The authors Page Flood risk and associated losses can only be understood and Brody Lee, Kothuis, eventually reduced through integrated investigation across NSF-PIRE Almarshed, Badreyah 33 multiple disciplines, cultures, and international boundaries. This Anarde, Katherine 45 approach entails combining physical and social science data, Andress, Randall 69 methods, and analytical techniques to form a more comprehensive COASTAL FLOOD RISK REDUCTION PROGRAM Atoba, Kayode 115 understanding of flood risk. With this systems approach in mind, Barrow, George 243 we proposed and were awarded the National Science Foundation Bass, Benjamin 103 PIRE grant to establish the Flood Risk Reduction Program. This Bennett, Madison 237 is a five-year project involving integrated research, place-based Bernier, Carl 171 education, and student exchange between multiple institutions in Brody, Samuel 5 the Netherlands and the United States. AUTHENTIC LEARNING AND TRANSFORMATIVE EDUCATION Brown, Joshua 91
Bu, Lei 179 The pages of this book are filled with the results of participating I VOLUME - EDUCATION TRANSFORMATIVE AND LEARNING AUTHENTIC COASTALNSF-PIRE FLOOD RISK REDUCTION PROGRAM Carlson, Brandee 39 student research projects in the first two years of the program. VOLUME I - 2015-2017 Diop, Fatimata 83 They cover a range of issues, from engineering and landscape Dittmar, Deirdra 203 design, to wave modeling and risk communication. Together they Do, Connie 211 represent a transdisciplinary and holistic approach to addressing Faizi, Rahmatullah 75 flood problems in the Netherlands and the U.S. While each project Fucile Sanchez, Emily 185 is an individual effort, they were produced through collaborated Gori, Avantika 123 exchange and information sharing at specific case study sites. This Herkes, Dominique 163 approach is what makes for a truly authentic learning experience Jeziersky, Bella 218 and is the only way to effectively address flood problems over the Kameshwar, Sabarethinam 51 long term. Malecha, Matthew 59 Parker, Alaina 151 Reinert, Sarah 135 Seong, Ki Jin 141 Whitley, Andrew 195 Yu, Siyu 227
EDITED BY Bee Kothuis Yoonjeong Lee Samuel Brody
Boekblok 245 x 220 mm, paperback met flappen van 150 mm; rug 15 mm PIRE 2016-17 cover to printer.indd 1 30-03-18 06:56 NSF-PIRE COASTAL FLOOD RISK REDUCTION PROGRAM
AUTHENTIC LEARNING AND TRANSFORMATIVE EDUCATION
VOLUME I - 2015-2017
by
Baukje ‘Bee’ Kothuis - Yoonjeong Lee - Samuel Brody
NATIONAL SCIENCE FOUNDATION PARTNERSHIPS FOR INTERNATIONAL RESEARCH AND EDUCATION (NSF-PIRE)
1 Figure right: Flood prone area in The Netherlands Samuel B. Brody NSF-PIRE Flood Risk Reduction Program Land below NAP/MSL: 26% case study areas INTEGRATED TRANSDISCIPLINARY EDUCATION AND RESEARCH as located in the Land above NAP/MSL: 29% flood prone area in the Netherlands (map courtesy of PREFACE Planbureau voor de Unembanked land: 3% Leefomgeving). Unembanked land along Meuse: 1% Dr. Samuel D. Brody storm was the third time in three years their thrive in a flood-prone landscape, there is no is PI of the NSF- PIRE residential structure was flooded. Rising better place to turn than the Netherlands. Flood Risk Reduction losses from storm after storm bring to light The Dutch are considered the world leaders NSF-PIRE Case study regions Program; Professor the notion that floods pose a major risk to in flood risk research, education, and of Marine Sciences the property and safety of local communities mitigation strategies. Working with and and Urban Planning at and despite ad hoc attempts to mitigate the learning from the brightest minds from a Texas A&M University; impacts, the problem appears to be getting country that has set the benchmark for flood and Director of the worse. mitigation and protection is one of the best Lake IJssel Center or Texas ways to address our national problem in Region Beaches and Shores What has also become clear, is that the rising the U.S. (CTBS). cost of floods is not solely a function of changing weather patterns or a problem that As we enter the third year of the Flood Risk can be solved through engineering solutions Reduction Research and Education program, Floods have emerged as the most disruptive alone. Rather, flood risk and associated losses it is amazing to see how far we have come! natural hazard in the United States (U.S.) can only be understood and eventually Over 30 students from multiple universities and an issue of national significance for reduced through integrated investigation have had transformative educational protecting the economy and vitality of local across multiple disciplines, cultures, and experiences in the Netherlands. Moreover, the Rotterdam communities over the long term. Increasing international boundaries. This approach program has spawned innovative research physical risk combined with rapid land use entails combining physical and social