Perlman Symposium

AEESP 2017 Pre-Conference Workshops

Tuesday, June 20, 2017
All workshops in the Michigan League, University of Michigan, Ann Arbor

8:00-8:30 am   WORKSHOP E.
Transforming education activities into funding and education (4 hrs) (HENDERSON)
8:30-9:00 am WORKSHOP A.
I've Got Tenure, So Now What?: Managing the Triad of Teaching, Research, and Service Post-Tenure (1 hr) (VANDENBERG)
Environmental Engineering Program Leaders Annual Meeting (KOESSLER)
Navigating the academic and professional job search (3.5 hrs) (MENDELLSOHN for panels; BALLROOM (1/2 the room) for breakout with pre-registered participants)
9:00-9:30 am WORKSHOP J.
Slowing the Spread of Antimicrobial Resistance via Environmental Pathways: Risk Assessment and Management Perspectives (3 hrs) (HUSSEY)
9:30-10:00 am  
10:00-10:30 am WORKSHOP B.
Responsible science, education and engineering for resource recovery, circularity (2 hr) (VANDENBERG)
CAREER Workshop (2 hrs) (MICHIGAN)
10:30-11:00 am
11:00-11:30 am
11:30-12:00 pm
12:00-12:30 pm Lunch Lunch WORKSHOP G.
Working Lunch
Lunch Lunch Lunch
12:30-1:00 pm
1:00-1:30 pm WORKSHOP D.
Defining the Role of AEESP in Public Outreach and Science Communication (3.5 hr) (VANDENBERG)
Role of Science Diplomacy in Global Environmental Health (1.5 hr) (HENDERSON)
WORKSHOP G (cont).
Environmental Engineering Program Leaders Annual Meeting (KOESSLER)
U.S.-China Research and Education Workshop: Academic Career Development in China (3.5 hr) (MENDELLSOHN)
Sustainability Education Workshops (Cliff and Rebecca) (2.5 hrs) (HUSSEY)
Strategies, tools, and tips for teaching (2.5 hr) (MICHIGAN)
1:30-2:00 pm
2:00-2:30 pm
2:30-3:00 pm  
3:00-3:30 pm WORKSHOP F.
Sustainable Solid Waste Education (1.5 hr) (HENDERSON)
3:30-4:00 pm    
4:00-4:30 pm  
4:30-5:00 pm All participants walk to Rackham Building for Keynote

I’ve Got Tenure, So Now What?: Managing the Triad of Teaching, Research, and Service Post-Tenure. (Workshop A)

Linda Weavers, Ohio State; Helen Hsu-Kim

VANDENBERG (8:30-9:30 am)

This workshop will focus on professional development post-tenure, a topic area that has not received attention in recent AEESP conferences. The major challenges often encountered by academic professionals often involve decisions to best manage time and multiple constraints as a faculty member. These challenges for pre-tenure faculty have been recognized through regular offerings of mentoring programs at universities and career guidance workshops such as previous AEESP conferences. However, for post-tenure faculty these challenges remain while new responsibilities and perhaps new ambitions follow this professional milestone. The lack of formal post-tenure mentoring leaves faculty craving advice on how to manage new responsibilities and service activities. In this 1-hour workshop we will have a panel of associate and full professors to answer questions about their experiences on how they managed the triad of teaching, research, and service post-tenure. Benefits of this workshop to AEESP members are that those recently post-tenure will learn from peers' experiences that have successfully navigated a range of paths post-tenure. We envision that this event will be a forum of group discussion, with the aim of providing multiple viewpoints and shared experiences that will enable attendees to follow-up individually after the workshop through informal networking. The workshop leaders will organize the panel and co-facilitate the discussion. We intend to have a panel of 5 AEESP members. We will recruit to our panel AEESP members with a range of seniority and leadership experiences. Equally important will be to have panel members that are willing to talk openly about good choices and poor choices. We will advertise the workshop on the AEESP listserv prior to the AEESP Conference and solicit questions/issues that could be addressed at this workshop. We will also send direct requests to individuals in our own networks for questions/issues they have personally encountered at the tenure/post-tenure milestone. These questions as well as those from the attendees during the workshop will be the basis for our discussion. The approximate format will be as follows: 10 min introductions, 30 min selected questions from AEESP listserv responses, 15 min questions from attendees, and 5 min wrap-up. Potential questions asked of the panel: How am I going to keep up this pace for another 30 years? With new responsibilities that come with the transition to senior/leadership roles, how do I make sure that my core product (i.e. research, teaching) stays at high quality and keeps up with the science? What is impactful service and what are strategies to attain these positions? How do I manage the family/life/work balance? Should I ask someone to nominate me for an award or hope someone notices? What leadership training is out there and how do I get it? The target audience is AEESP members post-tenure; however, we envision that early career members would also benefit from this discussion.

