strengthen curricular pathways at this university and, ultimately, be a model for U.S. higher education. Goal 1: Collaboratively develop undergraduate training pathways Obj. 1.1: Career mapping Activities: -Minor updates to career map with additional pathways, key informants, and stakeholders through engagement with ESH CoP, emphasizing underrepresented perspectives from the UMN community Key Outcomes: Knowledge: Career map is completed, for the purposes of this grant, and serves as a resource for UMN ESH Community of Practice members. Obj. 1.2: Develop competency model Activities: -Completed final round of revision to competency model based on focus group feedback, and disseminated the final document to the community of practice. 2 additional focus groups of key informants of ESH curricular map 1 ESH Community of Practice meeting focused on the framework document. Key outcomes: -Knowledge: Competency model draft circulated for feedback within/beyond the ESH CoP, increasing knowledge of ESH as a framework, and guiding discussion of ESH-specific curricular offerings -Condition: Completed a draft competency model is the most comprehensive to-date; created the framework of the Community of Practice (CoP) and Yr 3 Request for Proposals for course revisions -Action: The University of Minnesota Duluth undergraduate biology program completed a review of its curriculum, based upon the competency map. A student review group recommended changes to the curricular offerings based on their review of this document. Goal 2: Create a UMN faculty ESH Community of Practice (CoP) Obj. 2.1: Sensitize faculty to ESH principles through meetings & workshops Activities: -Hosted 2 CoP meetings, intended to both promote connections among members, showcase current work, and provide resources. Key outcomes: Knowledge: Increased awareness of ESH-focused network of educators across UMN campuses. Obj. 2.2: Design CoP blended format to accommodate COVID uncertainty Activities: - Increased CoP membership within other UMN campuses, with members from all UMN campuses and over 20 colleges or centers Key outcomes: Action: ESH CoP continues as both a physical and informational network that connects participants, and is increasingly connected to allied events and activities. Obj. 2.3: Pilot courses that build one or more new ESH educational pathways Activities: -Solicited 12 competitive proposals, and awarded 6 mini grants (of $3k each) for an RFP to fund course revisions in Yr 3 that prioritize gaps in existing curricular and co-curricular capacity, as determined by draft Competency Framework and the expertise of the individual applicants. - Course revisions: 4 of the 6 awardees will directly support the development of new or revision of existing courses. 2 of the 6 proposals will support the development of curricular tracks or co-curricular initiatives associated with ESH. Key outcomes: -Condition: Continued revision of courses reflect new course offerings as a result of the 3-year efforts in this grant, including the competency framework and the CoP. -Action: Student course and cohort evaluations indicate that revised courses had a strong influence on some students' career planning Obj. 2.4: Develop educational pathways for ESH Activities: -ESH subplan proposal accepted for Sustainability Minor Faculty Governance Committee Key outcomes: Condition: Approved educational pathway allows for an institutional home for ESH education with the potential to be a model for other universities and an organizing curricular experience for UMN undergraduates. Condition: Integration of the RFP with the CoP and Competency Framework allows the UMN CoP to fill additional ESH curricular pathways Goal 3: Recruit, retain & support multicultural, low income & first generation students to diversify and strengthen the sustainability workforce pipeline Obj. 3.1: Sensitize faculty in the CoP to the need for strategic DEIJ in recruitment & retention of students, staff, and faculty Activities: - Complete revisions to stakeholder career map and competency framework for inclusion of BIPOC and indigenous community representatives - Focused CoP recruitment in the graduate cohort to strengthen existing network Key outcomes: Condition: Proportion of underrepresented participants in the ESH Graduate Scholars cohort increased by 20% over the prior year. Obj. 3.2: Building a diverse sustainability workforce pipeline Activities: - After audit of Competency Framework and Career Map, DEIJ is embedded in each of the domains, and also has a stand-alone domain. -Developed a tracking system for the new ESH Subplan in the Sustainability Minor to characterize student demographics. - Recruitment for the ESH CoP prioritizes underrepresented University stakeholders. Key outcomes: Knowledge: First ESH competency framework to deliberately prioritize DEIJ in its approach to curriculum development. Condition: Current ESH CoP is more diverse compared to Yr 1, when measured by discipline, race, and professional background. Goal 4: Scaling of this platform to include advanced degree programs as well as delivery to geographic regions beyond MN Obj. 4.1: Engage with graduate/professional student programs Activities: -Funded and piloted a ESH Graduate Scholars Cohort of 10 grad students from different disciplinary departments across two campuses. Cohort oriented students to ESH framework and methodology and supported career advising and connections. - Facilitated an additional university-wide graduate seminar series in ESH research with average attendance of 30 students Key outcomes: Action: Student seminar and cohort evaluations indicate that new graduate offerings had a strong influence on some students' career planning
