NIFA, National Agricultural Library Partner to Present Transdisciplinary Approaches Webinar Series

NIFA, National Agricultural Library Partner to Present ...  National Institute of Food and Agriculture

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Aug 7, 2023 - 19:00
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NIFA, National Agricultural Library Partner to Present Transdisciplinary Approaches Webinar Series

NIFA, National Agricultural Library Partner to Present Transdisciplinary Approaches Webinar Series

Webinar Series on Transdisciplinary Approaches in Agricultural Research

Introduction

The National Institute of Food and Agriculture (NIFA) of the United States Department of Agriculture (USDA) is organizing a webinar series to highlight the opportunities and challenges of transdisciplinary approaches in agricultural research. This seminar series, presented by NIFA and the National Agricultural Library, aims to explore strategies for implementing transdisciplinary approaches, team building, and overcoming challenges to promote the adoption and training in transdisciplinary systems.

The Importance of Transdisciplinary Approaches

Dr. Jessica Shade, National Program Leader in the NIFA Institute of Food Production and Sustainability, emphasizes the critical role of transdisciplinary approaches in addressing agronomic issues. These approaches can effectively tackle complex challenges, increase the likelihood of adopting new practices, and capture potential unintended consequences. Many problems in agriculture are multifaceted, and traditional disciplinary boundaries may limit researchers’ ability to address them. Furthermore, agricultural research has broad implications for economics, social dynamics, and the environment.

Challenges and Funding Opportunities

The need for large-scale solutions to complex agricultural problems has led to new funding opportunities that require transdisciplinary research proposals. However, the adoption of transdisciplinary practices and teams is limited due to the novel nature of these approaches and the associated challenges. To address this, NIFA has made transdisciplinary approaches a requirement in several of its programs. This webinar series aims to clarify any confusion among stakeholders and provide researchers with strategies for implementing transdisciplinary approaches, team building, and overcoming challenges.

Target Audience

This webinar series is targeted at researchers who want to better understand strategies for implementing transdisciplinary approaches, team building, and overcoming challenges. It is also relevant for university administrators who want to better support novel transdisciplinary teams and their research.

Upcoming Webinar

The first webinar in the Transdisciplinary Approaches series, titled “Transdisciplinary Approaches: What They Are and Why They’re Important,” will provide an overview of transdisciplinary approaches and their significance. Participants will hear from researchers engaged in transdisciplinary work, institutions that support research transcending traditional disciplinary boundaries, and funding opportunities for transdisciplinary programs.

Speakers

  • Alison Meadow, University of Arizona
    Alison M. Meadow is an associate research professor with expertise in environmental anthropology, Indigenous studies, and urban planning. Her research focuses on linking scientists with decision makers to improve the usability of climate science and evaluating the societal impacts of engaged climate and environmental research.
  • Dan Ferguson, University of Arizona
    Dan Ferguson is the director of the Climate Assessment for the Southwest (CLIMAS) program and an assistant professor of Environmental Science. His work involves leading interdisciplinary teams that conduct problem-oriented environmental research and teaching students how to work on complex environmental problems in collaborative contexts.
  • Doug Steele, Association of Public and Land-Grant Universities (APLU)
    Doug Steele is the Vice President for Food, Agriculture and Natural Resources at APLU. He provides leadership on cross-cutting issues related to agriculture, food and fiber, forestry, human sciences, natural resources, and veterinary medicine. His work focuses on advocating for agricultural research funding and increasing access to higher education.
  • Amy Ganguli, USDA—NIFA
    Amy Ganguli serves as a National Program Leader within the Institute of Bioenergy, Climate, and Environment. She has extensive experience in rangeland ecology and has led interdisciplinary projects addressing land management effects on ecosystem services and climate change resilience-based management strategies.

Future Events

Other webinars in this series include “The Science of Team Science” in December 2023. Stay tuned for more upcoming webinars.