Responsible Science, Education and Engineering for Resource Recovery and Circularity. (Workshop B)

David Gregory Weissbrodt

VANDENBERG (10:00-12:00 pm)

The environmental engineering and science sector is in the midst of a revolutionary transition to sustain responsible innovation for the achievement of circular economies in ecologically-balanced and healthy communities. The water sector occupies a central role in this context, by managing flows of water, nutrients, and emerging contaminants to protect public health and the environment, and to concurrently valorize used resources within a watershed. Science and engineering practice are highly active in inventing and elucidating the design of new technological solutions that support the enhancement of water quality. Concepts of water resource recovery and circularity are rapidly becoming established paradigms in science and engineering practice, while positive effects on communities will be measured over the next decades. Currently, integration into educational curricula is less apparent although it would be urgently required to fuel pioneering minds for future innovation in our field. Therefore, it is of great importance to initiate interdisciplinary programs and to develop and implement this vision in environmental engineering and science curricula with the goal to train the new generation of professional experts of water resource recovery and circularity. The workshop will provide a platform to bridge scientists, lecturers, students, and practitioners of AEESP active on the field to interactively handle needs and ways for shaping responsible research, education, practice, and innovation to transfer new concepts of water resource recovery and circularity, and monitor their beneficial effects, at the community level. This workshop addresses themes building on the roundtable organized by colleagues at the 2015 AEESP conference on re-thinking wastewater treatment at the nexus of energy, climate change, and resource recovery. Here, we specifically aim to foster the translation of the latest scientific and engineering concepts of water resource recovery and circularity into new education challenges and perspectives, and their integration at community level. The following five questions are targeted: (1) What are the latest research and engineering trends of water resource recovery and circularity? (2) How can water resource recovery and circularity be integrated from science and engineering practice to education and communities? (3) What skills should we develop in the new generation of professionals and scientists to implement water resource recovery and circularity to engineer benefits at community level? (4) How fast are these concepts being integrated into educational programs at different universities, nationally and internationally? (5) What are the characteristics of educational programs that should be targeted to bridge the science, practice, and community assessment of water resource recovery and circularity? On top of generating an interactive and transdisciplinary thinking and exchange process, the workshop will provide a roadmap to integrate new educational directions into the science and engineering practice of water resource recovery and circularity. The roadmap will act as an excellent basis for a white paper for publication in Environmental Engineering Science. The following speakers and co-facilitators have been confirmed: DAVID WEISSBRODT is an Assistant Professor in the Faculty of Applied Sciences and Department of Biotechnology at Delft University of Technology. With his research group of environmental life science engineering, he is active on the field of circularity, environmental biorefinery, and systems biology. He harbors substantial experience in leading international and regional workshops, forums, and symposia to bridge scientists, engineers, and the public sector. GEORGE WELLS is an Assistant Professor in the Department of Civil and Environmental Engineering at Northwestern University, where he directs the environmental biotechnology and microbial ecology laboratory. His research focuses on shortcut N and biological P removal and recovery processes, resource and energy recovery from wastewater, microbial ecology of engineered natural systems, and microbial greenhouse gas production. JEREMY GUEST is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Illinois at Urbana-Champaign, and is the thrust leader for Sanitation and Resource Recovery for the Safe Global Water Institute. His research focuses on sustainable design and the development of technologies for engineered water systems, with an emphasis on biotechnology development for resource recovery from wastewater. MARI WINKLER is an Assistant Professor in the Civil and Environmental Engineering Department at the University of Washington. Her research emphasizes the application of micro-organisms, for sustainable water reclamation and resource recovery. Methodologies involve process engineering and technology, microbial ecology, and mathematical modelling. Her professional curriculum includes industrial experience in the water and wastewater sector, which shapes her application-driven research endeavors.