Publications
|
Progress 04/15/21 to 04/14/22
Outputs
Target Audience:Formal classroom instruction: -Undergraduate students across 11 colleges at the UMN Twin Cities (UMN-TC), including first year through advanced undergraduates. -Graduate students across seven colleges at UMN-TC and UMN-Duluth. ESH CoP development meetings and workshops: -Faculty, professional staff, and graduate students across all five campuses of the UMN, including colleagues in academic leadership positions with educational responsibility, and colleagues involved directly in instruction. Changes/Problems:After significant pandemic-related adaptations during Year 1, the revised timeline (and logic model) of activities submitted during our last report remain accurate to-date. Similarly, the objectives of the project work plan remain the same. As reported to NIFA, the PI designations for this grant changed in Jan 2022. While Dr. Cathy Jordan remains a PI, due to Dr. Dominic Travis' leaving his faculty position at the UMN for a new position, the role of co-PI changed from Dr. Dominic Travis to Dr. Victoria Hall. What opportunities for training and professional development has the project provided?Courses taught: --GCC 3032/ 5032: Ecosystem Health: Leadership at the intersection of humans, animals and the environment. Instructors: Sopdie, S. Kennedy, S. 16-week, 3-credit course. Audience: 21 graduate and advanced undergraduate students --SPH 7200 (108 participants): Evidence-based Ecosystem and One Health (UMN Public Health Institute, Center for Animal Health and Food Safety, and Vet Med). Instructor: D.A. Travis Guest lectures or course modules: -VPM 3850W Biodiversity and Health: "Solutions Development for Complex Systems", B. Colombo (Feb 2022). --Global Health Course, "Introduction to Ecosystem Health" module (School of Nursing). Guest lecture: D.A. Travis (Spring 2022). --VPM 5180 Disease Ecology (Vet Med and School of Public Health). Guest lecture: D.A. Travis, Spring 2022 Workshops: -"The Umbrella Framework for the Animal-Human-Environment Interface" D. Travis and T. Potter, Graduate Scholars Cohort, October 2021. How have the results been disseminated to communities of interest?During year 2, we disseminated the results of both pilot curricula for this project, and the organizational development plan for one or more ESH educational pathways through peer-reviewed publications, professional conferences, and meetings of peers: -Sopdie, E., Wolf, T., Spicer, S., Kennedy, S., Errecaborde, K., Colombo, B., Jordan, C., & Travis, D. (2021). Ecosystem health education: Teaching leadership through team-based assignments. Journal of Higher Education Theory and Practice, 21(6), 176-189. DOI: https://doi.org/10.33423/jhetp.v21i6 -Sharing of draft competency framework with key informants, stakeholders identified through the career map, and 6 CoP focus groups. --Institute on the Environment Educators. L. Sopdie, 2021-2022 cohort member. Audience: Nine faculty and staff educators at the University of Minnesota. http://environment.umn.edu/fellows-grants/ione-educators/ What do you plan to do during the next reporting period to accomplish the goals?Emphasis will be strongly devoted to achieving Goals 3 and 4 of the project: Goal 1: Advertise and launch the first ESH educational pathway to students via a subplan in the Sustainability Studies Minor; administer the RFP to facilitate and fund project collaboration and curricula development and revision. Goal 2: Support the ESH CoP: Continue support of network focused on educator participants understanding and integrating ESH framework and methods into their own work; complete the final draft of the competency map based on CoP workshop feedback and publish as the final report; share introductory ESH content developed through this grant with CoP. Goal 3: Execute an engagement plan for advisors to recruit underrepresented faculty and students to the new educational pathway. Establish a subcommittee among CoP to increase accountability toward this goal. Core project members will continue to be involved in DEIJ leadership initiatives in their home units, and to connect those efforts to the implementation plans for this grant. Goal 4: Deepen and expand partnerships between the three grant partner colleges, the UMN IonE, the UMN Raptor Center, and the School of Nursing Planetary Health program to promote ESH curricula within the UMN and globally. Refine ESH Grad Scholars Cohort program.
