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      River erosion can shape fish evolution, study suggests

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      If we could rewind the tape of species evolution around the world and play it forward over hundreds of millions of years to the present day, we would see biodiversity clustering around regions of tectonic turmoil. Tectonically active regions such as the Himalayan and Andean mountains are especially rich in flora and fauna due to their shifting landscapes, which act to divide and diversify species over time.

      But biodiversity can also flourish in some geologically quieter regions, where tectonics hasn’t shaken up the land for millennia. The Appalachian Mountains are a prime example: The range has not seen much tectonic activity in hundreds of millions of years, and yet the region is a notable hotspot of freshwater biodiversity.

      Now, an MIT study identifies a geological process that may shape the diversity of species in tectonically inactive regions. In a paper appearing today in Science, the researchers report that river erosion can be a driver of biodiversity in these older, quieter environments.

      They make their case in the southern Appalachians, and specifically the Tennessee River Basin, a region known for its huge diversity of freshwater fishes. The team found that as rivers eroded through different rock types in the region, the changing landscape pushed a species of fish known as the greenfin darter into different tributaries of the river network. Over time, these separated populations developed into their own distinct lineages.

      The team speculates that erosion likely drove the greenfin darter to diversify. Although the separated populations appear outwardly similar, with the greenfin darter’s characteristic green-tinged fins, they differ substantially in their genetic makeup. For now, the separated populations are classified as one single species. 

      “Give this process of erosion more time, and I think these separate lineages will become different species,” says Maya Stokes PhD ’21, who carried out part of the work as a graduate student in MIT’s Department of Earth, Atmospheric and Planetary Sciences (EAPS).

      The greenfin darter may not be the only species to diversify as a consequence of river erosion. The researchers suspect that erosion may have driven many other species to diversify throughout the basin, and possibly other tectonically inactive regions around the world.

      “If we can understand the geologic factors that contribute to biodiversity, we can do a better job of conserving it,” says Taylor Perron, the Cecil and Ida Green Professor of Earth, Atmospheric, and Planetary Sciences at MIT.

      The study’s co-authors include collaborators at Yale University, Colorado State University, the University of Tennessee, the University of Massachusetts at Amherst, and the Tennessee Valley Authority (TVA). Stokes is currently an assistant professor at Florida State University.

      Fish in trees

      The new study grew out of Stokes’ PhD work at MIT, where she and Perron were exploring connections between geomorphology (the study of how landscapes evolve) and biology. They came across work at Yale by Thomas Near, who studies lineages of North American freshwater fishes. Near uses DNA sequence data collected from freshwater fishes across various regions of North America to show how and when certain species evolved and diverged in relation to each other.

      Near brought a curious observation to the team: a habitat distribution map of the greenfin darter showing that the fish was found in the Tennessee River Basin — but only in the southern half. What’s more, Near had mitochondrial DNA sequence data showing that the fish’s populations appeared to be different in their genetic makeup depending on the tributary in which they were found.

      To investigate the reasons for this pattern, Stokes gathered greenfin darter tissue samples from Near’s extensive collection at Yale, as well as from the field with help from TVA colleagues. She then analyzed DNA sequences from across the entire genome, and compared the genes of each individual fish to every other fish in the dataset. The team then created a phylogenetic tree of the greenfin darter, based on the genetic similarity between fish.

      From this tree, they observed that fish within a tributary were more related to each other than to fish in other tributaries. What’s more, fish within neighboring tributaries were more similar to each other than fish from more distant tributaries.

      “Our question was, could there have been a geological mechanism that, over time, took this single species, and splintered it into different, genetically distinct groups?” Perron says.

      A changing landscape

      Stokes and Perron started to observe a “tight correlation” between greenfin darter habitats and the type of rock where they are found. In particular, much of the southern half of the Tennessee River Basin, where the species abounds, is made of metamorphic rock, whereas the northern half consists of sedimentary rock, where the fish are not found.

      They also observed that the rivers running through metamorphic rock are steeper and more narrow, which generally creates more turbulence, a characteristic greenfin darters seem to prefer. The team wondered: Could the distribution of greenfin darter habitat have been shaped by a changing landscape of rock type, as rivers eroded into the land over time?

      To check this idea, the researchers developed a model to simulate how a landscape evolves as rivers erode through various rock types. They fed the model information about the rock types in the Tennessee River Basin today, then ran the simulation back to see how the same region may have looked millions of years ago, when more metamorphic rock was exposed.

      They then ran the model forward and observed how the exposure of metamorphic rock shrank over time. They took special note of where and when connections between tributaries crossed into non-metamorphic rock, blocking fish from passing between those tributaries. They drew up a simple timeline of these blocking events and compared this to the phylogenetic tree of diverging greenfin darters. The two were remarkably similar: The fish seemed to form separate lineages in the same order as when their respective tributaries became separated from the others.

      “It means it’s plausible that erosion through different rock layers caused isolation between different populations of the greenfin darter and caused lineages to diversify,” Stokes says.

      “This study is highly compelling because it reveals a much more subtle but powerful mechanism for speciation in passive margins,” says Josh Roering, professor of Earth sciences at the University of Oregon, who was not involved in the study. “Stokes and Perron have revealed some of the intimate connections between aquatic species and geology that may be much more common than we realize.”

