Wei Ling Thoo’s Profile

This site is a model for Science Forward (seminar 3) course sites. Clone and edit as you wish! Science Forward will explore the elements of Science Sense in the context of contemporary research and urgent scientific issues impacting New York City. The focus of this class will be climate. We will investigate emerging climate science in the context of New York City, gathering our own data where possible and using publically available data where available. This course will involve field work, data processing and use of on-line tools where possible. It will also involve reading, communicating and data presentation. We will consider temperature and urban micro-climates, land/water interfaces and extreme weather, precipitation patterns, urban infrastructure and surface water quality and the role of vegetation in modulating urban climate (the Bio-Blitz). This class will require students to get out of their comfort zones both working with data and communicating results. As a culture, we face the dual challenges of doing “good” science and sharing it so others can use it. It is not enough to state our credentials and our methods, we also need to share our work and our passion so that our efforts are integrated into the larger culture. The 1985 “Bodmer report” notes “Science affects many, if not most, policy issues of national and international importance. It also affects a wide range of personal activities, from health and diet to holidays and sport. . . . Science and technology therefore should be major considerations in public policy. Whether they actually are depends on how far (a)the decision-makers and their advisers, and (b)the public to whom they are ultimately responsible, understand the scientific and technological aspects of each issue . . It also depends on the willingness and the ability of the scientific community to explain these aspects publicly “ (https://royalsociety.org/~/media/Royal_Society_Content/policy/publications/1985/10700.pdf) In addition to developing a firm grasp “Science Sense”, students will build science communication skills that will enable them to share their knowledge with others. It is very important to complete the required assignments before coming to class and think about the parts you find most interesting or most difficult. If you are prepared for class in this way, then we can use class time to address the most difficult aspects of the material and work together to apply the knowledge you have gained.

This site is a model for Science Forward (seminar 3) course sites. Clone and edit as you wish! Science Forward will explore the elements of Science Sense in the context of contemporary research and urgent scientific issues impacting New York City. The focus of this class will be climate. We will investigate emerging climate science in the context of New York City, gathering our own data where possible and using publically available data where available. This course will involve field work, data processing and use of on-line tools where possible. It will also involve reading, communicating and data presentation. We will consider temperature and urban micro-climates, land/water interfaces and extreme weather, precipitation patterns, urban infrastructure and surface water quality and the role of vegetation in modulating urban climate (the Bio-Blitz). This class will require students to get out of their comfort zones both working with data and communicating results. As a culture, we face the dual challenges of doing “good” science and sharing it so others can use it. It is not enough to state our credentials and our methods, we also need to share our work and our passion so that our efforts are integrated into the larger culture. The 1985 “Bodmer report” notes “Science affects many, if not most, policy issues of national and international importance. It also affects a wide range of personal activities, from health and diet to holidays and sport. . . . Science and technology therefore should be major considerations in public policy. Whether they actually are depends on how far (a)the decision-makers and their advisers, and (b)the public to whom they are ultimately responsible, understand the scientific and technological aspects of each issue . . It also depends on the willingness and the ability of the scientific community to explain these aspects publicly “ (https://royalsociety.org/~/media/Royal_Society_Content/policy/publications/1985/10700.pdf) In addition to developing a firm grasp “Science Sense”, students will build science communication skills that will enable them to share their knowledge with others. It is very important to complete the required assignments before coming to class and think about the parts you find most interesting or most difficult. If you are prepared for class in this way, then we can use class time to address the most difficult aspects of the material and work together to apply the knowledge you have gained.