science methods, improved understanding of flood change and development in flood-prone data, methods, and analytical techniques to risk reduction, and generated mitigation areas has amplified the adverse economic form a more comprehensive understanding techniques that can be applied to Houston and human impacts in recent years. Never of flood risk. and other coastal urban areas across the U.S. before have the repercussions from storm Southwest events driven by both surge and rainfall With this systems approach in mind, we The pages of this book are filled with the Delta been so damaging. Losses from both acute proposed and were awarded the National results of participating student research and chronic flood events are especially Science Foundation PIRE grant to establish projects. They cover a range of issues, from problematic on the upper Texas coast, where the Flood Risk Reduction Program. This engineering and landscape design, to wave development in low-lying coastal areas has is a five-year project involving integrated modeling and risk communication. Together accelerated over the last several decades. research, place-based education, and student they represent a transdisciplinary and holistic Indeed, only six months ago, Hurricane exchange between multiple institutions approach to addressing flood problems in the Harvey brought record rainfall to the Texas in the Netherlands and the United States. Netherlands and the U.S. While each project coast, causing catastrophic losses to an area Focusing on the upper Texas Coast, students is an individual effort, they were produced covering 49 counties—20% of counties in and faculty transport lessons learned from through collaborated exchange and the State. Initial reports estimate that over the Netherlands to better understand how information sharing at specific case study 150,000 residential structures were inundated to reduce flood risk and impact in what sites. This approach is what makes for a truly by flood waters and damage estimates range has become the most flood impacted authentic learning experience and is the only in the 100’s of billions of dollars. metropolitan area in the U.S. The program way to effectively address flood problems is driven by the recognition that there is over the long term. While Harvey may have been a meteorologically- a critical need for program-level, trans- rare storm event, it exposed an underlying disciplinary inquiry that will lay a foundation problem of chronic and repetitive flooding for decision making aimed at increasing that impacts metropolitan areas like Houston the resiliency of coastal communities in on a regular basis. For many households in Texas, the U.S. and around the world. When 2 the Houston metro area, for example, the understanding how to effectively live and 3 ACKNOWLEDGEMENTS
The many and very diverse reserach and a wide range of organizations in The Defacto Architecture & Urbanism, Rotterdam; projects of the NSF PIRE Coastal Flood Risk Netherlands that provided our students Bureau StadsStromen, Amsterdam; Reduction Program which are presented in with data for their research cases, granted HKV Lijn in water, Lelystad; this publication would not have been possible interviews and facility visits, and/or provided Horvat, Delft; without the support of multiple organizations them with space to work and study: RHDHV, Rotterdam; and individuals. IVinfra, Sliedrecht; Rotterdam Port Authority; Deltares, Delft; For their continued and highly valued Municipality of Rotterdam; UNESCO-IHE, Delft; support and collaboration on a variety of Municipality of Almere; Delft Science Center, Delft. topics and challenges, we’d like to thank: Municipality of Vlissingen; Municipality of Nijmegen; Special thanks to Dr. Jill Slinger for The U.S. National Science Foundation Waternet, Amsterdam; co-designing and conducting both (grant no. 1545837) and the Partnerships for Hoogheemraadschap Hollands Noorder ‘TX meets TX’ and ‘TX meets HPZ’ International Research and Education (PIRE) Kwartier, Heerhugowaard; multidisciplinary design workshops. program team; Waterschap Zuiderzeeland, Lelystad; Waterschap Scheldestromen; Faculty, staff and students from Rijkswaterstaat; Texas A&M University, Galveston campus; Cafe Waalzicht, Lent; Texas A&M University, College Station Cafe De Zon, Lent; campus; Strandpaviljoen Zee & Zo, Petten; Rice University, Houston; Strandpaviljoen Paal 9, Den Hoorn; Jackson State University, Jackson, Mississippi; Dorpsraad, Petten; Delft University of Technology, Delft; Wieringen Prins Hoveniers, Amsterdam; VU University, Amsterdam, The Netherlands; Witteveen+Bos, Utrecht;
Figure (left): Hurricane Ike at 1:50 p.m. CDT on September 10, 2008. (Photo Courtesy 4 NASA). 5 2016 NSF-PIRE student group with Dutch students and co-PI’s at CONTENTS ‘Texas-meets-Texel Multidisciplinary Design Workshop’, Delft, May 31, 2016.