Impacts
What was accomplished under these goals?
Impact Statement We aim to develop graduates prepared to tackle health/environment Grand Challenges in a post-COVID world. Our specific goal is to build an educational program for a diverse array of U of MN (UMN) students under the paradigm of ecosystem health (ESH) that creates curricular pathways to ESH-readiness that augment students' majors. This program must be inclusive; thus, we undertook broad stakeholder engagement of domestic and international governance, research, service and industry sectors. During Yr 2, we launched an ESH Community of Practice (CoP) via an online platform and workshops focused on building a network of faculty, professionals, and students who uptake and integrate our ESH Competency Framework into their work. We also used CoP feedback to revise our career map and Competency Framework to reflect the network's diverse perspectives and expertise. In designing both the CoP and Competency Framework, we benefited from continued relationships with the UN Food and Agriculture Organization, World Health Organization, Food Systems Institute, and USAID Emerging Pandemic Threats Program. We also formalized an ESH undergrad pathway as a new subplan in the Sustainability Studies Minor. Overall, our Yr 2 focus on developing a network of ESH professionals and establishing new educational tracks guided by the ESH Competency Framework sets up UMN to develop model curricular pathways that can inform education in the U.S. and globally. Goal 1: Collaboratively develop undergraduate training pathways Obj. 1.1: Career mapping Activities: -Identified missing or underrepresented perspectives in the career map, guided by Diversity, Equity, Inclusion and Justice (DEIJ) frameworks -Updated career map with additional pathways, key informants, and stakeholders through engagement with ESH CoP, emphasizing underrepresented perspectives from the UMN community Key Outcomes: Knowledge: Career map now integrates perspectives and networks far beyond the grant project team, allowing a more nuanced guide for curricular development Obj. 1.2: Develop competency model Activities: -Revised competency model based on focus group feedback 2 focus groups of key informants of ESH curricular map 4 focus groups from broader UMN community: Diversity, Equity, and Inclusion (DEI) CoP (faculty and staff); climate change policy and advocacy professionals; ESH Graduate Student cohort (PhD students from 9 disciplinary programs); and environmental sustainability staff and faculty Key outcomes: -Knowledge: Competency model draft circulated for feedback within/beyond the ESH CoP, increasing knowledge of ESH as a framework, and guiding discussion of ESH-specific curricular offerings -Condition: Revised draft competency model is the most comprehensive to-date; created the framework of the Community of Practice (CoP) and Yr 3 Request for Proposals for course revisions Goal 2: Create a UMN faculty ESH Community of Practice (CoP) Obj. 2.1: Sensitize faculty to ESH principles through meetings & workshops Activities: -Conducted 4 additional sensitization meetings across FAHN communities - with academic leaders, student advisors and instructors across 4 campuses and 23 colleges or centers -Conducted 6 competency framework revision focus groups, which also sensitized participants to ESH CoP Key outcomes: Condition: Increased awareness of ESH-focused network of educators across UMN campuses Obj. 2.2: Design CoP blended format to accommodate COVID uncertainty Activities: - Launched CoP online portal for community engagement and structured to provide feedback on ESH Competency Framework - Increased CoP membership by 45%, with members from 4 campuses and over 20 colleges or centers Key outcomes: Condition: ESH CoP exists as both a physical and informational network that connects participants and provides an iterative space for ESH pathway development across disciplines, colleges, and geographies Obj. 2.3: Pilot courses that build one or more new ESH educational pathways Activities: -Developed a RFP to fund course revisions in