Contact Dr. Jessica Shade at jessica.shade@usda.gov for any questions regarding the webinar series.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

  • SDG 2: Zero Hunger
  • SDG 4: Quality Education
  • SDG 8: Decent Work and Economic Growth
  • SDG 9: Industry, Innovation, and Infrastructure
  • SDG 11: Sustainable Cities and Communities
  • SDG 13: Climate Action
  • SDG 17: Partnerships for the Goals

The article discusses the challenges and opportunities of transdisciplinary approaches within agricultural research. These approaches are seen as critical tools for tackling agronomic issues, which are connected to SDG 2 (Zero Hunger) as they aim to improve agricultural practices and address complex challenges in food production. The article also mentions the broad implications of agricultural research, including its impact on economics, social dynamics, and the environment. This connects to SDGs 4, 8, 9, 11, and 13, which focus on quality education, decent work and economic growth, industry and innovation, sustainable cities, and climate action, respectively. Lastly, the article highlights the need for partnerships to support transdisciplinary research, aligning with SDG 17 (Partnerships for the Goals).

2. What specific targets under those SDGs can be identified based on the article’s content?

  1. Target 2.3: By 2030, double the agricultural productivity and incomes of small-scale food producers.
  2. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
  3. Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation.
  4. Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors, and encourage innovation.
  5. Target 11.3: By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated, and sustainable human settlement planning and management.
  6. Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
  7. Target 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.

Based on the article’s content, the specific targets under the identified SDGs are as follows:

– Target 2.3 aims to improve agricultural productivity and incomes of small-scale food producers, which can be achieved through the adoption of transdisciplinary approaches.

– Target 4.7 focuses on promoting sustainable development through education, which can be facilitated by transdisciplinary research and training.

– Target 8.2 aims to enhance economic productivity through diversification, technological upgrading, and innovation, which can be supported by transdisciplinary approaches in agricultural research.

– Target 9.5 emphasizes the importance of scientific research, technological capabilities, and innovation in industrial sectors, which can be advanced through transdisciplinary research proposals.

– Target 11.3 seeks to promote inclusive and sustainable urbanization, including integrated and participatory planning and management. Transdisciplinary approaches can contribute to addressing urban agricultural challenges and promoting sustainable cities.

– Target 13.3 highlights the need to improve education, awareness, and capacity on climate change. Transdisciplinary approaches can provide a framework for addressing climate change impacts in agriculture and developing resilience-based management strategies.

– Target 17.16 focuses on enhancing global partnerships for sustainable development, including multi-stakeholder collaborations. Transdisciplinary research proposals and the adoption of transdisciplinary approaches can contribute to fostering these partnerships.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

  • Indicator 2.3.1: Volume of production per labor unit by classes of farming/pastoral/forestry enterprise size.
  • Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
  • Indicator 8.2.1: Annual growth rate of real GDP per employed person.
  • Indicator 9.5.1: Research and development expenditure as a proportion of GDP.
  • Indicator 11.3.1: Ratio of land consumption rate to population growth rate.
  • Indicator 13.3.2: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning into primary, secondary, and tertiary curricula.
  • Indicator 17.16.1: Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the sustainable development goals.

The article does not explicitly mention indicators, but based on the identified targets, the following indicators can be used to measure progress towards those targets:

– Indicator 2.3.1 can measure the increase in agricultural productivity and incomes of small-scale food producers.

– Indicator 4.7.1 can assess the extent to which education systems incorporate global citizenship education and education for sustainable development.

– Indicator 8.2.1 can track the annual growth rate of real GDP per employed person, reflecting economic productivity.

– Indicator 9.5.1 can measure the proportion of research and development expenditure in relation to GDP, indicating investment in scientific research and technological capabilities.

– Indicator 11.3.1 can evaluate the ratio of land consumption rate to population growth rate, reflecting sustainable urbanization and land management.

– Indicator 13.3.2 can assess the integration of climate change education into curricula at different education levels.

– Indicator 17.16.1 can measure the progress in multi-stakeholder development effectiveness monitoring frameworks, indicating the advancement of global partnerships for sustainable development.

4. Table: SDGs, Targets, and Indicators

SDGs Targets Indicators
SDG 2: Zero Hunger Target 2.3: By 2030, double the agricultural productivity and incomes of small-scale food producers. Indicator 2.3.1: Volume of production per labor unit by classes of farming/pastoral/forestry enterprise size.
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Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: nifa.usda.gov

 

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