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Co-creation in academe can take multiple forms. In this research, the co-creation focus is on collaboration between faculty and graduate students to develop educational modules. This activity is designed to improve graduate education and prepare students for conducting graduate research. In previous work presented at ASEE 2022, we discussed benefits and challenges of participating in the co-creation process. This current paper focuses on how we took lessons from our first year and transformed them into a structure to better support interdisciplinary research, collaboration, and community building. We will discuss how we supported the process of co-creation by developing a series of workshops to scaffold student learning. Scaffolds are instructional methods and interventions that are designed to foster skill development by allowing for interactions between what students already know and what they have yet to learn. These workshops were designed using the tenets of the gold standard project-based learning (PjBL). The PjBL framework is itself a scaffold that is designed to build research competencies. Specifically, to introduce a challenging problem or question, we created multiple technical overviews of the cyber-physical system theme of interest that would constitute the eventual educational modules. We scaffolded sustained inquiry by developing a workshop using techniques from the Right Question Institute, and also through a workshop about crafting your message for different audiences. To support the PjBL idea of authenticity, we developed a workshop about core values to help students connect personally to their project topics. To further support collaboration and community building, we developed a workshop to introduce ideas of interdisciplinary collaboration, including developing community agreements and recognizing and responding to microaggressions. Periodic reinforcements of these topics were incorporated as students progressed in their co-creation project. We assessed how students applied these topics through student reflections. Scaffolding students’ learning helped to address co-creation challenges that were expressed by our pilot group, including not understanding the goals of the project and not feeling connected to the research. Observational data of the current groups suggests that students have better understanding of the co-creation process and are collaborating more effectively than our pilot group students, and focus group data confirmed these observations. We also collected feedback from students about the workshops to evaluate what is effective about them and what can be improved. Students felt skills taught in the workshops such as how to prioritize research questions, construct messages for specific audiences, and perform literature searches and reviews, were all effective and useful as they worked on their projects. For improvement, they suggested clearer objectives and more workshops that focus on technical aspects of the project work would be helpful. 

We report results from a self‐consistent global simulation model in which a large‐scale equatorial plasma bubble (EPB) forms during a midnight temperature maximum (MTM). The global model comprises the ionospheric code SAMI3 and the atmosphere/thermosphere code WACCM‐X. We consider solar minimum conditions for the month of August. We show that an EPB forms during an MTM in the Pacific sector and is caused by equatorward neutral wind flows. Although this is consistent with the theoretical result that a meridional neutral wind (V) with a negative gradient (∂V/∂θ < 0) is a destabilizing influence [Huba & Krall, 2013,https://doi.org/10.1002/grl.50292] (where a northward meridional neutral windVis positive andθis the latitude and increases in the northward direction), we find that the primary cause of the EPB is the large decrease in the Pedersen conductance caused by the equatorward winds.

 

Human intervention and climate change jointly influence the functions and dynamics of marine ecosystems. Studying the impacts of human and climate on ecosystem dynamics is challenging. Unlike experimental studies, research on natural systems is not amendable at the scale of time, space, and biology. With confounding factors well balanced for two adjacent subtropical estuaries except urbanized disturbances, we conducted ecosystem modelling using indirect reasoning by exclusion to quantify the relative impacts of human disruption on estuarine ecosystems under climate variability. One major finding of this study is that the human intervention tends to magnify species fluctuations, complicate the species interaction network, and enhance species interaction strength combined with disclosed downscaling climate effects (indexed as North Atlantic Oscillation and Atlantic Multi-decadal Oscillation) on estuarine hydrology and biological communities. In addition, functional groups appeared to respond more diversely to external forcing in company with human interventions. While human perturbation was shown to destabilize the estuarine ecosystems, making them vulnerable to environmental variability under climate change, buffering effects of species diversity and trophic interaction tend to underpin the ecosystem functions. The findings of this study contribute to the holistic assessment and strategic management of estuarine ecosystems subjected to human and natural disturbances in the face of climate change.