      This research was supported, in part, by the mTerra Catalyst Fund and the U.S. National Science Foundation through the AGeS Geochronology Program and the Graduate Research Fellowship Program. While at MIT, Stokes received support through the Martin Fellowship for Sustainability and the Hugh Hampton Young Fellowship. More

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      MIT junior Anushree Chaudhuri named 2023 Udall Scholar

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      MIT junior Anushree Chaudhuri has been selected as a 2023 Morris K. Udall and Stewart L. Udall Foundation Scholar. She is only the second MIT student to win this award and the first winner since 2008.

      The Udall Scholarship honors students who have demonstrated a commitment to the environment, Native American health care, or tribal public policy. Chaudhuri is one of 55 Udall Scholars selected nationally out of 384 nominated applicants.

      Chaudhuri, who hails from San Diego, studies urban studies and planning as well as economics at MIT. She plans to work across the public and private sectors to drive structural changes that connect the climate crisis to local issues and inequities. Chaudhuri has conducted research with the MIT Environmental Solutions Initiative Rapid Response Group, which develops science-based analysis on critical environmental issues for community partners in civil society, government, and industry.

      Throughout her sophomore year, Chaudhuri worked with MIT’s Office of Sustainability, creating data visualizations for travel and Scope 3 emissions as a resource for MIT departments, labs, and centers. As an MIT Washington intern at the U.S. Department of Energy, she also developed the Buildings Upgrade Equity Tool to assist local governments in identifying areas for decarbonization investments.

      While taking Bruno Verdini’s class 11.011 (Art and Science of Negotiation) in fall 2021, Chaudhuri became deeply interested in the field of dispute resolution as a way of engaging diverse stakeholders in collaborative problem-solving, and she began work with Professor Lawrence Susskind at the MIT Science Impact Collaborative. She has now completed multiple projects with the group, as part of the MIT Renewable Energy Siting Clinic, including creating qualitative case studies to inform mediated siting processes and developing an open-access website and database for 60 renewable energy siting conflicts from findings published in Energy Policy. Through the MIT Climate and Sustainability Consortium’s Climate Scholars Program and a DUSP-PKG Fellowship, she is conducting an ethnographic and econometric study on the energy justice impacts of clean infrastructure on local communities.

      As part of a yearlong campaign to revise MIT’s Fast Forward Climate Action Plan, Chaudhuri led the Investments Student Working Group, which advocated for institutional social responsibility and active engagement in the Climate Action 100+ investor coalition. She also served as chair of the Undergraduate Association Committee on Sustainability and co-leads the Student Sustainability Coalition. Her work led her to be selected by MIT as an undergraduate delegate to the U.N. Framework Convention on Climate Change Summit (COP27).

      Chaudhuri’s research experiences and leadership in campus sustainability organizations have strengthened her belief in deep community engagement as a catalyst for change. By taking an interdisciplinary approach that combines law, planning, conflict resolution, participatory research, and data science, she’s committed to a public service career creating policies that are human-centered and address climate injustices, creating co-benefits for diverse communities. More

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      Six ways MIT is taking action on climate

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      From reuse and recycling to new carbon markets, events during Earth Month at MIT spanned an astonishing range of ideas and approaches to tackling the climate crisis. The MIT Climate Nucleus offered funding to departments and student organizations to develop programming that would showcase the countless initiatives underway to make a better world.

      Here are six — just six of many — ways the MIT community is making a difference on climate right now.

      1. Exchanging knowledge with policymakers to meet local, regional, and global challenges

      Creating solutions begins with understanding the problem.

      Speaking during the annual Earth Day Colloquium of the MIT Energy Initiative (MITEI) about the practical challenges of implementing wind-power projects, for instance, Massachusetts State Senator Michael J. Barrett offered a sobering assessment.

      The senate chair of the Joint Committee on Telecommunications, Utilities, and Energy, Barrett reported that while the coast of Massachusetts provides a conducive site for offshore wind, economic forces have knocked a major offshore wind installation project off track. The combination of the pandemic and global geopolitical instability has led to such great supply chain disruptions and rising commodity costs that a project considered necessary for the state to meet its near-term climate goals now faces delays, he said.

      Like others at MIT, MITEI researchers keep their work grounded in the real-world constraints and possibilities for decarbonization, engaging with policymakers and industry to understand the on-the-ground challenges to technological and policy-based solutions and highlight the opportunities for greatest impact.

      2. Developing new ways to prevent, mitigate, and adapt to the effects of climate change

      An estimated 20 percent of MIT faculty work on some aspect of the climate crisis, an enormous research effort distributed throughout the departments, labs, centers, and institutes.

      About a dozen such projects were on display at a poster session coordinated by the Abdul Latif Jameel Water and Food Systems Lab (J-WAFS), Environmental Solutions Initiative (ESI), and MITEI.

      Students and postdocs presented innovations including:

      Graduate student Alexa Reese Canaan describes her research on household energy consumption to Massachusetts State Senator Michael J. Barrett, chair of the Joint Committee on Telecommunications, Utilities, and Energy.