PREFACE 3 INTEGRATED TRANSDISCIPLINARY EDUCATION AND RESEARCH Samuel D. Brody, PI 5 ACKNOWLEDGEMENTS
ONE 11 EDUCATION, RESEARCH AND OUTREACH
EDUCATION 13 AUTHENTIC LEARNING AND TRANSFORMATIVE EDUCATION 17 INTERNATIONAL MULTIDISCIPLINARY DESIGN WORKSHOPS 21 STUDENTS’ TESTIMONIALS
RESEARCH APPROACH 23 INTEGRATED, MULTI-SCALE APPROACHES 25 AN INTEGRATED RESEARCH FRAMEWORK 27 THE FLOOD RISK REDUCTION PARTNERSHIP
OUTREACH 29 INFORMATION DISSEMINATION
THREE 31 STUDENT RESEARCH REPORTS 2016
SOUTHWEST DELTA 33 HYBRID COASTAL STRUCTURES Badreyah E. Almarshed SOUTHWEST DELTA 39 TIDAL FLAT SEDIMENTATION: INSIGHTS FROM THE DUTCH COASTLINE Brandee Carlson SOUTHWEST DELTA 45 A TALE OF TWO DELTAS - EASTERN SCHELDT, NETHERLANDS AND SAN LUIS PASS, TEXAS, USA Katherine A. Anarde ROTTERDAM PORT 51 UNDERSTANDING VULNERABILITY AND ACCEPTABLE FLOOD RISK TO STORAGE TANKS Sabarethinam Kameshwar ROTTERDAM CITY 59 SPATIAL EVALUATING THE NETWORK OF PLANS AND FLOOD VULNERABILITY IN FEIJENOORD Matthew L. Malecha ROTTERDAM CITY 69 NATURE BASED SOLUTIONS FOR URBAN FLOOD PROOFING Randall Andress LAKE IJSSEL REGION 75 THE AFSLUITDIJK - ALTERNATIVE DESIGN FY2100 Rahmatullah Faizi NETHERLANDS 83 STATISTICAL ANALYSIS OF EXTREME COASTAL WATER LEVELS IN THE NETHERLANDS Fatimata Diop NETHERLANDS 91 MATHEMATICAL MODELLING OF MORPHOLOGICAL RIVER PROCESSES TO PREDICT BANK FAILURE Joshua Brown NETHERLANDS 103 DEVELOPMENT OF A HAZARD INDEX FOR WINTER STORMS Benjamin Bass
6 7 2017 NSF-PIRE THREE 111 STUDENT RESEARCH REPORTS 2017 student group at field visit location CASE # 1 113 LAKE IJSSEL REGION: NEW TOWNS COPING WITH FLOOD RISK Maeslant Barrier, LAKE IJSSEL REGION 115 A REVIEW OF ADAPTIVE CAPACITY OF NEW TOWNS TO FLOOD RISK Rotterdam, June 05, Kayode Atoba 2016. LAKE IJSSEL REGION 123 QUANTIFYING IMPACTS OF URBANIZATION ON FLOOD RISK UNDER CONTRASTING MANAGEMENT STRATEGIES Avantika Gori LAKE IJSSEL REGION 135 FLOOD RISK COMMUNICATION PLANS OF ALMERE AND IJBURG Sarah Reinert LAKE IJSSEL REGION 141 PHYSICAL AND SOCIAL VULNERABILITY OF SOCIAL HOUSING AND PERIODIC MAINTENANCE OF HOUSING ASSOCIATIONS Ki Jin Seong LAKE IJSSEL REGION 151 QUANTIFYING IMPACTS OF URBANIZATION ON FLOOD RISK UNDER CONTRASTING MANAGEMENT STRATEGIES Alaina Parker LAKE IJSSEL REGION 163 STRATEGIES FOR PUMPING STATIONS IN ALMERE AND NEW ORLEANS Dominic Herkes
CASE # 2 169 ROTTERDAM PORT: VULNERABLE INFRASTRUCTURE ROTTERDAM PORT 171 IMPACTS OF WATER DRIVEN DEBRIS IMPACTS ON ABOVE GROUND STORAGE TANKS Carl Bernier ROTTERDAM PORT 179 VULNERABILITY STUDY AND COMPARISON OF TRANSPORTATION INFRASTRUCTURE Lei Bu ROTTERDAM PORT 185 SOCIAL MIXING AND FLOOD VULNERABILITY: A COMPARATIVE ANALYSIS BETWEEN HOUSTON AND ROTTERDAM Emily Fucile Sanchez
CASE # 3 191 SAND ENGINE: COASTAL ENGINEERING WITH NATURE SAND ENGINE 195 A NUMERICAL MODELING INVESTIGATION OF SPREADING TIME SCALES FOR A HYPOTHETICAL MEGA-NOURIHSMENT Andrew Whitley SAND ENGINE 203 MULITFUNCTIONALITY OF AN ENGINEERED COASTAL PROTECTION STRUCTURE Deirdra Dittmar SAND ENGINE 211 SEDIMENT VOLUME ESTIMATION FOR A MEGA-NOURIHSMENT ON FOLLET’S ISLAND, TEXAS Connie Do SAND ENGINE 218 SYNERGETIC EFFECT OF PROPAGATING CONGENER SPECIES OF AMMOPHILIA ON EROSION REDUCTION OF DUNES Bella Jeziersky
CASE # 4 225 NIJMEGEN & WAAL RIVER: ROOM FOR THE RIVER: ROOM FOR THE RIVER 227 ASSESSING FLOOD VULNERABILITY AND THE NETWORK OF PLANS IN NIJMEGEN Siyu Yu ROOM FOR THE RIVER 237 A SOCIAL PERSPECTIVE ON THE SUCCESS OF ROOM FOR THE RIVER - THE STORY OF LENT Madison Bennett ROOM FOR THE RIVER 243 ROOM FOR THE RIVER WAAL: COMPARING HOUSTONIAN AND DUTCH LAND USE PLANNING George Barrow
COLOPHON 248
8 9 ONE | EDUCATION, RESEARCH & OUTREACH