Yr 3 that prioritizes gaps in existing curricular and co-curricular capacity, as determined by draft Competency Framework and the expertise of the individual applicants - Course revisions: GCC 3032/ 5032: Ecosystem Health: Leadership at the intersection of humans, animals and the environment GCC 1909: Introduction to Ecosystem Health: Challenges at the intersection of human, animal and environmental health Key outcomes: -Knowledge: Continued revision of courses reflect updated stakeholders from Career Map and knowledge from competency framework -Action: Student course and cohort evaluations indicate that revised courses had a strong influence on some students' career planning Obj. 2.4: Develop educational pathways for ESH Activities: -Conducted gap analysis of curricular needs for the Sustainability Studies minor ESH subplan -Submitted ESH subplan proposal to Sustainability Minor Faculty Governance Committee Key outcomes: Condition: Approved educational pathway allows for an institutional home for ESH education with the potential to be a model for other universities and an organizing curricular experience for UMN undergraduates Condition: Integration of the RFP with the CoP and Competency Framework allows the UMN CoP to identify additional ESH curricular pathways Goal 3: Recruit, retain & support multicultural, low income & first generation students to diversify and strengthen the sustainability workforce pipeline Obj. 3.1: Sensitize faculty in the CoP to the need for strategic DEIJ in recruitment & retention of students, staff, and faculty Activities: - Engaged existing DEI CoP and committees in partner units to revise the Competency Framework - Audited stakeholder career map and competency framework for inclusion of BIPOC and indigenous community representatives - Focused CoP recruitment on programs, faculty, and other stakeholders to diversify and strengthen existing network Key outcomes: Action: Feedback from DEIJ Competency Framework focus group provided new resources and critical perspectives that informed restructuring of the draft framework and the DEIJ-specific domain. Obj. 3.2: Building a diverse sustainability workforce pipeline Activities: - After audit of Competency Framework and Career Map, DEIJ is embedded in each of the domains, and also has a standalone domain. - Recruitment for the ESH CoP prioritizes underrepresented University stakeholders. Key outcomes: Knowledge: First ESH competency framework to deliberately prioritize DEIJ in its approach to curriculum development. Condition: Current ESH CoP is more diverse compared to Yr 1, when measured by discipline, race, and professional background. Goal 4: Scaling of this platform to include advanced degree programs as well as delivery to geographic regions beyond MN Obj. 4.1: Engage with graduate/professional student programs Activities: -Funded and piloted a ESH Graduate Scholars Cohort of 10 grad students from different disciplinary departments across two campuses. Cohort oriented students to ESH framework and methodology and supported career advising and connections. - Facilitated an additional university-wide graduate seminar series in ESH research with average attendance of 30 students Key outcomes: Action: Student seminar and cohort evaluations indicate that new graduate offerings had a strong influence on some students' career planning Obj. 4.2: Engage with external stakeholders & organizations Activities: - Continued a partnership with the UN Food and Agriculture Organization (FAO) to increase ESH as a core domain in their Global One Health competency framework Key outcomes: Knowledge: Collaborations of both UMN and FAO teams to revise their frameworks through lessons from peer organizations Condition: These external partnerships will enable ESH educational pathways at the UMN to be informative models for related efforts around the world
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
Connecting Climate Change and Ecosystem Health, D.A. Travis, B. Mercer Taylor, B. Colombo. Climate Week Coffee Chat, Humphrey School of Public Affairs. October 29, 2022.