      Photo: Caitlin Cunningham

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      3. Preparing students to meet the challenges of a climate-changed world

      Faculty and staff from more than 30 institutions of higher education convened at the MIT Symposium on Advancing Climate Education to exchange best practices and innovations in teaching and learning. Speakers and participants considered paths to structural change in higher education, the imperative to place equity and justice at the center of new educational approaches, and what it means to “educate the whole student” so that graduates are prepared to live and thrive in a world marked by global environmental and economic disruption.

      Later in April, MIT faculty voted to approve the creation of a new joint degree program in climate system science and engineering.

      4. Offering climate curricula to K-12 teachers

      At a daylong conference on climate education for K-12 schools, the attendees were not just science teachers. Close to 50 teachers of arts, literature, history, math, mental health, English language, world languages, and even carpentry were all hungry for materials and approaches to integrate into their curricula. They were joined by another 50 high school students, ready to test out the workshops and content developed by MIT Climate Action Through Education (CATE), which are already being piloted in at least a dozen schools.

      The CATE initiative is led by Christopher Knittel, the George P. Shultz Professor of Energy Economics at the MIT Sloan School of Management, deputy director for policy at MITEI, and faculty director of the MIT Center for Energy and Environmental Policy Research. The K-12 Climate Action and Education Conference was hosted as a collaboration with the Massachusetts Teachers Association Climate Action Network and Earth Day Boston.

      “We will be honest about the threats posed by climate change, but also give students a sense of agency that they can do something about this,” Knittel told MITEI Energy Futures earlier this spring. “And for the many teachers — especially non-science teachers — starved for knowledge and background material, CATE offers resources to give them confidence to implement our curriculum.”

      High school students and K-12 teachers participated in a workshop on “Exploring a Green City,” part of the Climate Action and Education Conference on April 1.

      Photo: Tony Rinaldo

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      5. Guiding our communities in making sense of the coming changes

      The arts and humanities, vital in their own right, are also central to the sharing of scientific knowledge and its integration into culture, behavior, and decision-making. A message well-delivered can reach new audiences and prompt reflection and reckoning on ethics and values, identity, and optimism.

      The Climate Machine, part of ESI’s Arts and Climate program, produced an evening art installation on campus featuring dynamic, large-scale projections onto the façade of MIT’s new music building and a musical performance by electronic duo Warung. Passers-by were invited to take a Climate Identity Quiz, with the responses reflected in the visuals. Another exhibit displayed the results of a workshop in which attendees had used an artificial intelligence art tool to imagine the future of their hometowns, while another highlighted native Massachusetts wildlife.

      The Climate Machine is an MIT research project undertaken in collaboration with record label Anjunabeats. The collaborative team imagines interactive experiences centered on sustainability that could be deployed at musical events and festivals to inspire climate action.

      Dillon Ames (left) and Aaron Hopkins, known as the duo Warung, perform a live set during the Climate Machine art installation.

      Photo: Caitlin Cunningham

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      6. Empowering students to seize this unique policy moment

      ESI’s TILclimate Podcast, which breaks down important climate topics for general listeners, held a live taping at the MIT Museum and offered an explainer on three recent, major pieces of federal legislation: the Inflation Reduction Act of 2022, the Bipartisan Infrastructure Bill of 2021, and the CHIPS and Science Act of 2022.

      The combination of funding and financial incentives for energy- and climate-related projects, along with reinvestment in industrial infrastructure, create “a real moment and an opportunity,” said special guest Elisabeth Reynolds, speaking with host Laur Hesse Fisher. Reynolds was a member of the National Economic Council from 2021 to 2022, serving as special assistant to the president for manufacturing and economic development; after leaving the White House, Reynolds returned to MIT, where she is a lecturer in MIT’s Department of Urban Studies and Planning.

      For students, the opportunities to engage have never been better, Reynolds urged: “There is so much need. … Find a way to contribute, and find a way to help us make this transformation.”

      “What we’re embarking on now, you just can’t overstate the significance of it,” she said.

      For more information on how MIT is advancing climate action across education; research and innovation; policy; economic, social, and environmental justice; public and global engagement; sustainable campus operations; and more, visit Fast Forward: MIT’s Climate Action Plan for the Decade. The actions described in the plan aim to accelerate the global transition to net-zero carbon emissions, and to “educate and empower the next generation.” More

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      3 Questions: Can disused croplands help mitigate climate change?

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      As the world struggles to meet internationally agreed targets for reducing greenhouse gas emissions, methods of removing carbon dioxide such as reforestation of cleared areas have become an increasingly important strategy. But little attention has been paid to the potential for abandoned or marginal croplands to be restored to natural vegetation as an additional carbon sink, say MIT assistant professor of civil and environmental engineering César Terrer, recent visiting MIT doctoral student Stephen M. Bell, and six others, in a recent open-access paper in the journal Nature Communications. Here, Terrer and Bell explain the potential use of these “post-agricultural” lands to help in the fight against damaging climate change.

      Q: How significant is the potential of unused agricultural lands as a carbon sink to help mitigate climate change?