10 11 NSF PIRE FRR Program student field visits in the Netherlands, AUTHENTIC LEARNING AND TRANSFORMATIVE EDUCATION discussing with and learning from local experts and stakeholders. EDUCATION Top image: Maeslant Barrier at Rotterdam. Bottom image: Dike Coastal flooding has emerged as one of the most pressing societal problem-solving skills and confidence in their own learning abilities. in Dune construction problems in the U.S. and around the world. However, there has been Discourse is an essential feature of authentic learning environments in Katwijk along the little comprehensive research on the causes, consequences, and policy because debate and collaborative problem solving enable students North Sea coast. implications of reducing flood impacts. As a response, we conduct to view knowledge and information from multiple perspectives. this integrated, binational flood risk reduction research and education Because students regulate this process of learning internally, they program that brings together multiple academic institutions in are encouraged to think, explore, and become more reflective both the Netherlands and the U.S. The program is broad-ranging by practitioners (Duignan, 2012). combining transdisciplinary inquiry with undergraduate and graduate education focusing flood risk reduction. At the same time, the Problem Based Learning (PBL) program is focuses on several local case study sites in both countries. A key application of an authentic learning environment is the use Through this approach, we have experts from multiple disciplines of problem-based learning (PBL) techniques. A greater level of working together to understand and solve common flood problems responsibility, competency, and learning results when an authentic that will undoubtedly lead to transformative findings on how to problem is shared by a team of students, and the goal of the course is reduce the risk and associated adverse impacts of floods. In terms of to solve the problem collectively (Friedman and Deek, 2002; Donnelly, broader impacts, we established a problem-based learning education 2006). A central premise of PBL is linking theoretical knowledge to and outreach program intricately linked to the research components practical application through the use of collaborative groups in which that serves to educate, involve, and train students, local stakeholders, students are responsible for deciding what is to be learned (Allen and other interested parties. et al., 2011). The rationale for instructional strategies that encourage cooperation between learners is that such strategies more closely Authentic learning approximate the real world than traditional didactic approaches The educational component is an integral part of the PIRE Flood Risk (Gallagher and Gallagher, 2013). Research on PBL has indicated that Reduction (FRR) program, where interdisciplinary, binational teams of collaborative groups are associated with higher levels of student students conduct place-based assessments within the 6 case studies. learning and critical reasoning capabilities. PBL provides constant, The primary goal of the program is to create ‘authentic learning iterative practice of a logical, analytical, and scientific approach to environments’ that both support and benefit from the research problem solving that yields effective reasoning skills. components. Case studies Traditional classroom environments have been criticized for not A major element of authentic learning and PBL is the use of providing essential contextual features that enable students to collaborative groups to explore, analyze, and solve problems understand and apply information (Schmidt, 1993). As a response to presented in case form (Cockrell et al., 2000). Three main these criticisms, a new form of education is gaining prominence called characteristics of case studies make them an ideal strategy to ‘authentic learning’ (Nicaise et al., 2000). Authentic learning involves facilitate authentic learning. First, a case is based on a real situation or learning based on real-world problems that are closely related to event forcing students to think through problems they may encounter a specific field of study (Herrington et al., 2014). This approach in the work place. Second, the case study is developed through to education is grounded in the notion that learning occurs when careful research and study. Third, and most important, a case provides students are given problems and situations that represent genuine learning opportunities at various levels for those involved in the complexity. Students are also better prepared to solve real-world construction of the case as well as for those who may interact with problems once they leave the classroom environment