The Role of Science Diplomacy in Global Environmental Health. (Workshop C)

Daniel Oerther

HENDERSON (1:00-2:30 pm)

Science Diplomacy - the use of scientific collaborations among nations to address common problems and to build constructive international partnerships - is critical to addressing the global challenges to environmental health in the 21st century. Historically, the field of environmental engineering has moved in two directions - 1) starting from the scale of the individual and drilling downwards with an increasing amount of scientific understanding (i.e., 'chemistry'); and 2) starting from the scale of the individual and expanding outwards with an increasing amount of interconnected relationships (i.e., 'ecology'). While the field of environmental engineering and science has done a very good job of improving our ability to both measure and treat increasingly lower levels of increasingly specialized pollutants, we may not have been as active in promoting some of the outward relationships. Perhaps some of our most notable contributions to the outward looking direction include activities such as participation in Engineers Without Borders or leadership of competitions such as the USEPA People, Planet, and Prosperity program. But on a broader scale, the AEESP membership may be less visible in activities sponsored by organizations such as the United Nations Environmental Program. This is not to say that the AEESP membership hasn't made contributions to outward looking relationships, but rather to posit that those contributions may not be as well known among the membership. And perhaps the AEESP membership may have a lack of understanding of some of the subtle aspects of bi-lateral and multi-lateral engagement in global environmental initiatives? In an effort to grow the capacity of the AEESP membership to more fully assume leadership roles within bi-lateral and multi-lateral efforts for addressing global initiatives of environmental health, this workshop is intended to introduce activities suitable for the classroom, opportunities for direct engagement through internships and fellowships, and insight into the role of 'scientists' with the United States Department of State. A second objective of this workshop is to identify collective 'best practices' in science diplomacy historically, recently, or ongoing by the AEESP membership. And finally, a third objective of this workshop is to solicit a core of members interested in science diplomacy to engage with emerging organizations such as the Center for Science Diplomacy of the American Association for the Advancement of Science. Daniel Oerther will provide overall coordination of the workshop sharing his classroom experience with the US Department of State Diplomacy Lab program. Robert Axelrod - a 2014 recipient of the National Medal of Science for his work on the evolution of cooperation - will provide his experience as a Jefferson Science Fellow working at the United States Department of State as well as a lifetime member of the Council on Foreign Relations. Glen Daigger will provide a global view on opportunities for employment as a form of science diplomacy as well as his experience as a co-author of the 2015 National Research Council report, "Diplomacy for the 21st Century: Embedding a Culture of Science and Technology Throughout the Department of State." The workshop will include presentations and facilitated discussion with attendees.

Defining the Role of AEESP in Public Outreach and Science Communication. (Workshop D)

Jennifer Becker

VANDENBERG (1:00-4:30 pm)

Many members of AEESP are individually involved in public education and outreach activities that require significant expenditures of time and energy. These efforts to disseminate scientific data are frequently initiated to ensure that research results have a broad and positive impact on society, for example, by influencing the adoption of evidence-based technologies or by informing engineering practice and/or public policy. For many, public outreach efforts are motivated by a desire to increase participation and diversity in the fields of science, technology, education, and mathematics. Still others are engaged in initiatives to provide technical expertise and disseminate information that will help address environmental problems facing communities both within the U.S. as well as globally. Efforts to disseminate scientific information and educate the public, and the motivations underlying these activities, are certainly laudable. Nevertheless, it has become increasingly clear that a large gap exists between the state of scientific knowledge and science-based policy and action. Such a gap is particularly evident within the realm of global climate change. Despite the consensus of mainstream scientists and the pragmatic initiatives taken by some industries and military/government entities to address the risks posed by human-induced climate change, our actions as Americans are not commensurate with the threat posed by these change. In his "manifest" on the importance of public dissemination of science, Eagleman [1] provides additional reasons for researchers to engage the public. Specifically, he urges that "it is incumbent upon us to explain what science is and is not"; and that "it is critical for the public to have an appreciation of the uncertainty inherent in the scientific process." This point is important because of the growing perception among the general public that climate change is an uncertain phenomenon. Driving this perception is the misrepresentation of scientific uncertainty as controversy or the grounds for legitimate debate when none exists. Recent directives in Washington D.C. have created a new urgency for researchers to take an active role in disseminating science. These directives include the placement of the Environmental Protection Agency's (EPA's) existing scientific data, including climate change data, under review and temporarily restricting the release of new data by the EPA, as well as the removal of public access to U.S. Department of Agriculture data on animal welfare. As a result of these and other events in which the value of science has been publically questioned and scientists have been delegitimized by politicians, the American Association for the Advancement of Science is calling for scientists to leverage evidence to support facts and advance policy. The goals of this workshop are to: (1) identify the key challenges that AEESP members face in developing and conducting public outreach and science dissemination initiatives, and (2) define what role(s) AEESP can play in supporting the efforts of members to increase public awareness and understanding of scientific issues, and ultimately influence policy and action. The workshop goals will be accomplished through three integrated activities: (1) a focused panel discussion, (2) breakout sessions led by panelists, and (3) breakout session reports and a final discussion about the role of AEESP in facilitating public engagement and dissemination of science by its members. (Reference: Eagleman, D.M., Why Public Dissemination of Science Matters: A Manifesto. J. Neurosci., 2013. 33 (30): p. 12147-12149.)

