Examples of multiple iterations of questions, model input, model output, structured discussion topics, lessons learned, and next steps for example team 2: environmental practitioners.
| Iteration . | Stage . | Questions . | Model input . | Model output . | Structured discussion topics . | Lessons learned . | Next steps . |
|---|---|---|---|---|---|---|---|
| 1 | Multidisciplinary (preparing the team) | What crops are most lucrative given present temperature and precipitation regimes? | Current temperature, precipitation | Crop yield | Under present conditions, how do different crops perform? | The model can be a useful tool for helping professionals and stakeholders think through what-if issues | Continue to develop buy-in for how the model works as a scientific and persuasion tool |
| 2 | First-generation interdisciplinary | What is the effect of yearly variation in weather conditions? | Climate change related temperature, precipitation over 1, 10, or 20 years | Crop yield | Should we maximize mean or minimize variance? | Variation over a long time period is important and useful to consider as a strategy in the face of uncertainty and change | To thrive in the face of uncertainty, investigate proactive responses to climate variation |
| 3 | Next-generation transdisciplinary | What other parts of the ecosystem affect agriculture? | Flooding. | Crop yield. | Ecological direct and indirect effects affect farmers and ranchers. | It is in the farmer's interests to have healthy soil, river, wildlife, and to include other interests in planning. | Consider even broader implications of agriculture and the need to build bridges across stakeholders. |
| Iteration . | Stage . | Questions . | Model input . | Model output . | Structured discussion topics . | Lessons learned . | Next steps . |
|---|---|---|---|---|---|---|---|
| 1 | Multidisciplinary (preparing the team) | What crops are most lucrative given present temperature and precipitation regimes? | Current temperature, precipitation | Crop yield | Under present conditions, how do different crops perform? | The model can be a useful tool for helping professionals and stakeholders think through what-if issues | Continue to develop buy-in for how the model works as a scientific and persuasion tool |
| 2 | First-generation interdisciplinary | What is the effect of yearly variation in weather conditions? | Climate change related temperature, precipitation over 1, 10, or 20 years | Crop yield | Should we maximize mean or minimize variance? | Variation over a long time period is important and useful to consider as a strategy in the face of uncertainty and change | To thrive in the face of uncertainty, investigate proactive responses to climate variation |
| 3 | Next-generation transdisciplinary | What other parts of the ecosystem affect agriculture? | Flooding. | Crop yield. | Ecological direct and indirect effects affect farmers and ranchers. | It is in the farmer's interests to have healthy soil, river, wildlife, and to include other interests in planning. | Consider even broader implications of agriculture and the need to build bridges across stakeholders. |
Note: For readability, only three iterations are shown to illustrate a general increase in the complexity of questions, model input and output, and structured discussion topics as the team practices working together.
Examples of multiple iterations of questions, model input, model output, structured discussion topics, lessons learned, and next steps for example team 2: environmental practitioners.
| Iteration . | Stage . | Questions . | Model input . | Model output . | Structured discussion topics . | Lessons learned . | Next steps . |
|---|---|---|---|---|---|---|---|
| 1 | Multidisciplinary (preparing the team) | What crops are most lucrative given present temperature and precipitation regimes? | Current temperature, precipitation | Crop yield | Under present conditions, how do different crops perform? | The model can be a useful tool for helping professionals and stakeholders think through what-if issues | Continue to develop buy-in for how the model works as a scientific and persuasion tool |
| 2 | First-generation interdisciplinary | What is the effect of yearly variation in weather conditions? | Climate change related temperature, precipitation over 1, 10, or 20 years | Crop yield | Should we maximize mean or minimize variance? | Variation over a long time period is important and useful to consider as a strategy in the face of uncertainty and change | To thrive in the face of uncertainty, investigate proactive responses to climate variation |
| 3 | Next-generation transdisciplinary | What other parts of the ecosystem affect agriculture? | Flooding. | Crop yield. | Ecological direct and indirect effects affect farmers and ranchers. | It is in the farmer's interests to have healthy soil, river, wildlife, and to include other interests in planning. | Consider even broader implications of agriculture and the need to build bridges across stakeholders. |
| Iteration . | Stage . | Questions . | Model input . | Model output . | Structured discussion topics . | Lessons learned . | Next steps . |
|---|---|---|---|---|---|---|---|
| 1 | Multidisciplinary (preparing the team) | What crops are most lucrative given present temperature and precipitation regimes? | Current temperature, precipitation | Crop yield | Under present conditions, how do different crops perform? | The model can be a useful tool for helping professionals and stakeholders think through what-if issues | Continue to develop buy-in for how the model works as a scientific and persuasion tool |
| 2 | First-generation interdisciplinary | What is the effect of yearly variation in weather conditions? | Climate change related temperature, precipitation over 1, 10, or 20 years | Crop yield | Should we maximize mean or minimize variance? | Variation over a long time period is important and useful to consider as a strategy in the face of uncertainty and change | To thrive in the face of uncertainty, investigate proactive responses to climate variation |
| 3 | Next-generation transdisciplinary | What other parts of the ecosystem affect agriculture? | Flooding. | Crop yield. | Ecological direct and indirect effects affect farmers and ranchers. | It is in the farmer's interests to have healthy soil, river, wildlife, and to include other interests in planning. | Consider even broader implications of agriculture and the need to build bridges across stakeholders. |
Note: For readability, only three iterations are shown to illustrate a general increase in the complexity of questions, model input and output, and structured discussion topics as the team practices working together.
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