      Bell: We know of these huge instances of land abandonment and post-agricultural succession throughout history, like following the collapse of major cities from ancient Mesopotamia to the Mayans. And when the Europeans arrived in the Americas in the 15th century, so many people died and so much forest grew back on abandoned farmland that it helped cool the entire planet and was potentially a driver of the coldest part of the so-called “Little Ice Age” period.

      Today, we have abandoned farmland all over the Mediterranean region, where I did my PhD field work. As young people left rural areas for the cities throughout the 20th century, farmers couldn’t pass on their land to anyone, and the land succeeded back into shrub lands and forests. The biggest recent example of abandonment is for sure the collapse of the Soviet Union, where an estimated 60 million hectares of forest regrew when support for collective farming stopped, resulting in one of the largest carbon sinks ever attributed to a single event.

      So, when we look back at the past, we know there’s potential. Of course, these are huge events, and no one is proposing to replicate anything like that. We need to use land for multiple purposes, but looking back at these big examples, we know there is potential for abandoned or restored agricultural land to be carbon sinks. And so that tells us to dig deeper into this question and get a better idea of realistic scenarios, a better understanding of the climate change mitigation potential of agricultural cessation in the most strategic places.

      Terrer: More than 115 billion tons of carbon have been lost from soils due to agricultural practices that disturb soil integrity — such as tilling, monoculture farming, removing crop residue, excessive use of fertilizers and pesticides, and over-grazing. To put this into perspective, the amount of carbon lost is equivalent to the total CO2 emissions ever produced in the United States.

      Our current research synthesizes field data from thousands of experiments, aiming to understand the factors that influence soil carbon accrual in abandoned croplands transitioning back to forests or natural grasslands. We’re working to quantify the potential for carbon sequestration in these soils over 30-, 50-, and 100-year time frames and mapping the areas with the greatest potential for carbon storage. This includes both increases in soil carbon and in vegetation biomass.

      Q: What are some of the key uncertainties in evaluating this potential for unused cropland to serve as a carbon sink, and how could those uncertainties be addressed?

      Bell: We use this word uncertainties in two ways. Specifically, the longevity of potential recarbonization, and the intensity of the potential recarbonization. Those are two factors, two aspects that we need to quantify to reduce our uncertainty.

      So, how long will the land recarbonize, regardless of the intensity? If the carbon level is going up, that’s good. If there’s more carbon increasing in the soil, we know that it came from somewhere, it came from the atmosphere. But how long does that happen? We know soil can get saturated. It can reach its carbon capacity limit, it won’t continue to increase the carbon stock, and the recarbonization curve will flatten out. When does that happen? Is it after a hundred years? Is it after 20 years?

      But the world’s soils are very diverse and complex, so what might be true in one place is not true in another place. It may take a longer time to reach saturation for more fertile soils in the Midwest U.S. than less fertile soils in the Southwest, for example. Alternatively, sometimes soils in drier areas like in the Southwest may never reach true saturation if they are degraded and have stalled recovery following abandonment.

      The second uncertainty is intensity: How high on the y-axis on the chart of recarbonization does saturation occur? With the analogy comparing U.S. soils, you might have a relatively huge carbon increase on an abandoned farm in the Southwest, but because the soil is not very carbon-rich it’s not a large increase in absolute terms. In the Midwest, there might only be a small relative increase, but that increase could be much more in total than in the Southwest. These are just nuances to keep in mind as we look at this at the global scale.

      These nuances are essentially uncertainties. Soil carbon responses to agricultural land abandonment is complicated, and unfortunately it hasn’t been studied in much detail so far. We need to reduce those uncertainties to get a better understanding of the recarbonization potential. This is easier said than done because not only do we have these temporal data uncertainties, but we also have spatial uncertainties. We don’t have very good maps of past and present post-agricultural landscapes.

      Q: Can this potential use of post-agricultural lands be implemented without putting global food supplies at risk? How can these needs be balanced?

      Terrer: As to whether utilizing post-agricultural lands for carbon sequestration can be implemented without jeopardizing global food supplies, and how to balance these needs, our recent research provides valuable insights.

      The challenge, of course, lies in balancing cropland restoration for climate mitigation with food security for a growing global population. Abandoned croplands represent an opportunity for carbon sequestration without impacting active agricultural lands. However, the available area of abandoned croplands is insufficient to make a substantial impact on climate mitigation on its own.

      Thus, our proposal also emphasizes the importance of closing yield gaps, which involves increasing crop production per hectare to its theoretical limits. This would enable us to maintain or even increase global crop yields using only a fraction of the currently cultivated area, allowing the remaining land to be dedicated to climate mitigation efforts. By pursuing this strategy, we estimate that over half of the amount of soil carbon lost so far due to agriculture could be recovered, while ensuring food security for the world’s population. More

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      Mike Barrett: Climate goals may take longer, but we’ll get there

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      The Covid-19 pandemic, inflation, and the war in Ukraine have combined to cause unavoidable delays in implementation of Massachusetts’s ambitious goals to tackle climate change, state Senator Mike Barrett said during his April 19 presentation at the MIT Energy Initiative (MITEI) Earth Day Colloquium. But, he added, he remains optimistic that the goals will be reached, with a lag of perhaps two years.

