Ian Tran
Ian Tran earned his B.Sci. in Environmental Science with a minor in Political Science from the University of Michigan-Dearborn (UM-D) in 2012. Tran was an invitee and contributor to the Engineering Society of Detroit’s (ESD) 2009 Lean Green School Symposium education working group (published: http://bit.ly/GrnSchlESD); he later served on the DEPSA Steering Committee and championed concepts of place-based education and triple bottom line sustainability. He was awarded a UM-D Department of Natural Sciences Scholarship Seat in 2009 to contribute to the Paragon Leadership International/NextEnergy Epprentice Challenge alternative energy economic and education working group; its project outcomes shall be utilized by the Michigan Wind Institute. Tran contributed comprehensive solutions in waste reduction, energy sourcing, green infrastructure, education, community and ecological economic development for the City of Dearborn’s Sustainability Master Plan and for the 2009 102nd Air Waste Management Association conference's Environmental Challenge International as UM-D’s team lead. Tran was President of the Student Environmental Association fom 2009-2011(and creator of their blog: http://bit.ly/UM-DSEA) at UM-D and served throughout 2010 as a spokesperson, facilitator, and environmental interpreter for the Dearborn Sierra Club Cool Cities group (now the Dearborn Sustainability Coalition) to foster comprehensive sustainability efforts among community leaders in the Dearborn area ( http://bit.ly/DbrnCoolCities ) . Tran also served as a facilitator and authored the narrative for workgroup #4 in the Engineering Society of Detroit Institute's 2011 Future Detroit symposium (published: http://bit.ly/ESDIFutrDetrREPORT) . He was awarded as a UM-D Difference Maker (http://www.umd.umich.edu/ian), was nominated to the Mayor’s Environmental Commission for the City of Dearborn in 2010, was awarded the UM-Dearborn Leadership Legacy Student Leadership Award in 2011, and nominated for the UM-Dearborn Distinguished Student Leadership award in 2012.
Tran has also worked in numerous educational capacities either directly with hundreds of 3rd grade-college students as an orientation leader, writing consultant, student naturalist, or tutor at UM-D or through contributions to nationally recognized educational programs for K-12: the 2011 Future City Competition learning blocks via the ESD and The Henry Ford Museum’s Rouge Truck Plant as a representative of the U.S. Green Building Council-Detroit Regional Chapter in his role as a member of the project’s advisory committee.
He elucidated on communicative processes of music at the 2008 Meeting of the Minds undergraduate research conference at Oakland University. In 2010, he presented his findings from field and library research on the Sheldon Cemetery in Canton, Michigan and its context of place and people to a public audience at UM-Dearborn, and presented an informal lecture-recital on citizen empowerment, cultural preservation, and environmental justice at the University of Michigan-Dearborn's 2011 Global Fest in collaboration with the Southeast Michigan Sierra Club office and Friends of the Rouge.
###
In the first person:
I'm currently musing over sustainability and music--particularly utility and participatory music and their potential roles in education and community building.
I'm working on being a good undergraduate student in the interest of graduating at this time, but I've got my eyes on graduate schools for strategic sustainability, or behavior education, and communication. I'd like to get a better sense of how comprehensive sustainability is perceived and done through corporate sustainability consulting soon.
I embrace empirical, interdisciplinary, transdisciplinary, and metadisciplinary approaches toward research, analysis, and learning, but my studies are currently focused on environmental science/studies, in addition to communication studies, identity, and ethics.
###
Supervisors: Dr. Orin Gelderloos
Tran has also worked in numerous educational capacities either directly with hundreds of 3rd grade-college students as an orientation leader, writing consultant, student naturalist, or tutor at UM-D or through contributions to nationally recognized educational programs for K-12: the 2011 Future City Competition learning blocks via the ESD and The Henry Ford Museum’s Rouge Truck Plant as a representative of the U.S. Green Building Council-Detroit Regional Chapter in his role as a member of the project’s advisory committee.
He elucidated on communicative processes of music at the 2008 Meeting of the Minds undergraduate research conference at Oakland University. In 2010, he presented his findings from field and library research on the Sheldon Cemetery in Canton, Michigan and its context of place and people to a public audience at UM-Dearborn, and presented an informal lecture-recital on citizen empowerment, cultural preservation, and environmental justice at the University of Michigan-Dearborn's 2011 Global Fest in collaboration with the Southeast Michigan Sierra Club office and Friends of the Rouge.
###
In the first person:
I'm currently musing over sustainability and music--particularly utility and participatory music and their potential roles in education and community building.
I'm working on being a good undergraduate student in the interest of graduating at this time, but I've got my eyes on graduate schools for strategic sustainability, or behavior education, and communication. I'd like to get a better sense of how comprehensive sustainability is perceived and done through corporate sustainability consulting soon.
I embrace empirical, interdisciplinary, transdisciplinary, and metadisciplinary approaches toward research, analysis, and learning, but my studies are currently focused on environmental science/studies, in addition to communication studies, identity, and ethics.