Transforming Education Activities into Funding and Education. (Workshop E)

Susan Powers

HENDERSON (8:00-12:00 pm)

The Boyer model (1996) advocates expanding our interpretation of academic scholarship beyond just discovery to also include the scholarship of integration, application, and teaching and learning. To make this broader view of scholarship valued within academia, however, many of the same research methods and tools that are essential for the design of good technical research are also required for the scholarship of teaching and learning (SOTL). An essential element of scholarship in any form requires public sharing and the opportunity for application and evaluation by others (Boyer 1996). SOTL is different than "scholarly teaching" for which we read and learn to become better educators, but do not disseminate results. At most institutions, scholarship is broadly defined and valued in promotion and tenure decisions. Thus, integrating the scholarship of teaching and learning into our professional portfolios can add breadth and diversity to support our own academic success and provide a richer learning environment for our students and colleagues. The objective of this workshop is to provide AEESP members with an understanding of SOTL and increase their capacity to use the tools and methods required for effective scholarly work associated with educational activities in their own classrooms and outreach programs. This objective will be met in an active learning environment that combines brief presentations by the workshop facilitators with time spent working through a case study for which participants will collectively transform an education research concept into a plan for funding and publication. The case study involves a module with a chair disassembly activity to support learning and retention of concepts related to sustainability metrics and design for end-of-life. The SOTL activities related to this module included the design of an experiment to assess the value of the actual active learning component of the module (in-class chair disassembly) on the students' achievement and retention of the learning objectives. The experiment included groups of students with and without the active learning component. The module was assessed using a mixed-methods approach with anonymous, digital pre-and post-module surveys administered to all participants and a rubric administered to some of the intervention and control group students to test the impact of activity on learning objective retention. This case study includes the continuum of SOTL research spanning writing and receiving NSF funding for the project, experimental design and implementation, and preparation of a manuscript for journal publication. AEESP members who participate will become better prepared to diversify their portfolio of scholarship. This workshop is intended primarily as an introduction for faculty who are interested in becoming involved in SOTL activities or have initiated projects and are ready for some support to increase their projects' success. Attendees with greater levels of experience would also be welcome to learn new ideas and share their own experiences. Specifically, the workshop will provide attendees with answers to the following questions, and thus improve their ability to apply these concepts to their own education activities: (i) What comprises "scholarship" in education, specifically within the continuum from meeting NSF broader impacts requirements, to conducting and publishing SOTL findings? (ii) What is the difference between evaluation and assessment? (iii) What components are required for an education research experiment and plan? (iv) What is and how do I develop a logic model? (v) Should I develop my own survey instruments? Or should I use tools that are already available? (vi) What statistical approaches are appropriate for analyzing education data? (they are different!) (vii) What funding opportunities are available? What attributes are they looking for? (especially NSF) (viii) What type of dissemination plan is appropriate for SOTL projects? The team of faculty facilitating the workshop will draw on their own experiences with funding sources, developing education experiments and assessment plans, and getting published. The team members, Susan E. Powers and Jan E. DeWaters, Clarkson University; Amy Landis, Clemson University; and Phillip Parker, U. Wisconsin-Platteville, have received education research funding from NSF, NASA, and foundation sources, leading to publication of materials in venues ranging from national science digital libraries to textbooks to high-impact factor education research journals. They have also actively participated in review panels, peer-review of manuscripts and tenure reviews that include SOTL components. Reference: Boyer, E. L. (1996). From scholarship reconsidered to scholarship assessed. Quest, 48(2), 129-139.