and enter the case (Wallace, 2001). In general, a well-crafted case anticipates professional arenas. scenarios that a learner might eventually face in situations that do not allow time for careful deliberation (Coppola, 1996). Unlike past educational approaches where students are told what they need to know, authentic learning occurs through inquiry PBL is unique because of its connection to place and the analysis of and discovery. Learning in this case is presented as an iterative case studies. Place-based education uses the principles of authentic 12 process of discovery around an authentic task so that students gain learning and applies them to a particular spatial setting such as a 13 NSF PIRE FRR floodplain or vulnerable community. Collaborative learning is geared partners include two other Historically Black institutions and one Program student to the local context where students can experience a specific Hispanic Serving Institution, giving this program access to a large field visits in the problem first hand, how it affects their own lives, and the actions pool of high-performing underrepresented students who already are Netherlands, needed to address the problem. In these situations, students have the involved in relevant studies and work. Generally, undergraduate and discussing with opportunity to produce rather than consume, teachers act as guides graduate students within the four U.S. campuses are recruited through and learning from instead of solely instructors, and groups work together to develop a postings, information sessions, in-class announcements, email listserv, local experts and set of strategies for addressing an actual problem (Smith, 2002). For and online materials. Prospective participants are asked submit an stakeholders. example, research closely related to place-based education found application requiring a description of how the Netherlands site visit Top image left: that student involvement in authentic and meaningful work enhanced will fit into their program of study and research focus, academic design workshop student engagement and performance (Yadav et al., 2011; Warren et transcripts, a resume, and one recommendation letter. ar Hondsbossche al, 2012). and Pettemer Sea Outlook Defense. Study Site Visits Students receive credit for their research experience and we Top image right: Each case study site acts as a focal point for place-based assessments anticipate that eventually it will be offered as a new course on Professor Jonkman and the development of authentic learning environments. Graduate multiple campuses. This approach creates genuine learning explaingn Dutch and undergraduate students are recruited from all participating environments where students from multiple disciplines, countries, and flood riks strategies campuses, placed in interdisciplinary teams, guided by project faculty cultures can work together on flood-related problems. The program at the TU Delft (both from the U.S. and from The Netherlands), and travel to one of thus provides a synergy not possible through normal education exposition space. the six research sites to conduct an intensive case study analysis. or research channels, and will undoubtedly lead to more effective Bottom image: The FRR program entails one study field trip in The Netherlands training of students and management solutions for developing field visit to per year (in summer) comprised of approximately 15 students per sustainable and resilient coastal communities over the long term. We Futureland and visit. Each of the four U.S.-based institutions nominates students also work with Dutch partners to leverage and expand their on-line Maasvlakte 2, through a standard application process. Students are then assigned course on ‘Building with Nature’. We are already in discussions about the Green Port a particular study site based on their interests and field of study. jointly offering online and digital education alternatives (including construction. Selected students work on the TU Delft campus based on existing Massive Open Online Courses MOOC’s) in both countries that would at Rotterdam. agreements, where they are able to interact with Dutch students directly draw from data and research findings generated through the Group poses at studying flood risk reduction. Participants are given a per diem for FRR program. new dunes and food, and transportation will be provided to each study site on a daily beach constructed basis. Each site visit lasts two weeks week. Language barriers are not for recreational an issue as the Dutch speak and teach in English. purposes in the port area. In addition to offering experiences to U.S.