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Progress 04/15/20 to 04/14/21
Outputs
Target Audience:Formal classroom instruction: --Undergraduate students across 11 colleges at the University of Minnesota Twin Cities (UMN-TC), including first year through advanced undergraduates. --Graduate students across five colleges at UMN-TC ESH educational pathway (and associated curricula) development meetings and workshops: --Faculty and professional staff across all five campuses of the University of Minnesota, including colleagues in academic leadership positions with educational responsibility, and colleagues involved directly in instruction. Career path and ESH competency assessment (i.e., subject interviews): --Senior ESH professionals in: Government (federal, state, local, tribal, and intergovernmental), industry (focus on firms related to food and water systems), academia, NGOs and private foundations. Changes/Problems:While the objectives of the project work plan remain the same, the timing of activities has shifted significantly over the past year. Our team's original goal was to complete the four objectives sequentially. The COVID-19 pandemic forced us to build an asynchronous management and evaluation model for this work. Specific changes include: --A six-month delay in the review of our application and acceptance decision from NIFA resulting in a delayed start date and project timeline. The largest consequence of this was to shift the project work plan to begin with the start of the academic year. We've updated our logic model to reflect these changes, and to reflect iterative strategic changes to better achieve the grant goals: Original logic model: https://drive.google.com/file/d/1IZCM9df2nivKQzfWMGNZ06arYdMkYCEx/view?usp=sharing Revised logic model: https://drive.google.com/file/d/1X3xrI32VgJ_QqloDHYZFnSXhtGNPeXdY/view?usp=sharing --The collaboration with the United Nations Food and Agriculture Organisation (UN FAO) (detailed in discussion of Goals 1 and Goals 4 above) resulted in a pause in developing our needs assessment interviews and surveys --this was ultimately a benefit to the quality of the process, but the collaboration resulted in a delay in implementation What opportunities for training and professional development has the project provided?Courses taught: --GCC 1909: Introduction to Ecosystem Health: Challenges at the Intersection of Human, Animal, and Environment. (Spring 2021) Instructors: D.A. Travis, B. Colombo. 16-week, 3-credit course. Audience: 11 first-year undergraduate students. https://gcc.umn.edu/GCC1909 --GCC 3032/ 5032: Ecosystem Health: Leadership at the intersection of humans, animals and the environment. Instructors: D.A. Travis, T. Wolff, L. Sopdie, S. Kennedy. 16-week, 3-credit course. Audience: 31 graduate and advanced undergraduate students. --SPH 7200 (108): Evidence based Ecosystem and One Health (University of Minnesota (UMN) Public Health Institute, Center for Animal Health and Food Safety, and Vet Med). Instructor: D.A. Travis. --"Ecosystem Approaches to Health." D.A. Travis, instructor. Global Health Course (a certificate program in tropical medicine hosted by UMN in collaboration with US CDC and replicated in Thailand and Uganda). School of Medicine, University of Minnesota, May 2020. --"Zoonotic Infectious Diseases of Pets and Companion Animals." D.A. Travis, instructor. Global Health Course. School of Medicine, University of Minnesota, May 2020. --"Zoonotic Diseases and Wildlife." D.A. Travis, instructor. Global Health Course. School of Medicine, University of Minnesota, May 2020. Guest lectures or course modules: --GCC 1907 - Environmental Grand Challenges: What Impact Will You Have? Guest lecturer: B. Colombo, "Systems Thinking for Ecosystem Health," Jan 18, 2021. Audience: 12 first-year undergraduate students. --Global Health Course, "Introduction to Ecosystem Health" module (School of Nursing). Guest lecture: D.A. Travis (Spring 2021). --VPM 5180 Disease Ecology (Vet Med and School of Public Health). Guest lecture: D.A. Travis, Spring 2021. --"Better Together: Preparing for a Collaborative Practice," UMN Interprofessional Health Science Education Series -. D.A. Travis, featured guest health professional (fall 2020). --3850W Biodiversity and Health. Guest lecture: "Solutions Development," B. Colombo, Oct 8, 2020. --SUST 3480: COVID-19 and the UN SDGs (Inst. on the Environment, UMN-Crookston Center for Sustainability, Vet Med, Food System Institute, LLC). Course modules: "Ecosystem Health and SDGs," D.A. Travis and S. Kennedy. Workshops: --Institute on the Environment Systems Thinking Workshop. Beth Mercer Taylor, Mary Hanneman, Reba Luiken, Jane Wissinge, Kimberly Byrd. August 13, 2020. Audience: University of Minnesota faculty, staff, and students. http://environment.umn.edu/leadership/susted/resources/systems-thinking-workshop-resources/--Institute on the Environment Systems Thinking Workshop. Beth Mercer Taylor, Aaron Hanson, Jonee Kulman Brigham, Julia Frost Nerbonne, Shaun Kennedy. August 26, 2020. Audience: University of Minnesota faculty, staff, and students. http://environment.umn.edu/leadership/susted/resources/systems-thinking-workshop-resources/--"Teaching Sustainable Development Goals, Sustainability, Systems Thinking, & Ecosystem Health" faculty workshop. Beth Mercer Taylor, Barrett Colombo, and Cathy Jordan. May 19, 2021. Audience: 36 faculty and professional staff at the University of Minnesota. Seminars: --"Ecosystem health education: Teaching leadership and SDGs through team-based assignments," Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Scott Spicer. Side event SE05, Planetary Health Annual Meeting and Festival, April 27, 2021. Audience: ecosystem health professionals and students. https://infservicebr.swoogo.com/2021_Planetary_Health --"Ecosystem health education: Student film festival showcase. Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Scott Spicer. Side Event SE05A, Planetary Health Annual Meeting and Festival, April 27, 2021. Audience: ecosystem health professionals and students. https://infservicebr.swoogo.com/2021_Planetary_Health --"Ecosystem health education: Teaching leadership and SDGs through team-based assignments." Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Chris Shaffer, Scott Spicer. October 9, 2020. Association of American Colleges & Universities Virtual Conference on Global Learning: Lessons on Global Learning from Higher Education's Response to a Global Crisis. Audience: ecosystem health professionals and students.https://www.aacu.org/sites/default/files/files/global20/Global20-PreliminaryProgram.pdf--"The Top Ten Things you Need to Know about Wildlife and Global BioSecurity." D.A. Travis, Invited Speaker and Panelist. 1st Biosecurity Virtual Symposium. The Association of Biosecurity and Biosafety International. April, 2021. --"What's the Deal with Bats?" D.A. Travis, invited speaker. Office of Director of National Intelligence, February 2021. --"Global Security, Health and Wildlife." D.A. Travis, invited speaker. Bio Surveillance Online Seminar Series. United States Department of Homeland Security, August 2020. --"COVID-19: how we got here." D.A. Travis, invited speaker. Alumni and Continuing Education Forum. College of Veterinary Medicine, University of Minnesota, June 2020. --"COVID-19: What is it and what are my risks?" D.A. Travis, speaker. Christ Lutheran Church Webinar. St. Paul, MN, March 2020. Webinars: --Planetary Health: Framing the Future for the Institute on the Environment series "People + Planet" Series. C. Jordan. April 29, 2020. Audience: 145 University of Minnesota faculty, staff, and students and external stakeholders --"Wildlife Trade and Health." D.A. Travis, panelist. Pan African Sanctuary Alliance Webinar. June 2020. --"People & Planet: Biodiversity Loss and Wildlife." D.A. Travis, panelist. People and Planet Webinar Series. Institute on the Environment. University of Minnesota. May 2020. How have the results been disseminated to communities of interest?During year 1, we disseminated the results of both pilot curricula for this project, and the organizational development plan for one or more ESH educational pathways at professional conferences and meetings of peers: --"Ecosystem health education: Teaching leadership and SDGs through team-based assignments," Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Scott Spicer. Side event SE05, Planetary Health Annual Meeting and Festival, April 27, 2021. Audience: ecosystem health professionals and students. https://infservicebr.swoogo.com/2021_Planetary_Health --"Ecosystem health education: Student film festival showcase. Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Scott Spicer. Side Event SE05A, Planetary Health Annual Meeting and Festival, April 27, 2021. Audience: ecosystem health professionals and students. https://infservicebr.swoogo.com/2021_Planetary_Health --"Ecosystem health education: Teaching leadership and SDGs through team-based assignments." Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Chris Shaffer, Scott Spicer. October 9, 2020. Seminar for Association of American Colleges & Universities Virtual Conference on Global Learning: Lessons on Global Learning from Higher Education's Response to a Global Crisis. Audience: ecosystem health professionals and students.https://www.aacu.org/sites/default/files/files/global20/Global20-PreliminaryProgram.pdf--Seminar: "Global Health Security and the Wildlife Interface" D.A. Travis. Ecosystem Health Approaches: USDHS S&T Biosurveillance Seminar Series. Audience: global ecosystem health professionals. --Keynote: "Global Health Security and the WIldlife Interface." D.A. Travis Ecosystem health approaches: ABSA International. Audience: global ecosystem health professionals. --Institute on the Environment Educators. D.A. Travis, 2020-2021, 2020-2021 cohort member. Audience: Nine faculty and staff educators at the University of Minnesota. http://environment.umn.edu/fellows-grants/ione-educators/ What do you plan to do during the next reporting period to accomplish the goals?Emphasis will be on wrapping up Goal 1 and concentrating on Goal 2. While Goals 3 and 4 are a focus throughout the project, the third year of this grant will be devoted strongly to achieve their objectives. Goal 1: finalizing the competency map; formalizing the first ESH educational pathway via a subplan in the Sustainability Studies Minor; and developing new and revising existing courses for this pathway. Goal 2: launch and host an ESH CoP: Recruit faculty, develop introductory ESH content, facilitate domain-based review of draft competency model (Fall 2021), facilitate and fund project collaboration and curricula development and revision (Spring 2022). Iteratively update competency model. Build programmatic synergy among allied programs and initiatives at the UMN (e.g., planetary health), contributing to Goal 4. Goal 3 - Develop an engagement plan for advisors to recruit underrepresented faculty and students. Assess proposed pathways for access to underserved or underrepresented communities. Establish a subcommittee among CoP to increase accountability toward this goal. Core project members will continue to be involved in DEIJ leadership initiatives at their home units, and to connect those efforts into the implementation plans for this grant. Goal 4 - Deepen and expand partnerships established within the University of Minnesota and globally.
