![]() Her research paved the way for the successful application of microalgae in aquaculture around the world. It informs sustainability planning, coordination and integration efforts.Īustralian scientist Shirley Jeffrey was a pioneer in oceanographic research, identifying the thentheoretical chlorophyll c, and was a worldwide leader in the application of pigment methods in quantifying phytoplankton as the foundation of the oceanic food supply. Originality/value The case study was the first of its kind conducted at the Claremont Colleges and one of the first in higher education. Thus, the combination of electronic surveys and in-person interviews can be a successful strategy for maximizing information collection. Interviews yield more detailed and comprehensive information than online surveys but are more time-consuming. To increase completeness, a representative and sufficiently large data sample is needed, requiring multiple, coordinated forms of contact. Practical implications SNA and mapping for campus sustainability can highlight network gaps and network vulnerabilities. ![]() Several new sustainability initiatives were recently launched in response to the study. Several other key actors were identified based on the number of nodes extending from or connecting to them. Pomona’s network is extensive but concentrated on a single node. Scripps’ network is small but highly interconnected and resilient. The two graduate schools and Scripps College are comparatively isolated. Pomona and Pitzer colleges have the highest number of sustainability-related courses because of their popular Environmental Analysis programs. Findings The mapped sustainability network has 291 one- and bi-directional connections but with substantial differences among institutions. Design/methodology/approach Online surveys and interviews were conducted among faculty, staff and students, and a network map was created and analyzed using network statistics to identify network characteristics. Purpose The purpose of this study is to map and analyze sustainability activities and relationships at the seven Claremont Colleges and graduate institutions using social network analysis (SNA) to inform sustainability planning and programming. Preliminary results from this work are presented here. ![]() So in the fall of 2014, we began to collect baseline data on students attending undergraduate oceanography classes at the Scripps Institution of Oceanography (Scripps) and Palomar College, where we will also be developing curricula and conducting classroom tests. Interest among college faculty in Ocean Tracks indicates a need in undergraduate classrooms for similar tools that allow students to interact with data. Teachers and students indicated that working with real data was highly engaging, pointing to the tremendous potential for “big data” to transform the way science is taught. These tests indicate that students appeared to find many aspects of the interface simple and intuitive to use. The Ocean Tracks interface was tested in high school classrooms in spring and fall of 2013 with a total of 195 high school students. These efforts have culminated in the development of a Web-based student interface to marine science data called Ocean Tracks (), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education, and learning science. Stanford University and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring large scientific data sets into secondary and postsecondary classrooms. AbstractThe Oceans of Data Institute (ODI) at the Education Development Center (EDC), Inc.
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