-based students (both graduate and undergraduate), we continue to work with TU Delft to host Dutch students (up to 10 per year) conducting research among the three Galveston Bay PBL study sites. Non-paid lodging and meals is arranged on campus or a site on Galveston Island, TX.
Overall, the student teams leverage data and findings produced by the research components of the program to work on real-world problems related to coastal flooding in both countries. Final reports, assessments, and collected data then feed back into and support the ongoing research efforts of the participating faculty. In this way, students learn by actively participating in the research process and each new cohort benefits from the knowledge produced by their predecessors.
Student recruitment The program places particular emphasis is on actively recruiting students from underrepresented groups to participate in the program. Jackson State University (a Historically Black University) leads these recruiting efforts through their role as lead partner for the Education and Technology Transition functions of the recently-established Department of Homeland Security’s Coastal Resilience Center of 14 Excellence. In addition to Jackson State, the Center’s education 15 Figure 1. Workshop brochure NWO Program – CoCoChannel Workshop Participants of international & NSF-PIRE Program Ad van der Spek – TU Delft multidisciplinary Anne van Loenen – TU Delft INTERNATIONAL MULTIDISCIPLINARY DESIGN WORKSHOPS Badreyah Almarshed – Texas A&M University design workshop Bee (Baukje) Kothuis – TU Delft Benjamin Bass – Rice University 2016. Bertien Broekhans – TU Delft ‘TEXAS MEETS TEXEL’ Brandee Carlson - Rice University Dano Roelvink – UNESCO-IHE Design Workshop Fatima Diop – Jackson State University EDUCATION Felix Knipschild – TU Delft Felix van Zoest – TU Delft Floortje d’Hont – TU Delft Graciella Nava Guerero – TU Delft Hao Wang – UNESCO-IHE Collaborative design workshops are also important components of the Ilse Caminada – TU Delft FRR program. The 2016 and 2017 workshops were multidisciplinary Ilze Plomp van der Sar – TU Delft Jan Mulder – Deltares events within two academic research programs (Dutch NWO research Jens Figlus – Texas A&M Univeristy Jill Slinger – TU Delft program ‘CoCoChannel’ and US NSF-PIRE program ‘Coastal Flood Joshua Brown – Jackson State University Risk Reduction’) and the water authority Hoogheemraadschap Kathelijne Wijnberg – UT Twente Katherine Anarde - Rice University Hollands Noorder Kwartier (HHNK) focusing on innovative flood Leonie Akerman – TU Delft Marjan Duiveman – HHNK Water Authority protection projects on the Dutch coast. In 2016, the NSF-PIRE FRR Marloes Wittebrood – TU Delft - HHNK student group collaborated with ten students representing multiple Matthew Malecha – Texas A&M University Mick van der Wegen – UNESCO-IHE disciplines from TU Delft on the case Texel, an eroding barrier island in Nikki Brand – TU Delft the north of the Netherlands (see Figure 1 for the brochure). Peter Herman – Deltares Petra Goessen – HHNK Water Authority In 2017, the design workshop focused on the case Hondsbossche Philippe Galofornisilva – TU Delft and Pettemer Sea Defense, a mega-nourishment project including a Rahmatullah Faizi – Jackson State University Randall Andress – Texas A&M University multifunctional flood defense system (see Figure 2 next page for the Renate Klaassen – TU Delft st Date: May 31 , 2016 Sabarethina Kameschwar – Rice University brochure). Twelve students from two Dutch universities (TU Delft and Time: 09:00 – 17:30 hrs Yoonjeong Lee – Texas A&M University VU University) collaborated with the U.S. students on location in a Place: TU Delft Science Center beach pavilion in Petten.
