The official "textbook" for the course is a software program called Miradi ("project" in Swahili). You will need to set up an account and download the desktop version of the software. Miradi subscriptions are free for anyone enrolled in a formal university course like ours. (Note that once the course ends, you will need to purchase a subscription if you wish to continue using Miradi). Your free subscription includes your online account in Miradi Share and access to Miradi Desktop software, which is still required to edit work planning content in your Miradi projects.

The primary purpose of this speaker series is to introduce incoming IEP students who are pursuing the “Ocean and Coastal Resource Management” concentration to a wide range of cutting-edge interdisciplinary topics. (In order to be eligible for the CBE Summer Fellows Program students must enroll in this course—auditing is acceptable—in addition to committing to the 16 units of advanced coursework in their second year.)

The series will include topics from the local to international levels, with a focus on the policy and economic implications. Students are encouraged to use these talks as networking opportunities, catalysts for future research, and most importantly, to help focus their career goals.

The series is open to all IEP and IPM students interested in ocean and coastal issues, as well as members of the MARINE network and the larger Monterey community.

• Are renewables plentiful, affordable, and technologically advanced enough to take the place of fossil fuels in global electricity production?

• What parts of the world have made the most progress in that transition already, which parts still have the furthest to go, and why?

• Which government policies and market strategies will be needed to accelerate the transition, and what will they cost?

• Will solar and wind technology get us there, or are other technologies showing more promise?

• Is it better to do renewables on a massive, centralized basis through utilities, or to implement them in a decentralized way on individual homes and buildings?

• How important is energy storage to making the renewable electricity transition happen?

During their PSS internships students complete applied academic deliverables for which they earn six academic credits. The academic credit is not awarded for the internship itself, but for the work that applies students’ academic training to contribute to their host organizations’ mission in area of student’s career interest. The letter grades will be assigned based on the assessment of the following four deliverables:

PSS Field Project: By the end of their internship, students must have completed an ambitious project or other relatively autonomous contribution that presents value for the host organization and builds on students’ strengths and advances his/her skills and knowledge. The field project can take the form of a policy or consultancy report, evaluation, analysis, a website, or other substantive contribution to their host organization that integrates high quality research, analysis, and other skills and subject-matter knowledge. Faculty with relevant expertise and assigned peers will provide every student with regular feedback on the major steps of the field project. A student’s regular internship responsibilities ideally should overlap with but are not limited to the core field assignment. The organizations receiving interns are encouraged to help students identify such assignments prior to their arrival or at the very latest within one month after the start of student’s internship. The organization should provide assistance and guidance in completing this assignment. Presentation: In the final part of the internship students will present their field project to their colleagues at their host organizations. Students will complete a separate presentation to their MIIS faculty and classmates.

Peer feedback: Interns will collaborate with their assigned peers by providing mutual peer feedback on their core field assignments to improve the quality of their work and learn from each other.

Final reflection: Interns will submit a final reflection to PSS faculty and staff near the end of their internship- summarizing their most important insights and lessons they obtained from the internship experience for their professional and academic development.

During their PSS internships students complete applied academic deliverables for which they earn six academic credits. The academic credit is not awarded for the internship itself, but for the work that applies students’ academic training to contribute to their host organizations’ mission in area of student’s career interest. The letter grades will be assigned based on the assessment of the following four deliverables:

PSS Field Project: By the end of their internship, students must have completed an ambitious project or other relatively autonomous contribution that presents value for the host organization and builds on students’ strengths and advances his/her skills and knowledge. The field project can take the form of a policy or consultancy report, evaluation, analysis, a website, or other substantive contribution to their host organization that integrates high quality research, analysis, and other skills and subject-matter knowledge. Faculty with relevant expertise and assigned peers will provide every student with regular feedback on the major steps of the field project. A student’s regular internship responsibilities ideally should overlap with but are not limited to the core field assignment. The organizations receiving interns are encouraged to help students identify such assignments prior to their arrival or at the very latest within one month after the start of student’s internship. The organization should provide assistance and guidance in completing this assignment. Presentation: In the final part of the internship students will present their field project to their colleagues at their host organizations. Students will complete a separate presentation to their MIIS faculty and classmates.

Peer feedback: Interns will collaborate with their assigned peers by providing mutual peer feedback on their core field assignments to improve the quality of their work and learn from each other.

Final reflection: Interns will submit a final reflection to PSS faculty and staff near the end of their internship- summarizing their most important insights and lessons they obtained from the internship experience for their professional and academic development.

This course provides a foundation in the theory and practice of global commons governance. Part One introduces the conceptual framework and empirical findings of Elinor Ostrom’s work on the design of effective institutions for common pool resources. Working in teams of two, students will produce a case study which deploys the Ostrom framework to evaluate the effectiveness of a current agreement governing a transboundary commons of their choice.

Part II focuses on the structure and dynamics of the governance of the global atmospheric commons. It first examines the norms, principles and key agreements in international environmental law. It then explores the evolution of global climate collaboration from the Montreal Protocol to the UNFCCC to the Paris Agreement. Students will produce 1) a graphic presentation evaluating the Nationally Determined Contributions (NDCs) of two nation-state signatories to the Paris Agreement; 2) a case study examining the way a key non-state actor—business/industry, cities/states/provinces, civil society—is implementing the Paris Agreement.