Bianca Vienni Baptista: Catalogue data in Spring Semester 2023 |
| Name | PD Dr. Bianca Vienni Baptista |
| Name variants | Bianca Vienni |
| Field | Anthropology of Science (within Science and Technology Studies) |
| Address | TdLab ETH Zürich, CHN K 76.2 Universitätstrasse 16 8092 Zürich SWITZERLAND |
| Telephone | +41 44 632 64 22 |
| bianca.vienni@usys.ethz.ch | |
| URL | https://csts.ethz.ch |
| Department | Environmental Systems Science |
| Relationship | Privatdozentin |
| Number | Title | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 701-1502-00L | Transdisciplinary Case Study   Number of participants limited to 25. Students will be informed by January 20th at the lastet if participation is possible. Students must apply for this course with a two-page motivation letter. The letter should address the following: Why are you interested? What do you want to learn? What can you contribute to? The letter can also include special skills that the case study could benefit from. Please send the letter by Mon, 2 January 2023 the latest to pius.kruetli@usys.ethz.ch and michael.stauffacher@usys.ethz.ch. Important: for students in Agricultural Sciences, the case study can replace the compulsory course 751-1000-00L Interdisciplinary Project Work! | 7 credits | 15P | M. Stauffacher, P. Krütli, E. Tilley, B. Vienni Baptista | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is a problem-oriented and research-based teaching activity that takes place in a real-world setting. Students work independently in groups, apply different methods of data collection and analysis, and engage intensively with stakeholders. In 2023, the case is Seychelles. The overarching theme is sustainable land use, examining tourism as a relevant land use-related industry. . | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students learn how to plan and conduct research in a real-world context. This includes structuring ill-defined and wicked problems, developing research questions, designing research plans, writing research reports, applying qualitative and quantitative methods, working in interdisciplinary and inter-cultural teams, and organizing transdisciplinary cooperation between science and society. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Seychelles is a Small Island Developing State (SIDS) in the Indian Ocean, consisting of about 115 islands spread over a sea area of 1.4 million km2. SIDS share some common characteristics. They are small in size and economy, remote and isolated from international markets, vulnerable to external disturbances and effects of climate change. Seychelles is highly dependent on an intact natural environment. Tourism and fishery are the main economic pillars. Seychelles has recently joined the category of high-income countries, but still has many characteristics of a developing country. With an area of 450 km2 used by almost 100,000 inhabitants and 300-400 thousand tourists per year, land is a scarce commodity in the Seychelles. Accordingly, the pressure on land use is high. Infrastructure, housing, industry, transport, recreation, agriculture, nature conservation and tourism compete for the scarce land. Tourism takes up a lot of land, especially along the coastal strip, generates traffic and waste, requires energy and other resources and is heavily dependent on imports. On the other hand, tourism creates jobs, income and tax substrate. The number of tourist arrivals has grown strongly at rates of 10 percent per year over the last 10 years. The tourism strategy envisages further growth. This should be in line with sustainability goals. Rethinking tourism in the Seychelles: Possible topics are e.g., synergies between agriculture and tourism; social impacts of tourism on local society; (environmental) impacts of tourism use including the development of mountain areas and offshore tourism facilities; the relationship between tourism and transport. The case study is prepared in close cooperation with the Ministry of Tourism (MoT), which is the main partner of the case study, to ensure that the research is relevant to the local context. A second key partner is the local University of Seychelles. It is again planned that a cohort of local students will participate, especially during the field phase. This is the fourth transdisciplinary case study organized in Seychelles. In 2016 and 2018 we looked at solid waste management. In 2021, the theme was Seychelles’ transport system. See: https://tdlab.usys.ethz.ch/teaching/tdcs/former/cs2016.html https://tdlab.usys.ethz.ch/teaching/tdcs/former/cs2018.html https://tdlab.usys.ethz.ch/teaching/tdcs/former/cs2021.html For further information about the case study 2023: https://tdlab.usys.ethz.ch/teaching/tdcs/current.html | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Information event on tdCS23: Monday, 5 December 2022 (17h15–18h00), CHN building, room G 42. Slides will be provided on request. Important dates: - Semester phase in Zurich, February-June 2023: every Wednesday, 08h15-09h00 (online) and afternoon 14h15-18h00 (classrom) - Validation workshop: Fri/Sat, 21/22 April 2023 - Three weeks field phase in Seychelles: Mon-Fri, 3-21 July 2023 (dates may slightly change) - Between end of Semester and start field work, some further work may be needed If you have questions, please send an Email to pius.kruetli@usys.ethz.ch. Students must apply for this course with a two-page motivation letter. The letter should address the following: Why are you interested? What do you want to learn? What can you contribute to? The latter can also include special skills that the case study could benefit from. Please send the letter by Mon, 2 January 2023 the latest to pius.kruetli@usys.ethz.ch and michael.stauffacher@usys.ethz.ch. Important: for students in Agricultural Sciences, the case study can replace the compulsory course 751-1000-00L Interdisciplinary Project Work. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1571-00L | Integration in Science, Policy and Practice: Inter- and Transdisciplinary Concepts, Methods, Tools The course is especially recommended for, but not restricted to, students considering to enroll in the Transdisciplinary case study (tdCS) (701-1502-00L). | 3 credits | 2S | B. Vienni Baptista, S. Hoffmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Meeting environmental and societal challenges requires responses that integrate a wide range of perspectives from different disciplines (i.e. interdisciplinary integration), and from policy and practice (i.e. transdisciplinary integration). Drawing on case studies, students will explore concepts, methods and tools of inter- and transdisciplinary integration in a hands-on experiential setting. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Aligned to the aims of the Master’s degree in Environmental Sciences, the course advances students subject- and method-specific competencies to analyse complex environmental and societal problems in order to design effective research and policies to address them. Integration, in this course, is a integral part of inter- and transdisciplinary research. It implies the co-production and synthesis of different knowledges, perspectives, insights, interests, expectations and collaborative approaches towards a problem and its potential solutions. It is a fundamental process in research when collaborating across scientific disciplines (e.g., natural and social sciences) and working at the interface between science, policy and practice. The course offers a hands-on experiental setting together with empirical cases situated at that interface. At the end of the course students are able to: • Understand and apply concepts of interdisciplinary and transdisciplinary integration, distinguish different dimensions and explain basic principles. • Apply different methods and tools of integration to complex environmental and societal problems and discuss their strengths and weaknesses, potentials and limitations on the basis of topical examples. • Reflect on researchers’ diverse roles in integration processes and discuss personal competencies and expertises needed to fulfill these roles. • Assess challenges and opportunities in designing, planning and implementing an integration process and generating an integrated output. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course focuses on: • Concepts of interdisciplinary and transdisciplinary integration (i.e. process, output, one-sided, mutual) across different scientific communities (science of team science, integration, and implementation science, science and technology studies, transformative research). • Dimensions (i.e. strategic, cognitive, social, emotional, spatial, temporal) and principles of integration (i.e. design an integrative process, form diverse groups, forge robust social bonds, create boundary objects, etc.). • Indicators (i.e. qualitative and quantitative) for assessing integration processes and integrated outputs. • Methods and tools of integration (e.g., Theory of Change, Nomadic concepts, Rich picture, etc.). • Researchers’ roles in integration processes at the interface between science, policy, and practice. • Personal competencies (e.g. flexibility, creativity, humility, persistence, patience, etc.) and expertise in integration (i.e. contributory expertise, interactional expertise, referred expertise). To approach these topics students will work on specific tasks within a diversity of case studies to gain hands-on experience on inter- and transdisciplinary integration. Cases lie at the interface between science, policy and practice targeting interdisciplinary and transdisciplinary integration (including humanities and social sciences). Experts from different research projects will be invited to share insights from selected case studies, for example: innovative resource-oriented water and sanitation systems (Wings), sustainable water management (NRP 61), transformation of pesticide governance (TRAPEGO), integrated assessment models for sustainable development (DIAMOND), design and discovery of novel materials for energy harvesting (INTERSECTIONS), sustainability transformations in Swiss alpine watersheds (TREBRIDGE), etc. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Mandatory reading Concepts and theories - Pohl, C., Klein, J.T., Hoffmann, S., Mitchell, C., Fam, D. (2021) Conceptualising transdisciplinary integration as a multidimensional interactive process, Environmental Science & Policy, Volume 118, Pages 18-26, https://doi.org/10.1016/j.envsci.2020.12.005 - Vienni-Baptista, B., Fletcher, I., Lyall, C. Pohl, C. (2022) Embracing heterogeneity: Why plural understandings strengthen interdisciplinarity and transdisciplinarity, Science and Public Policy, 2022;, scac034, https://doi.org/10.1093/scipol/scac034 Dimensions and principles - Fazey, I., Schäpke, N., Caniglia, G., Patterson, J., Hultman, J., van Mierlo, B., et al. (2018). Ten essentials for action-oriented and second order energy transitions, transformations and climate change research, Energy Research & Social Science, Volume 40, 2018, Pages 54-70, https://doi.org/10.1016/j.erss.2017.11.026. Methods and tools - O’Rourke, M (2017) Comparing Methods for Cross-Disciplinary Research. In R. Frodeman et al. (eds.), The Oxford Handbook of Interdisciplinarity, 2nd ed., Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198733522.013.23 Researchers roles, competencies and expertise - Bulten E, Hessels LK, Hordijk M, Segrave AJ (2021) Conflicting roles of researchers in sustainability transitions: balancing action and reflection. Sustain Sci 16 (4):1269-1283. http://doi:10.1007/s11625-021-00938-7 - Hoffmann, S., Deutsch, L., Klein, J.T. et al. (2022) Integrate the integrators! A call for establishing academic careers for integration experts. Humanit Soc Sci Commun 9, 147 (2022). https://doi.org/10.1057/s41599-022-01138-z Complementary readings and resources Students will be offered complementary readings and online resources to use in the group work. The list will be provided in Moodle. Some examples of those resources are: - Guides and Case studies, SHAPE-ID toolkit (https://www.shapeidtoolkit.eu/downloadable-guides/) - Methods factsheets for transdisciplinary research, td-net toolbox (https://naturalsciences.ch/co-producing-knowledge-explained/methods/method_factsheets) - Selected posts, Integration and Implementation Insights Blog (https://i2insights.org) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Assignments The lessons offer conceptual and/or methodological inputs presented by the lecturers, case studies introduced by invited experts as well as enough time for group and individual activities carried out by students. Each lesson will be structured in a different way, allowing students to understand and apply different concepts, methods and tools, explore different dimensions and principles of inter- and transdisciplinary integration. The mandatory readings provide the basis for fulfilling the two mandatory assignments: 1. Group assignment: Apply one integration method/tool to a particular case study and prepare an oral presentation in groups of 3-4 students (groups will be decided by the students). 2. Individual assignment: Write a personal diary with reflections on the group work and the challenges and opportunities experienced in bringing different perspectives together when preparing assignment 1 (using the guidelines provided by the lecturers and assessing the integration process and the integrated output of the group work). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||