      Barrett, who is senate chair of the state’s Joint Committee on Telecommunications, Utilities, and Energy, spoke on the topic of “Decarbonizing Massachusetts” at MIT’s Wong Auditorium as part of the Institute’s celebration of Earth Week. The event was accompanied by a poster session highlighting some the work of MIT students and faculty aimed at tackling aspects of the climate issue.

      Martha Broad, MITEI’s executive director, introduced Barrett by pointing out that he was largely responsible for the passage of two major climate-related bills by the Massachusetts legislature: the Roadmap Act in 2021 and the Drive Act in 2022, which together helped to place the state as one of the nation’s leaders in the implementation of measures to ratchet down greenhouse gas emissions.

      The two key pieces of legislation, Barrett said, were complicated bills that included many components, but a major feature of the Roadmap Act was to reduce the time between reassessments of the state’s climate plans from 10 years to five, and to divide the targets for emissions reductions into six separate categories instead of just a single overall number.

      The six sectors the bill delineated are transportation; commercial, industrial, and institutional buildings; residential buildings; industrial processes; natural gas infrastructure; and electricity generation. Each of these faces different challenges, and needs to be evaluated separately, he said.

      The second bill, the Drive Act, set specific targets for implementation of carbon-free electricity generation. “We prioritize offshore wind,” he pointed out, because that’s one resource where Massachusetts has a real edge over other states and regions. Because of especially shallow offshore waters and strong, steady offshore winds that tend to be strongest during the peak demand hours of late afternoon and evening, the state’s coastal waters are an especially promising site for offshore wind farms, he said.

      Whereas the majority of offshore wind installations around the world are in deep water, which precludes fixed foundations and adds significantly to construction costs, Massachusetts’s shallow waters can allow relatively inexpensive construction. “So you can see why offshore wind became a linchpin, not only to our cleaning up the grid, but to feeding it into the building system, and for that matter into transportation, through our electric vehicles,” he said.

      Massachusetts’s needs in addressing climate change are quite different from global averages, or even U.S. averages, he pointed out. Worldwide, agriculture accounts for some 22 percent of greenhouse gas emissions, and 11 percent nationally. In Massachusetts the figure is less than one-half of 1 percent. The industrial sector is also much smaller than the national average. Meanwhile, buildings account for only about 6 percent of U.S. emissions, but 13 percent in the state. That means that overall, “buildings, transportation, and power generation become the whole ballgame” for this state, “requiring a real focus in terms of our thinking,” he said.

      Because of that, in those climate bills “we really insisted on reducing emissions in the energy generation sector, and our primary way to get there … lies with wind, and most of that is offshore.” The law calls for emissions from power generation to be cut by 53 percent by 2025, and 70 percent by 2030. Meeting that goal depends heavily on offshore wind. “Clean power is critical because the transmission and transportation and buildings depend on clean power, and offshore wind is critical to that clean power strategy,” he said.

      At the time the bills passed, plans for new offshore wind farm installations showed that the state was well on target to meet these goals, Barrett said. “There was plenty of reason for Massachusetts to feel very optimistic about offshore wind … Everyone was bullish.” While Massachusetts is a small state — 44th out of 50 — because of its unusually favorable offshore conditions, “we are second in the United States in terms of plans to deploy offshore wind,” after New York, he said.

      But then the real world got in the way.

      As Europe and the U.K. quickly tried to pivot away from natural gas and oil in the wake of Russia’s invasion of Ukraine, the picture changed quickly. “Offshore wind suddenly had a lot of competition for the expertise, the equipment, and the materials,” he said.

      As just one example, he said, the ships needed for installation became unavailable. “Suddenly worldwide, there weren’t enough installation vessels to hold these very heavy components that have to be brought out to sea,” he said. About 20 to 40 such vessels are needed to install a single wind farm. “There are a limited number of these vessels capable of carrying these huge pieces of infrastructure in the world. And in the wake of stepped-up demand from Europe, and other places, including China, there was an enormous shortage of appropriate vessels.”

      That wasn’t the only obstacle. Prices of some key commodities also shot up, partly due to supply chain issues associated with the pandemic, and the resulting worldwide inflation. “The ramifications of these kinds of disruptions obviously have been felt worldwide,“ he said. For example, the Hornsea Project off the coast of the United Kingdom is the largest proposed offshore wind farm in the world, and one the U.K. was strongly dependent on to meet climate targets. But the developer of the project, Ørsted, said it could no longer proceed without a major government bailout. At this point, the project remains in limbo.

      In Massachusetts, the company Avangrid had a contract to build 60 offshore wind turbines to deliver 1,200 megawatts of power. But last month, in a highly unusual move for a major company, “they informed Massachusetts that they were terminating a contract they had signed.” That contract was a big part of the state’s overall clean energy strategy, he said. A second developer, that had also signed a contract for a 1,200-MW offshore farm, signaled that it too could not meet its contract.

      “We technically haven’t failed yet” in meeting the goals that were set for emissions reduction, Barrett said. “In theory, we have two years to recover from the setbacks that I’m describing.” Realistically, though, he said “it is quite likely that we’re not going to hit our 2025 and 2030 benchmarks.”