Sustainable Solid Waste Education: Teaching Solid Waste Management Using a Hybrid Approach. (Workshop F)

Shannon Bartelt-Hunt

HENDERSON (3:00-4:30 pm)

Solid waste engineering is typically not an integral component of course offerings in civil or environmental engineering graduate or undergraduate programs. Based on a survey conducted by the Environmental Research and Education Foundation, less than 70% of environmental engineering programs offer a solid waste course. In many programs, solid waste information may only be taught as a small component of an Introduction to Environmental Engineering course. This is likely due to a small number of faculty with research interests in solid waste management, and the view that solid waste is a "dated" topic; however, the solid waste industry is an $39.4 billion dollar industry and current issues in solid waste management focus on timely topics including resource and energy recovery from solid waste. Current educational resources for solid waste courses/programs are limited. Many programs either do not use a textbook or have to supplement the assigned textbook with significant amount of additional reading/notes/problems. There are instances where solid waste courses are not offered because there is a lack of expertise among the faculty. If solid waste courses are taught, little information about emerging trends in the field are presented to the students. This workshop will introduce materials that have been recently developed with support from the Environmental Research and Education Foundation that focus on various aspects of solid waste management, including sustainability, thermal conversation, anaerobic digestion, degradation of organics, leachate treatment, waste collection, and resource management. The materials require that students watch brief videos of solid waste professional experts explaining these topics, then use innovative teaching approaches to ensure that students understand the concepts explained. Novelty of the workshop: This workshop will present newly developed materials for instruction in solid waste management that are flexible and can be used in a number of formats, including both flipped and traditional classrooms. This teaching approach takes into consideration that students also need to become lifelong learners and the increased utilization of technology for gathering information and communication. These materials can also be integrated into traditional teacher-centered lectures. During the workshop, we will introduce the materials, describe the results of pilot testing performed in the Spring of 2016 at the University of South Carolina, and discuss strategies for incorporation of the materials into a range of courses including solid waste management, introductory environmental engineering courses, environmental science, and sustainability courses. Target audience: graduate students, postdocs or faculty of any rank with an interest in teaching solid waste management at either the graduate or undergraduate level.

Environmental Engineering Program Leaders Annual Meeting. (Workshop G)

Allison MacKay

KOESSLER (8:30-4:30 pm)

The Environmental Engineering Program Leaders Workshop is the annual meeting of faculty who lead undergraduate and graduate environmental engineering programs or other engineering programs with an environmental concentration. Topics include accreditation, teaching initiatives, responding to the changing landscape of the discipline. The members of the Environmental Engineering Program Leaders Committee collaborated to develop the following tentative agenda for the annual meeting: (i) Overview of AEESP programs, (ii) Leading environmental engineering programs in an uncertain future, (iii) Traditional and non-traditional graduate student recruitment paths; (iv) International programs, (v) Undergraduate enrollment alignment with job markets, (vi) College and institutional perspectives on leadership, (vii) Panel of Deans, Provosts, (viii) Issues in professionalism, (ix) Proposed changes to ABET General and Program Criteria, (x) Update from AAEES Engineering Education Committee, (xi) Novel ABET assessment initiatives, (xii) Changing nature of faculty practice: need for guidance document; (xiii)Open Forums as determined from faculty survey topics, (xiv) Nominations of new committee members. Participants need to select the option to purchase lunch for Tuesday when registering in order to participate in the lunch-time activity.

