Add UVic IAM course details

index.rst

@@ -68,6 +68,7 @@ Take a look - no need to enroll!
 - :doc:`lectures/osesm-tuwien/index` by Daniel Huppmann (2019-ongoing)
 - :doc:`lectures/iam-ntnu/index` by Volker Krey (2019/2020-ongoing)
 - :doc:`lectures/global-entrans-tuwien/index` by Behnam Zakeri (2020/2021-ongoing)
+- :doc:`lectures/iam-uvic/index` by Madeleine McPherson (2020/2021-ongoing)
 
 Talks, conference presentations, summer school material
 -------------------------------------------------------

lectures/iam-uvic/index.rst

@@ -0,0 +1,66 @@
+Integrated Assessment Modeling for Energy Transition @ UVic
+===========================================================
+
+
+.. figure:: ../../../../_static/uvic_logo.jpeg
+   :width: 240px
+   :align: right
+
+Lecture by `Madeleine McPherson <https://www.uvic.ca/ecs/civil/people/home/faculty-profiles/mcpherson-madeleine.php>`_
+held during Spring semester since the academic year 2020/2021.
+
+A teaching conference paper summarizing this course and way forward presented at the `EESD 2023 conference`_ and can be accessed `here <INSERT LINK>`.
+
+.. _`EESD 2023 conference` : https://eesd2023.org/
+
+Course Objectives
+^^^^^^^^^^^^^^^^^
+
+In this course, students will gain a theoretical and applied perspective on the role of modelling in energy system
+transitions, with a particular focus on integrated assessment platforms. We will weave together perspectives
+on energy systems transitions and modeling from the engineering, economics, policy, and historical
+perspectives. We will begin with a historical perspective on energy systems transitions, from biomass to coal,
+oil, natural gas and electricity which will then serve as context to our current decarbonization transition. We
+will then explore how the modelling landscape has evolved through these transitions, before delving into
+integrated assessment modelling specifically. This course strives to foster a holistic perspective, including the
+overarching paradigm shifts in energy system modelling, marginal versus fundamental shifts, and systems
+integration. Interspersed through these content-driven discussions, students will practice the application of
+relevant principles in interdisciplinary integrated assessment modelling in a lab setting. For students engaged in
+energy-climate work across campus, the integrated assessment modelling focus adopted in this course will
+serve as a frame through which we can consider broader implications. By understanding how systems interact,
+both theoretically, in terms of resource flows, from institutional and historical frames, we can better design and
+manage our energy, water, and land systems. The primary purpose of this course is to instill an appreciation of
+the highly interconnected nature of our energy-climate problem and the transition before us.
+
+
+Learning Outcomes
+^^^^^^^^^^^^^^^^^
+
+At the end of this course, students are able to:
+
+- Describe the current and historical paradigms governing energy system transitions;
+- Explain role of modelling in the energy systems transition discourse;
+- Develop and apply basic python programming skills including manipulating data inputs and creating effective visualizations;
+- Describe the interactions between sub-systems through an integrated assessment lens;
+- Apply your understanding of the current modelling landscape to articulate upcoming modelling needs;
+- Evaluate global climate policies from a systems perspective;
+- Synthesize and communicate decarbonization pathways using an integrated assessment model.
+
++-------------------------------------+--------+----------------------------------------------------------------------------------------------------------------------+
+| Assessment                          | Weight | Notes                                                                                                                |
++=====================================+========+======================================================================================================================+
+| Reading Discussion Lead (individual) | 30%    | During each discussion based class (alternating weeks, see schedule below) one student (the 'discussion lead') will |
+| 1-page summary                      |        | lead the class through a discussion, while the remaining students will contribute to the discussion. Refer to the    |
+|                                     |        | instructions below. The schedule for the discussion lead will be determined in Class 1. Refer to the grading         |
+|                                     |        | rubrics for each (leading and contributing). You must provide a valid reason and evidence for missed classes.         |
++-------------------------------------+--------+----------------------------------------------------------------------------------------------------------------------+
+| Term project: integrated assessment  | 45%    | An 8-page conference style paper describing the integrated assessment model, the context for their research question, |
+| model application                   |        | and the output of their model application (scenario). To be submitted prior to your presentation.                     |
++-------------------------------------+--------+----------------------------------------------------------------------------------------------------------------------+
+| Term project: integrated assessment  | 25%    | In-class presentation during the last class                                                                         |
+| model application                   |        |                                                                                                                      |
++-------------------------------------+--------+----------------------------------------------------------------------------------------------------------------------+
+
+
+
+