      But despite all this, Barrett ended his remarks on an essentially optimistic note. “I hate to see us fall off-pace in any way,” he said. But, he added, “the truth is that a short delay — and I think we’re looking at just a couple of years delay — is a speed bump, it’s not a roadblock. It is not the end of climate policy.”

      Worldwide demand for offshore wind power remains “extraordinary,” said Barrett, mainly as a result of the need to get off of Russian fossil fuel. As a result, “eventually supply will come into balance with this demand … The balance will be restored.”

      To monitor the process, Barrett said he has submitted legislation to create a new independent Climate Policy Commission, to examine in detail the data on performance in meeting the state’s climate goals and to make recommendations. The measure would provide open access to information for the public, allowing everyone to see the progress being made from an unbiased source.

      “Setbacks are going to happen,” he said. “This is a tough, tough job. While the real world is going to surprise us, persistence is critical.”

      He concluded that “I think we’re going to wind up building every windmill that we need for our emissions reduction policy. Just not on the timeline that we had hoped for.”

      The poster session was co-hosted by the MIT Abdul Latif Jameel Water and Food Systems Lab and MIT Environmental Solutions Initiative. The full event was sponsored by the MIT Climate Nucleus. More

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      in Environment

      Envisioning education in a climate-changed world

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      What must colleges and universities do differently to help students develop the skills, capacities, and perspectives they’ll need to live, lead, and thrive in a world being remade by the accelerating climate crisis?

      That question was at the heart of a recent convening on MIT’s campus that brought together faculty and staff from more than 30 institutions of higher education. Over two days, attendees delved into the need for higher education to align structurally and philosophically with the changing demands of the coming decades.

      “We all know that there is more to do to educate and to empower today’s students, the young people who rightly feel the threat of climate change most acutely,” said MIT Chancellor Melissa Nobles. “They are our future leaders, the generation that will inherit the full weight of the problem and the responsibility for trying to solve it.”

      The MIT Symposium for Advancing Climate Education, held on April 6 and 7, was hosted by MIT’s Climate Education Working Group, one of three working groups established under the Institute’s ambitious Fast Forward climate action plan. The Climate Education Working Group is tasked with finding ways to strengthen climate- and sustainability-related education at the Institute, from curricular offerings to experiential learning opportunities and beyond.

      “We began working as a group about a year ago, and we quickly realized it would be important to expand the conversation across MIT and to colleagues at other institutions who … are thinking broadly,” says Professor David McGee, co-chair of the Climate Education Working Group.

      Co-chair Professor David Hsu encouraged attendees to build lasting relationships, adding, “There is a true wealth of knowledge spread throughout the room. Every university has pieces of the puzzle, but I don’t think we can point to a single one that right now exemplifies all of what we want to achieve.”

      The symposium featured keynotes by Nobles; Kim Cobb, director of the Institute at Brown for Environment and Society; and Reverend Mariama White-Hammond, founder of the New Roots AME Church in Dorchester, who is also chief of environment, energy, and open space for the City of Boston.

      On the first morning of the event, participants engaged in roundtable discussions, exchanging ideas, successes, and pain points. They also identified and read out close to a dozen unsolved challenges, among them: “How do we meet the fear and anger that students are feeling, and the desire to ‘do’ that students are expressing?” “How do we support people who challenge the status quo?” “As we create these new educational experiences, how do we ensure that a diversity of students can participate in them?” “How do we align tenure and power structures to center communities in the development of this work?” and “How radical a change is MIT willing to make?”

      Kate Trimble, senior associate dean and director of the Office of Experiential Learning, remarked on the thorniness of those questions in closing, wryly adding, “We’ll answer every last one of them before we leave here tomorrow.”

      But in sharing best practices and lessons learned, the tone was overwhelmingly hopeful. Trimble, for example, led a series of discussions highlighting 10 climate education programs already developed at MIT, the University of California at Davis, the University of Michigan, Swarthmore College, Worcester Polytechnic Institute, and McGill University, among others. Each offered new models by which to weave climate justice, community partnerships, and cross-disciplinary teaching into classroom-based and experiential learning.

      Maria Zuber, MIT’s vice president for research, opened the symposium on the second day. Invoking the words of U.N. Secretary-General António Guterres upon publication of the IPCC’s sixth synthesis report last month, she said, “the global response needs to be ‘everything, everywhere, all at once.’”

      She pointed to a number of MIT research initiatives that are structured to address complex problems, among them the Climate Grand Challenges projects — the proposals for which came from researchers across 90 percent of MIT departments — as well as the MIT Climate and Sustainability Consortium and the MIT Energy Initiative’s Future Energy Systems Center.

      “These initiatives recognize that no sector, let alone any single institution, can be effective on its own — and so they seek to engage from the outset with other research institutions and with government, industry, and civil society,” Zuber said.

      Cobb, of Brown University, also spoke about the value of sustained action partnerships built on transdisciplinary research and collaborations with community leaders. She highlighted Brown’s participation in the Breathe Providence project and Georgia Tech’s involvement in the Smart Sea Level Sensors project in Savannah.