Navigating the Academic and Professional Job Search. (Workshop H)

Philip Larese-Casanova

MENDELLSOHN for panels; BALLROOM (1/2 the room) for breakout with pre-registered participants (8:30-12:00 pm)

The AEESP Student Services Committee (SSC) is coordinating this workshop, as has been done over the last several conferences. This popular workshop is targeted to students and post-docs who are considering an academic career. The workshop includes: (i) a panel of environmental engineering and science faculty as well as professional engineers or scientists who provide expert advice on the job application process to participants and (ii) personalized feedback on job application packages. Participants will benefit by learning the parts of the interview process, how to prepare the components of the job application package, and how to prepare for a successful interview. This workshop provides a unique opportunity for students to receive advice and feedback from experts outside of their direct field of study and outside their home departments. New this year, the workshop has been reorganized to accommodate more participants by separating the workshop into three parts. Part 1 is the panel discussion about the job application process and a Q&A session, and will be open to all conference attendees. Part 2a is a breakout session for pre-registered participants. During this session, pre-registered students and postdocs will meet with volunteer faculty members who have reviewed their submitted job application packages and together will discuss feedback and personalized advice. Part 2b is a parallel breakout session targeting the general public and will be a second question and answer period for participants who do not pre-register or who were not admittee to the job application package review.

U.S.-China Research and Education Workshop: Academic Career Development in China. (Workshop I)

Zhen (Jason) He

MENDELLSOHN (1:00-4:30 pm)

This workshop is organized by the Chinese-American Professors in Environmental Engineering and Science (CAPEES) and is a follow-up to, but will be different from, two prior successful workshops at AEESP2013 and AEESP2015. Through the workshop, participants will provide a platform for young researchers (PhD students, postdoc, and junior researchers) to learn about the career development and opportunities in China, and meet with representatives from Chinese universities for face-to-face conversations. Participants will hear presentations given by successful faculty members and obtain first-hand information from the representatives of several Chinese universities (invited: Tongji University, Nanjing University, Chinese Academy of Science, Southeast University, Zhejiang University, Chinese University of Geosciences Beijing, Hefei University of Technology, and Donghua University; additional invitations are in process). The 2017 workshop will focus on career opportunities for junior researchers who are interested in developing their career in China. Nanova Environmental, a technology company located in Columbia, Missouri, will sponsor a dinner and social gathering later the evening of June 20 (after the first AEESP conference keynote and reception).

Slowing the Spread of Antimicrobial Resistance via Environmental Pathways: Risk Assessment and Management Perspectives. (Workshop J)

Amy Pruden

HUSSEY (9:00-12:00 pm)

Antibiotic resistance has been described to represent the greatest public health challenge of the 21st century. Society has come to rely upon antibiotics to treat and prevent a wide range of deadly infections that were once a scourge upon humankind within living memory of many still alive today. Antibiotic resistance is a grave and serious threat to our modern standard of living and could turn the clock back to an era when effective treatments for infections were not available. At a cellular level, antibiotic resistance occurs when the environmental conditions, such as presence of antibiotics or metals, provide a selective advantage for resistant bacteria to survive and outcompete other microbes. The spread of resistance is exacerbated by the ability of bacteria to share their antibiotic resistance genes (ARGs) with other bacteria via horizontal gene transfer. The Environmental Engineering and Science community has much to offer in terms of addressing the problem of antibiotic resistance. While much effort has been placed on the spread antibiotic resistance in the clinical realm, it is clear that the problem is much broader in scope. Efforts are needed to understand the origin and ecology of antibiotic resistance and the factors that contribute to its spread in order to identify new and effective strategies for containment. Environmental pathways for the spread of antibiotic resistance are of particular interest and have received relatively less attention. Importantly, antibiotics and antibiotic resistant flora are flushed down the drain and have been shown to persist through wastewater treatment and to influence levels of antibiotics, antibiotic resistant bacteria, and ARGs in receiving environments. It is now well-established that human sources, in particular wastewater treatment plants and livestock operations, can contribute to elevated levels and diversity of ARGS in affected soil and water bodies. Thus, an Environmental Engineering and Science perspective can aid in characterizing, tracking and addressing antibiotic resistance essentially as a pollution problem. However, this poses challenges to the current pollutant paradigm because antibiotic resistance can be shared among pathogens and can also be selectively amplified under some conditions. During the workshop, we will address the grand challenge of stopping the spread of antibiotic resistance from an Environmental Engineering and Science perspective. To accomplish this, key knowledge gaps must be identified and addressed. In particular, we will focus on: 1) Defining the contaminants of concern and how to monitor for them, including both culture-based and molecular-based methodologies, 2) Developing appropriate risk assessment frameworks, particularly those that take into account reservoirs of antibiotic resistance, horizontal gene transfer, and molecular data, and 3) Identifying appropriate and actionable risk management practices. Given the urgency of the problem of antibiotic resistance, it is likely that risk assessment and risk management frameworks will need to progress in parallel. Precautionary measures in the realm of wastewater, drinking water, recycled water, and agricultural practices that can be undertaken in harmony with other benefits and that are economical are of special interest. Presentations and discussion will be framed in terms of: 1) What is actionable now? 2) What should be the direction of longer term efforts? 3) What are the most critical knowledge knowledge gaps that need to be addressed to get us there, and 4) How do we address these knowledge gaps? The present time is a critical and urgent juncture for the community to come together and provide guidance on this topic. The conveners will organize the input into a white paper for publication as a perspectives piece to inform and guide members of the community conducting research and outreach on antibiotic resistance. This can help guide the development of risk models while at the same time helping translate current knowledge into practices that could begin to be put in place now to help begin to slow the spread of antibiotic resistance. Thus, direct benefits to the AEESP community include opportunities to: (i) learn about the state of the art of addressing antibiotic resistance as an environmental problem; (ii) contribute to the future direction of research and outreach aimed at addressing antibiotic resistance as an environmental problem; (iii) build collaborative network in addressing antibiotic resistance problem; (iv) contribute to a white paper/perspectives piece to guide the direction and focus of research, investment, and outreach by the environmental science and engineering community. The workshop will be open to faculty and students, and students will assist with organization of the workshop, moderating discussion, and co-authoring the white paper and any publications.

