Journal of Science Policy & Governance
Volume 21, Issue 01 | October 17, 2022

Workshop Review: Experiential Learning for Training Future Science Policy and Diplomacy Experts

Fathima T. Doole (1)*, Shelley Littin (2)*, Samuel A. Myers (3)*, Gowri Somasekhar (4)*, Jennie C. Steyaert (5)*, Kevin Lansey (6)*
  1. Department of Chemistry and Biochemistry, University of Arizona, Tucson, AZ, USA
  2. Department of Systems and Industrial Engineering, University of Arizona, Tucson, AZ, USA
  3. Lunar and Planetary Laboratory, University of Arizona, Tucson, AZ, USA
  4. Department of Neuroscience, University of Arizona, Tucson, AZ, USA
  5. Department of Hydrology and Atmospheric Sciences, University of Arizona, Tucson, AZ, USA
  6. Department of Civil and Architectural Engineering and Mechanics, University of Arizona, AZ, USA

​*All authors contributed equally to preparation of the manuscript.​
​Corresponding author: [email protected]​
Keywords: science diplomacy; experiential learning; Diplomacy La;, training; science policy; Mekong; negotiation simulation
https://doi.org/10.38126/JSPG210103

Executive Summary

Experiential Learning is a useful tool to prepare negotiators and politicians in the art of diplomacy and can have a unique value in Science Policy and Diplomacy training. This workshop review summarizes two EL activities undertaken in a University of Arizona SPD course.  The first was a semester-long project in conjunction with graduate and undergraduate students from a UA climate change adaptation course and the United States Department of State’s Diplomacy Lab.  For this project, students researched issues and potential policies to address climate change effects on water, energy, and food resources in the Lower Mekong river basin.  The second activity was the Mercury Game, a negotiation simulation that challenged students to represent interests of various countries to tackle an international environmental issue. Student survey results and other feedback demonstrate that EL is a valuable tool for SPD education and preparation for practice. Insights into how faculty, staff and students can facilitate EL in coursework are also discussed. This paper is authored by the student participants and documents their outcomes and perceptions after completing these activities.

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Background header image courtesy of WSU Photography
Fathima Doole is a Ph.D. student in the department of Chemistry and Biochemistry at the University of Arizona. Her current research is focused on developing a cost-effective antimicrobial biomaterial to mitigate infectious diseases. Her undergraduate research was focused on environmental chemistry, where she investigated the occurrence of polycyclic aromatic hydrocarbons (PAHs) around coal power plants in Sri Lanka. With an analytical chemistry background, she is interested in quantifying the chemical pollutants that are generated during a process and looking at international science policies for biological warfare which will impact the whole world. 

Shelley Littin is a graduate student studying systems engineering at the University of Arizona. She is interested in applying a systems perspective to social design challenges to solve problems in infrastructure, health and wellness, resource access, social justice, and environmental sustainability. She is also communications lead for the Arizona Institute for Resilient Environments and Societies, and she received a B.S. with Honors in Biological Anthropology, also from the University of Arizona.

Samuel Myers is a Ph.D. student in the Lunar and Planetary Laboratory at the University of Arizona. His work focuses on observing and modeling near-Earth asteroids and using this knowledge to inform policies that will protect the Earth from asteroid impacts. He has an additional policy interest in using a scientific lens to inform good governance practices. Upon graduation he hopes to pursue a science policy fellowship.

Gowri Somasekhar is a Ph.D. student in the department of Neuroscience at the University of Arizona. Her current research explores the brain mechanisms involved in processing sensory information and guiding behavior. In addition to research, she is keen on science education, communication and international diplomacy. 

Jennie C. Steyaert is a Ph.D. student in the Hydrology and Atmospheric Sciences department at the University of Arizona. Her current research focuses on quantifying the human impact on water systems in the United States and assessing regional vulnerabilities to extreme weather events such as droughts and floods. She is also interested in how human decision making and policy shapes our understanding of water resources and how water scarcity can affect the large socioeconomic health of communities. Upon graduation, she hopes to pursue a fellowship in science policy focused on equitable access to water resources.

Kevin E. Lansey is a Professor in the Department of Civil Engineering and Engineering Mechanics and an adjunct faculty in the Department of Hydrology and Water Resources at the University of Arizona. Dr. Lansey has conducted research on a range of water resources problems with emphasis on water distribution and systems analysis. This work has resulted in over 100 publications and based on his contributions he was awarded the ASCE Huber Civil Engineering Research Prize for Young Researchers in 2002. Dr. Lansey has been recognized with three teaching awards.
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Disclaimer 
The authors are participants in a Science Policy and Diplomacy course at the University of Arizona.

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