      Several speakers noted the importance of hands-on learning opportunities for students as a training ground for tackling complex challenges at scale. Students should learn how to build a respectfully collaborative team and how to connect with communities to understand the true nature and constraints of the problem, they said.

      Engineering professor Anne White, who is co-chair of the MIT Climate Nucleus, the faculty committee charged with implementing the Fast Forward plan, and MIT’s associate provost and associate vice president for research administration, moderated a career panel spanning nonprofit and corporate roles.

      The panelists’ experiences emphasized that in a world where no sector will be untouched by the impacts of climate change, every graduate in every field must be informed and ready to engage.

      “Education is training; it’s skills. We want the students to be smart. But what I’m hearing is that it’s not just that,” White reflected. “It’s these other qualities, right? It’s can they be brave … and can they be kind?”

      “Every job is a climate job in this era,” declared MIT graduate student Dyanna Jaye, co-founder of the Sunrise Movement.

      John Fernández, director of the Environmental Solutions Initiative at MIT, moderated a panel on structural change in higher education, speaking with Jim Stock, vice provost for climate and sustainability at Harvard University; Toddi Steelman, dean of the Nicholas School of the Environment at Duke University; and Stephen Porder, assistant provost for sustainability at Brown.

      Steelman (who is also a qualified wildland firefighter — a useful skill for a dean, she noted) described a popular course at Duke called “Let’s Talk About Climate Change” that is jointly taught by a biogeochemist and a theologian. The course enrolled around 150 students in the fall who met for contemplative breakout discussions. “Unless we talk about our hearts and our minds,” she said, “we’re not going to make progress.”

      White-Hammond highlighted one trait she believes today’s students already have in abundance.

      “They’re willing to say that the status quo is unacceptable, and that is an important part of being courageous in the face of this climate crisis,” she said. She urged institutions to take that cue.

      “If we have to remake the world, rebuild it on something radically different. Why would we bake in racial injustice again? Why would we say, let’s have an equally unequal economic system that just doesn’t burn as many fossil fuels? I think we have an opportunity to go big.”

      “That,” she added, “is the work I believe higher education should be taking on, and not from an ivory tower, but rooted in real communities.”

      The MIT Symposium for Advancing Climate Education was part of Earth Month at MIT, a series of climate and sustainability events on campus in April. More

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      in Environment

      Volunteer committee helps the MIT community live and work sustainably

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      April 22 marks the arrival of Earth Day, which provides all of us with a good reason to think of ways to live more sustainably. For more than 20 years, the MIT Working Green Committee has helped community members do just that by encouraging the reuse and recycling of possessions.

      Made up entirely of volunteers, the committee has played an important role in promoting more sustainable operations at MIT and raising awareness of the importance of conservation.

      “We try to provide a place for people to learn how to live and work in a more environmentally friendly way,” says committee co-chair Rebecca Fowler, a senior administrative assistant in MIT’s Office of Sustainability.

      The committee hosts regular Choose to Reuse events to give MIT’s community members a chance to donate unwanted items — or find free things that just might become prized possessions. It also provides resources to help host more sustainable events, make more sustainable purchasing decisions, and learn more about recycling.

      “The recycling industry is very frustrating, so people are always asking what to do,” Fowler says. “They feel like they make the wrong decisions and just want to know how to do it. We get a lot of questions, and we’re always there to help find answers.”

      Committee members say they’ve realized devoting a little time each month to things like recycling education, and hosting events can make a big difference in reducing waste. In last month’s Choose to Reuse event, more than 100 people dropped off thousands of items including clothing, housewares, and office supplies. MIT’s always-active Reuse email lists, which the committee encourages community members to join, are another great way to pass gently used items to others who can give them new life.

      “The goal is to keep things out of landfills, and the Choose to Reuse event shows you immediate results,” says committee co-chair Gianna Hernandez-Figueroa, who is the assistant to the director at the MIT AgeLab. “It’s inspiring because people are excited to put things in the hands of someone who is going to repurpose it. It’s a circular event that’s really beautiful.”

      Choose to Reuse events are typically on the third Thursday of every other month, although the next one — the last for the spring semester — is on Monday, April 24.

      The committee is one of the only groups on campus run by support staff, whose responsibilities involve clerical duties, data processing, and library and accounting functions, among other things. It is a subcommittee of the Working Group for Support Staff.

      The committee began as the Working Group on Recycling in 2000 at a time when MIT’s recycling rate was around 11 percent. By 2006, MIT had reached a 40 percent recycling rate and received a Go Green Award from the City of Cambridge. That year the committee earned an MIT Excellence Awards for its work.

      Around 2011, the group started hosting Choose to Reuse events, which became an instant success.

      “I really believe in the gift economy, specifically in academic settings where you have a lot of international students,” Hernandez-Figueroa says. “Plus, Boston is an expensive city!”

      For a long time, the group was run by Ruth Davis, who served as MIT’s manager for recycling and materials management and retired last year. Since Davis left, others have stepped up.

      “A lot of the volunteers have been around since the first Choose to Reuse event 13 years ago,” Fowler says, adding that the committee is always looking for more volunteers. “They’re all very committed to the event and to the cause.”

      The organization is also a way for support staff to gain new skills. Fowler credits her experience working on the committee with improving her project management and website design abilities.