The design workshops included active consultation with local stakeholders and local experts. One of the learning points from the 2016 design-workshop was that on-site execution provides a more Time schedule & Program conducive learning environment (Figure 3 next page). 08:45 Registration
09:00 Step 1. Introduction workshop participants & case The NWO research program CoCoChannel (‘Co-designing Coasts using Natural Channel-shoal dynamics’) aims at implementation of 09:10 Step 2. Case & Systems introduction by local & specific field experts Ad van der Spek – Deltares the concept Building-with-Nature for coastal flood protection at the Kathelijne Wijnberg – UT Twente Marjan Duiveman – HHNK Water Authority barrier island Texel in the North of The Netherlands. To implement Peter Herman – Deltares such an innovative concept requires early interaction with the
10:30 Coffee break stakeholder community, not only for obtaining their support but also for deriving a more optimal design of the intervention. Therefor, in 11:00 Step 3. Challenges & Stakeholders - Exploration of problem situation & creating the design space both multidisciplinary design workshops conducted with the U.S.
12:30 Step 4: Introduction of Design session and Dutch students, direct interactions with local stakeholders and ! intro design challenges various experts as well as systems understanding in the process of ! intro design roles co-designing nature-based interventions for the eventual design, were 13:00 Step 5. Design session (& Lunch break!) Experts have ‘box-office’ function (in Dutch we call this ‘loket-functie’): important part of the authentic learning experience. the place where one can go and ask for additional information.
15:00 Tea break The TU Delft’s Center of Expertise and Education supports the
15:20 Step 6. Presentations of designs workshops to further enhance the learning experience. The students Each group presents their design for expert jury learn about different roles experts can take in STEM-projects and
16:00 Step 7. Reflecting on design roles work environments. They are informed about four differnt roles and do a self-assessment to find out which role is most comfortable to 16:30 Step 8. Reflecting on designs Feedback from expert jury them. During the workshop, they practice various roles and experience
17:00 Drinks and snacks the culturally different interpretation of these roles with Dutch and U.S. participants. Finally, they discuss their experience by means of a 16 worksheet that is filled in during the workshop (Figure 4 next page). 17 Figure 2. Figure 3. Workshop brochure The NSF PIRE Coastal Flood Risk Reduction Program News coverage is a 5 year collaborative research and eduction program by three US universities of international – Texas A&M University (Galveston and College Station campuses), Rice of bi-national multidisciplinary University, and Jackson State University – and TU Delft in The Netherlands. NSF-PIRE Program multidisciplinary his year st dents are part of the place based feld research tea and design workshop travel to the Netherlands from May 31 to June 15, 2017 to study issues related Coastal Flood Risk Reduction design workshop to food itigation his international opport nity ill enable both grad ate 2017. and undergraduate students to enhance and extend their current educational 2017. A news item on and research experience by participating in group research activities and local tv was also part interacting ith food experts in the etherlands St dents fro di erse disciplines, including: engineering, planning, economics, hydrology, biology, of the coverage. architect re and co p tational hydra lics ho are interested in food ris reduction are encouraged to apply. Students will work on one of four case ‘TEXAS MEETS HPZ’ studies in the Netherlands to their choice. This program provides a unique opportunity to participate in interdisciplinary research with studentsfrom diverse backgrounds and academic levels. Multidisciplinary Design Workshop