Impacts
What was accomplished under these goals?
We aim to develop graduates better prepared to tackle Grand Challenges at the intersection of health and environment in a post-COVID world. Our specific goal is to build an educational program for a diverse array of University of Minnesota (UMN) students under the paradigm of ecosystem health (ESH) that creates curricular pathways to ESH-readiness and that augment students' chosen majors. Such a program must be inclusive; thus, we undertook broad stakeholder engagement, focusing externally on domestic and international governance, research, service and industry sectors. Internally, we hosted a range of sensitization workshops across all campuses of the UMN. Our career map and draft competency model combine input from a thorough literature review and in-depth informant interviews with government (federal, state, local, tribal), non-profit, academia, and private sector stakeholders. We built synergistic relationships with the UN Food and Agriculture Organization, World Health Organization, the Food Systems Institute, and the USAID Emerging Pandemic Threats Program. Finally, we made unexpected, significant progress in curricula planning-piloting new ESH courses, educational modules and seminars. Overall, our first year impact translates to significant progress on ESH educational pathways that can inform education in the U.S. and globally. Goal 1: Career mapping & competency framework Obj. 1.1: Assess career opportunities & stakeholder needs. Activities: Created comprehensive career map in consultation with academic, industry, nonprofit and public sectors. Conducted stakeholder interviews with emphasis on BIPOC and Indigenous community representation. Key outcomes: --Knowledge-unique draft conceptual map of ESH careers. Obj. 1.2: Develop competency model. Activities: Completed literature review of ESH (and synonyms, e.g. one health, planetary health, etc.) interviewed key stakeholders; drafted competency model; linked model to FAO initiative in ESH. Key outcomes: Condition-Draft competency model is the most comprehensive to-date; provides a framework for the Community of Practice (CoP) in Yr 2. Goal 2: Create a U of MN faculty Community of Practice (CoP) ESH. Obj. 2.1: Sensitize faculty to ESH principles through meetings & workshops. Activities: Conducted 7 sensitization meetings across FAHN communities - food systems, water systems, SDGs, health and medicine, etc., with academic leaders, student advisors and instructors across 31 colleges or centers. Implemented online workshops on teaching ESH-related "skills" with over 150 faculty/staff on all 5 campuses. Key outcomes: Condition-Created a nascent network of ESH-focused educators across UMN campuses that we will leverage in Yr 2. Obj. 2.2: Design CoP blended format to accommodate for COVID uncertainty Activities: - Designed faculty CoP development plan, stakeholder map, and recruitment list. - Created CoP online portal for community engagement. Key outcomes: Condition-Results to-date enable a managerial structure and human resources at UMN necessary to organize the CoP. Obj. 2.3: Pilot courses that build one or more new ESH educational pathway. Activities: - Major course revision: GCC 3032/ 5032: Ecosystem Health: Leadership at the intersection of humans, animals and the environment. VPM 5180 Disease Ecology VPM 3850W: Health and Biodiversity - New Courses: GCC 1909: Introduction to Ecosystem Health: Challenges at the Intersection of Human, Animal, and Environmental. SUST 3480: COVID-19 and the UN SDGs SPH 7200: Evidence based Ecosystem and One Health Key outcomes: Knowledge-New courses responded to the community's need for knowledge about the ecology of COViD in real time. Action-Student course evaluations indicate that new courses had a strong influence on some students' career planning. Obj. 2.4: Develop educational pathways for ESH. Activities: --Received approval (2 yrs ahead of schedule) from the Sustainability Studies minor Faculty Governance Committee for ESH "sub-plan." Key outcomes: Condition-The approval provides a new institutional home for ESH education that has the potential to be a model for other universities. Goal 3: Recruit, retain & support multicultural, low income & first generation students to diversify and strengthen the