      “We really emphasize capacity building,” Fowler says. “If there’s a skill a volunteer would like to develop, we can explore ways to do that through the committee. That’s something I’d like to continue: finding people’s strengths and helping them build their careers.”

      Overall, Fowler says the committee aligns with MIT’s commitment to make an impact.

      The group’s long history “shows a commitment to environmentalism and sustainability and a yearning to do more beyond what is in your job responsibilities,” she says. “It really shows the commitment to volunteerism of MIT’s staff members.” More

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      in Environment

      3 Questions: New MIT major and its role in fighting climate change

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      Launched this month, MIT’s new Bachelor of Science in climate system science and engineering is jointly offered by the departments of Civil and Environmental Engineering (CEE) and Earth, Atmospheric and Planetary Sciences (EAPS). As part of MIT’s commitment to aid the global response to climate change, the new degree program is designed to train the next generation of leaders, providing a foundational understanding of both the Earth system and engineering principles — as well as an understanding of human and institutional behavior as it relates to the climate challenge. Jadbabaie and Van der Hilst discuss the new Course 1-12 multidisciplinary major and why it’s needed now at MIT. 

      Q: What was the idea behind launching this new major at MIT?

      Jadbabaie: Climate change is an incredibly important issue that we must address, and time is of the essence. MIT is in a unique position to play a leadership role in this effort. We not only have the ability to advance the science of climate change and deepen our understanding of the climate system, but also to develop innovative engineering solutions for sustainability that can help us meet the climate goals set forth in the Paris Agreement. It is important that our educational approach also incorporates other aspects of this cross-cutting issue, ranging from climate justice, policy, to economics, and MIT is the perfect place to make this happen. With Course 1’s focus on sustainability across scales, from the nano to the global scale, and with Course 12 studying Earth system science in general, it was a natural fit for CEE and EAPS to tackle this challenge together. It is my belief that we can leverage our collective expertise and resources to make meaningful progress. There has never been a more crucial time for us to advance students’ understanding of both climate science and engineering, as well as their understanding of the societal implications of climate risk.

      Van der Hilst: Climate change is a global issue, and the solutions we urgently need for building a net-zero future must consider how everything is connected. The Earth’s climate is a complex web of cause and effect between the oceans, atmosphere, ecosystems, and processes that shape the surface and environmental systems of the planet. To truly understand climate risks, we need to understand the fundamental science that governs these interconnected systems — and we need to consider the ways that human activity influences their behavior. The types of large-scale engineering projects that we need to secure a sustainable future must take into consideration the Earth system itself. A systems approach to modeling is crucial if we are to succeed at inventing, designing, and implementing solutions that can reduce greenhouse gas emissions, build climate resilience, and mitigate the inevitable climate-related natural disasters that we’ll face. That’s why our two departments are collaborating on a degree program that equips students with foundational climate science knowledge alongside fundamental engineering principles in order to catalyze the innovation we’ll need to meet the world’s 2050 goals.

      Q: How is MIT uniquely positioned to lead undergraduate education in climate system science and engineering? 

      Jadbabaie: It’s a great example of how MIT is taking a leadership role and multidisciplinary approach to tackling climate change by combining engineering and climate system science in one undergraduate major. The program leverages MIT’s academic strengths, focusing on teaching hard analytical and computational skills while also providing a curriculum that includes courses in a wide range of topics, from climate economics and policy to ethics, climate justice, and even climate literature, to help students develop an understanding of the political and social issues that are tied to climate change. Given the strong ties between courses 1 and 12, we want the students in the program to be full members of both departments, as well as both the School of Engineering and the School of Science. And, being MIT, there is no shortage of opportunities for undergraduate research and entrepreneurship — in fact, we specifically encourage students to participate in the active research of the departments. The knowledge and skills our students gain will enable them to serve the nation and the world in a meaningful way as they tackle complex global-scale environmental problems. The students at MIT are among the most passionate and driven people out there. I’m really excited to see what kind of innovations and solutions will come out of this program in the years to come. I think this undergraduate major is a fantastic step in the right direction.

      Q: What opportunities will the major provide to students for addressing climate change?

      Van der Hilst: Both industry and government are actively seeking new talent to respond to the challenges — and opportunities — posed by climate change and our need to build a sustainable future. What’s exciting is that many of the best jobs in this field call for leaders who can combine the analytical skill of a scientist with the problem-solving mindset of an engineer. That’s exactly what this new degree program at MIT aims to prepare students for — in an expanding set of careers in areas like renewable energy, civil infrastructure, risk analysis, corporate sustainability, environmental advocacy, and policymaking. But it’s not just about career opportunities. It’s also about making a real difference and safeguarding our future. It’s not too late to prevent much more damaging changes to Earth’s climate. Indeed, whether in government, industry, or academia, MIT students are future leaders — as such it is critically important that all MIT students understand the basics of climate system science and engineering along with math, physics, chemistry, and biology. The new Course 1-12 degree was designed to forge students who are passionate about protecting our planet into the next generation of leaders who can fast-track high-impact, science-based solutions to aid the global response, with an eye toward addressing some of the uneven social impacts inherent in the climate crisis. More