Sustainability Education: Creating New Courses, Adapting Existing Courses, and Incorporating Digital Innovation that Transcends the Classroom. (Workshop K)

Cliff Davidson and Meghan Wagner

HUSSEY (1:00-3:30 pm)

This workshop is designed to attract course instructors who: (1) have created or adapted courses containing problems related to sustainability, and (2) have not yet done this, but expect to do so in the near future. Selected participants who cover a range of course topics will be invited to give short presentations or conduct activities that are derived from their experience with newly created or adapted courses that include significant sustainability content. Course syllabi and pedagogical strategies (e.g., service learning, experiential or active learning, problem-based learning, use of formative/summative assessments to guide teaching, and strategies that engage diverse learners and students from diverse backgrounds) will be shared. Use of technology to incorporate real world case studies will be highlighted as an example of a strategy for employing engaged learning around the topic of sustainability. The Michigan Sustainability Cases, a novel online platform for case studies that incorporates multimedia content, engaged learning activities, and assessment tools for iterative improvement and publication of cases in peer reviewed literatures, will be highlighted and include participant activities. A survey will be given to all participants at the end that captures information on sustainability topics, references, methods and key concepts; the results of the survey will be assembled and organized for sharing with the participants.

NSF CAREER Workshop. (Workshop L)

Krista Wigginton

MICHIGAN (10:00-12:00 pm)

This workshop targets early career faculty who are considering applying to the NSF CAREER program. Dr. Bill Cooper, NSF, will give an overview of the CAREER program and provide guidance to future applicants. A panel of faculty who have received the CAREER Award will also provide guidance and respond to questions from the participants.

Strategies, tools, and tips for teaching. (Workshop M)

Lindsay Soh

MICHIGAN (1:00-3:30 pm)

Faculty members are expected to start to teach without much experience. This workshop aims to provide environmental engineering and science (EES) faculty members who are new to teaching, designing, and/or or re-designing a class a strategy and tools to develop and improve their course delivery. During this workshop, we aim to provide tools and tips for teaching as well as incorporate active time for participants to develop strategies and ideas with feedback. While a large part of many academics' job, resources for learning to teach, particularly with formative feedback, are often not available, particularly with emphasis on a specific profession. As such the workshop seeks to provide a means for participants to develop new materials and expose them to different techniques that will aid them to efficiently design their courses, improve their teaching in EES, and hopefully have more enjoyment from the process. We propose to have a range of facilitators from various types of institutions and career stages. Having this range will help to provide tips for those at different stages and also provide depth of feedback. A detailed timeline is listed below. In terms of support, a room with projector and screen will be needed. There should also be sufficient space and moveable tables for breakout groups. The workshop will be open to all but targeted towards students, post-docs, and junior faculty members. All participants will be asked beforehand to fill out a quick questionnaire and bring a syllabus to work on during the workshop.

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