sustainability workforce pipeline. Obj. 3.1: Sensitize faculty in the CoP to the need for strategic DEIJ in recruitment & retention of students, staff, and faculty. Activities: - Engaged existing Diversity, Equity, Inclusion, and Justice (DEIJ) committees in partner units, including the university-wide DEIJ CoP, and at the Inst. on the Environment and College of Vet Med. - Included measures of DEI in design of interview and follow-on stakeholder engagement surveys. - Prioritized BIPOC and indigenous community representatives in stakeholder career map and competency interviews. Key outcomes: Condition-Sensitization work established relationships with UMN partners with ability to assist in equity-focused recruitment. Obj. 3.2: Building a diverse sustainability workforce pipeline. Activities: -Recruited underrepresented guest lecturers and advisors in the development of new foundational course (e.g., GCC 1909: Intro to ESH) - In hiring for student positions in Yr 2, prioritized qualified candidates who identified as representing marginalized or vulnerable groups. Key outcomes: Action-Acting on knowledge of disparities in the sustainability workforce pipeline, we are using curricular pilots to learn how to increase impact in Yrs 2 and 3. Goal 4: Scaling of this platform to include advanced degree programs as well as delivery to geographic regions beyond Minnesota. Obj. 4.1: Engage with Graduate/professional student programs. Activities: - Sensitization meetings summarized above engaged 23 grad/prof student programs. - Facilitated university-wide grad seminar series in ESH research with average attendance of 30 students. - Due to year 1 results, Travis obtained approval for a 2022 semester leave to build an ESH grad training grant team and grant submission; and (b) develop new courses for this project. Key outcomes: Condition-These new grad/prof program partnerships strengthened an institutional network that will allow scaling over the next 1-3 years. Obj. 4.2: Engage with external stakeholders & organizations Activities: - Built a partnership with UN Food and Agriculture Organization (FAO) to increase ESH as a core domain in their Global One Health competency framework. - Travis participated in a US National Academies of Science, Engineering, and Medicine's Board on Life Sciences forum. Forum outputs will be mapped against goals while the Academies agreed to promote this developing program. Key outcomes: Knowledge-These collaborations both UMN and FAO teams to conduct needs assessments with improved awareness of ESH-related methods. Condition-These external partnerships will enable ESH educational pathways at the UMN to be informative models for related efforts around the world.
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2021
Citation:
E. Sopdie, D. Travis, T. Wolf, S. Kennedy, K. Errecaborde, C. Jordan, B. Colombo. Ecosystem health education: Teaching leadership through team-based assignments'' has been accepted for publication in the Journal of Higher Education Theory and Practice (ISSN# 2158-3595). 21(6), 2021
- Type:
Other
Status:
Published
Year Published:
2021
Citation:
B. O. Omontese, K. M. Errecaborde, M. Mahero, K. Gerdes, D. A. Travis, and S. H. Newman, Environment: Assessing a Neglected Component of the One Health Triad in Africa. Report to Food and Agricultural Organization of the United Nations (FAO) (2021). Audience: Staff from national ministries of environment in Africa. FAO Africa ESH approaches to food security, including bushmeat
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2021
Citation:
Ecosystem health education: Teaching leadership and SDGs through team-based assignments, Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Scott Spicer. Side event SE05, Planetary Health Annual Meeting and Festival, April 27, 2021. Audience: ecosystem health professionals and students.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2021
Citation:
Ecosystem health education: Student film festival showcase. Elizabeth Sopdie, Dominic Travis, Shaun Kennedy, Tiffany Wolf, Barrett Colombo, Meg McEachran, Kaylee Errecaborde, Scott Spicer. Side Event SE05A, Planetary Health Annual Meeting and Festival, April 27, 2021. Audience: ecosystem health professionals and students.
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