Astronomy 339 - Astronomy in a Global Context

In this course, the class will operate as a 'think tank' and consider an important problem for the semester. Like problems presented to a real think tank, the questions for study will be considered to have come from a specific customer who has specific requirements and reasons for requesting the study. The work will consist of three phases: (1) reflection on the question itself and preparation of a workplan to address it; (2) scientific study of the problem; and (3) formulation of recommendations and a final work product for the customer. We elaborate on each of these phases below. Satisfies the Integrative Experience requirement for BA-Astron and BS-Astron majors.

Senior and Junior Astronomy majors only. This class is open to Junior or Senior Astronomy majors only unless the permission of instructor is obtained.

Each year the Astronomy 339 course - "Astronomy in a Global Context" - studies a specific topic and considers how scientific expertise can be used to solve important problems facing society. This year, we will turn that concept on its head and consider why so many important global problems are so resistant to solutions. Please take a look at the course prospectus for description of next semester's topic "Wicked Problems and Science" if interested in Astronomy 339 for next term:

Astronomy 339 Study Project for Spring 2023 Semester
F. P. Schloerb
Wicked Problems and Science

A ?wicked problem? is a problem where the objectives that describe the desired outcome turn out to be incomplete, contradictory, or changing in time. Often, problems only emerge as ?wicked? when a solution is proposed and new objectives are discovered, leading to changes in the original objectives and a need for different solutions. Not surprisingly, wicked problems are difficult to solve. Even the definition of what constitutes a successful solution resists formulation in a ?wicked problem?. (Note: the name ?wicked? is meant to denote that the problem is resistant to solution, not that it is inherently ?evil?.)

Wicked problems may be contrasted with ?tame problems?. In a ?tame problem? the objectives are clear, and it can be determined whether the solution has been achieved. For example, in a chess problem --- ?Checkmate in 5 moves from this position? --- the objective is clear and possible solutions can be identified as either satisfying the objective or not. Science problems offer other examples of ?tame problems?, but scientists often become involved in ?wicked problems? when scientific input is important in the identification of the problem itself or in the identification of possible solutions.

A leading example of a wicked problem that involves science input is the problem of climate change, but there are many similar problems where scientists must weigh in. To be effective, it is important for scientists to recognize the ?wickedness? of problems that need to be solved and think about solution strategies in that context. In this course, the class will study several possible wicked problems with emphasis on problems that engage scientists with training in astronomy and related fields. Our course objective is to help science students to recognize the ?wickedness? of some problems and the best ways for scientists to contribute to them.

Possible Case Studies

? Climate Change

? Climate Intervention

? Planetary Defense

? Space Debris

? Light Pollution

? Radio Spectrum Management

? Telescopes at Mauna Kea

? ?Big Science? Collaborations in Astronomy