Moldwin M.B.,University of Michigan |
Morrow C.,Aspen Global Change Institute
Space Weather | Year: 2016
Results from a recent graduate student survey found unsurprisingly that Solar and Space Physics (S&SP) PhD graduate students almost all aspire to have research careers in Solar and Space Physics. This study reports on the research career persistence over the first decade of the new millennium for S&SP PhDs. We used publication of science citation indexed articles as the indicator for persistence in a research career. We found that nearly two thirds (64%) of PhDs who graduated between 2001 and 2009 published refereed papers in 2012 or 2013, while 17% of PhDs never published another paper beyond the year they received their PhD. The remaining 19% of PhDs stopped publishing within three years of receiving their PhD. We found no gender difference between research persistence. We also found that though there is statistically no difference on persistence of publishing research between graduates of the largest programs compared to all other programs, there are significant differences between individual programs. This study indicates that a majority of S&SP PhDs find research careers but that a significant fraction pursue careers where publishing in science citation indexed journals is not required. Graduate programs, advisors, and potential graduate students can use these data for career planning and developing mentoring programs that meet the career outcomes of all of their graduates. ©2016. American Geophysical Union. All Rights Reserved. Source
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 19.95K | Year: 2015
This workshop will bring together researchers who are currently promoting various types of idealized experiments and diagnostic studies to address this problem by individual scientists and groups, in order to compare their results, and formulate productive coordinated experiments that can become part of the experiment design for the decadal prediction experiments for the Coupled Model Intercomparison Project (CMIP6). In order to provide robust decadal climate predictions, the research community must improve the capabilities of decadal climate predictions. Improved understanding of the processes and mechanisms in the climate system that lead decadal climate variability is crucial. NSF funds will provide travel support of early career scientists at the workshop to be held in Aspen CO, June 7-12, 2015.
The objective of this project is to bring together the World Climate Research Program Decadal Climate Prediction Panel to compare their results and formulate productive coordinated experiments to further the understanding regarding processes and mechanisms that could produce prediction skill on decadal timescales. Approximately 30 scientists from the DCPP, which is made up of the Working Group on Coupled Models and the Working Group on Seasonal to Interannual Prediction will participate from the United States as well as from key international modeling groups.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 20.00K | Year: 2013
These funds support a Workshop entitled Next generation climate change experiments needed to advance knowledge and for assessment of CMIP6 organized by the Aspen Global Change Institute. As we approach the end of the Intergovernmental Panel for Climate Change fifth assessment report (IPCC AR5) process and the culmination of the extensive model intercomparison exercise of Coupled Model Intercomparison Project (CMIP5), emerging gaps in scientific understanding lead to opportunities for new climate model experiments that explore aspects of the science best addressed through a coordinated set of model experiments. This workshop will set the initial planning for a possible CMIP6. The current timing affords a unique opportunity to assess the accomplishments and outstanding issues with the CMIP5 process and use this to help inform the development of experimental design and research directions that can be considered for inclusion in the CMIP6 process. The range of interesting and useful science questions include the following: (i) Land use -aerosols-ESM applications-interact with a couple of the Shared Socio-economic Pathways (SSPs) that show quite different outcomes from RCPs; (ii) Reversibility or geo-engineering; (iii) More idealized experiments, e.g. 1% runs but for other forcings, idealized aerosol, ozone, land use, like the 1% runs; (iv) Decadal prediction and extremes; (v) Systematic biases; (vi) Very high resolution time slice experiments for tropical cyclones and other aspects of storms and circulation changes; (vii) Higher resolution coupled simulations for tropical cyclones, extremes, and circulation changes; and (viii) Coupled land ice for better estimates of global and regional sea level rise.
The workshop will directly benefit agencies of the USGCRP and their contribution to the advancement of climate projections and predictability and the scientific process leading up to the future international assessments.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 148.93K | Year: 2010
This project is a collaboration of the Aspen Global Change Institute (AGCI) and Georgia State University to develop a set of 7 web-based learning modules for high school and early undergraduate students. The learning modules have at their core video vignettes on specific topics in the geosciences and global change derived from 20 years of workshops held at AGCI and archived in 1200 hours of video. The archive consists of scientists from around the world in an interdisciplinary setting presenting and discussing their research. The modules are organized around the seven research themes of the U.S. Global Change Research Program (atmospheric composition, climate variability and change, global water cycle, land use and land cover change, global carbon cycle, ecosystems, and human contributions and responses). Along with the specific content goals, the archive will also be used to illustrate the nature of science through scientific discourse, science as a human endeavor, and contain common themes such as scale, change, and systems consistent with overall goals of scientific literacy. The specific activities are to: (1) identify the parts of the archive that satisfy selection criteria; (2) map the material to standards/benchmarks and FAQs (e.g. IPCC 2007) associated with Earth system science; (3) produce modules that include the digitized video vignettes (of archival and new video) combined with visuals, voice-overs and profiles of the scientists; (4) pilot test the modules with high school and undergraduate students; and, (5) disseminate web-based modules informed by the formative and summative evaluation. The modules will serve student populations that infrequently have the opportunity to meet and interact with scientists. The modules will further student understanding of the process of science, gain a sense of scientific careers, and how basic science is applied in understanding Earth and complex topics such as climate change and its significance to society.
Arnott J.C.,University of Michigan |
Osenga E.C.,Aspen Global Change Institute |
Cundiff J.L.,Aspen Center for Environmental Studies |
Katzenberger J.W.,Aspen Global Change Institute
Journal of Forestry | Year: 2015
Climate change and a growing wildland-urban interface create new challenges for forest managers and restoration practitioners. In this shifting environment, effective public communication of scientific understanding of forest ecosystems and their changing state can be crucial. As a potential tool to help meet this communication need, we present a model for an index of forest health piloted in the Rocky Mountains of Colorado. The index presents ratings of forest health through the lens of public goals, using selected climatic, ecological, and socioeconomic data. A set of indicators combined with judgment about the metrics of health and how to weight them yields a quantitative rating system with a score for each indicator. Coproduced via a partnership between nongovernmental organizations, managers, and researchers, the result is a still evolving prototype of an educational resource with potential to also act as a decision support tool for tracking forest health and gauging management strategies. © 2015 Society of American Foresters. Source