###
Supervisors: Dr. Orin Gelderloos
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Papers/Recommendations by Ian Tran
CONTRIBUTOR'S NOTES:
I contributed with regard to stakeholder engagement and workforce development considerations as they relate to School Siting guidelines.
Unfortunately the full scope of recommendations I submitted were not included due to concerns of space and scope of the existing narrative.
When/If feasible, this post may be updated to include a link to the full recommendations and cases provided for those who may benefit from further consideration. Below you'll find a summary of recommendations.
KEY OMITTED RECOMMENDATIONS:
- Couple the siting process with community benefit agreements for more socially and economically equitable outcomes
- Include training for the public in advance of public hearings and decisions pertinent to the siting process *with intent to increase local development literacy AND workforce development*
- Establish proactive community environmental and public health and development literacy in tandem with the hearing and engagement processes
A recurring set of root barriers to effective and equitable stakeholder engagement is that the public:
1) suffers from inadequate literacy in the development and public health/environmental science fields
2) suffers from lack of transparency and understanding throughout the process by nature of having to learn in a reactionary stance
3) while also tending to be unprepared for taking advantage of the benefits that come with major community development projects
4) is hindered by institutional and procedural barriers that often actively diminishes their capacity to directly engage the development planning and stakeholder engagement process
5) rarely hears from the entities actively involved in the process until non-profit and other community advocates--often understaffed/underresourced and volunteer-run plus limited in their scope for genuine public engagement--disseminate key information about public hearing notices etc.
It's also essential to explicitly name the need for dedicating proactive screening entities (agencies, third party organizations) committed to consistently serve in the public interest, especially community's interest to help with navigating the stakeholders, regulatory process, and bureaucratic environments.
This is particularly essential to ensure community voices remain heeded in places where decorum and tone often dismisses information delivered under duress with urgency and nuances needed for effective multicultural accommodation.
The primary burden to bear in mind for the public comes from the effort, attention, resources, and expertise needed for residents to organize and engage the site-planning/development process as an informed public.
In communities that suffer from historical environmental racism, they are at particular disadvantage.
Concurrently, the disproportionate lack of representation from marginalized Urban and Global Majority residents in the Development, Urban/Land Planning, Architecture, and Construction industry plus elected office is also reflected by those who are typically most impacted by Environmental Injustices such as poorly-sited schools and policies that prevent it from happening.
###
This was a term paper wirtten with some pointed assertions for Dr. Joseph Gaughan's upper level Ethnographic Film Course in the autumn of 2011 if I recall correctly. There are some bold assertions that I'd usually back up further with time for more intentional scholarly processing and it was done before relaying decolonial epistemologies and narratives was something I was beginning to delve into.
In essence, I highlighted that a false duality between objectivism and subjectivity exists, pointing to a Stern Review climate change report counter critique by ecofeminist economist Dr. Julie Nelson about objectivism and value judgments among economists and what she cites developmental economist Amartya Sen's concept of "Positionality", illustrate with parallels of the philosophies in land planning, and indicate that film techniques can exist on a similar spectrum or in a way that's actively engaged and integral to or perhaps even used by the community of interest.
I also challenged the exoticism associated with notions of "trance" by pointing out various states in crowd behavior and feats of intuitive athleticism and musicianship that are often described as being "in flow".
This is a summary from an upper level class assignment which I uploaded during the early days of Academia.edu to demonstrate what my writing can look like on the more terse and concise end of scholarly skills for summarizing technical papers in the according tone.
That said, a cursory review of my writing suggests I may not have articulated much about the mathematical modeling compared to what's found within the actual article.
So please do look to the original author(s') work as well, I believe it helps to have the equivalent of a book review for academic papers available to public audiences akin to what we see with book reviews on goodreads. And it should be doable without having to claim or piggyback on their credits even though the academia website forms are a but too rigid for that use case.
All said, it was an important reference work for one of my classes (probably the upper level/graduate level Watershed Analysis course with Dr. Gelderloos at UM-Dearborn).
This was a term paper for a class called "Cemeteries of Southeastern Michigan" taught by Dr. Ronald Stockton with a handful of additional professors. It was an interesting class, not at all the best or even a good example of my scholarship or writing but the first time I really pushed myself to consider how some scholars develop what I'd call in-field historical literacy by being able to look at the formation of a graveyard, the grave stones, and other environmental+man-made characteristics to deduce more about the period and cultural values of the individuals and community. On a side-note, I was really struggling with personal challenges around this time so it also speaks to a particular period in my life and very disinterested/aversive to uploading my work online other than some basic reports and other items because I didn't really understand how the academic publishing industry works so it's also a marker for that too..
Presented briefly to contributors of the 2013 ESDI Stem Symposium. Public access available for many sources cited. I suspect I'm missing a citation for a paper on design science principles from the MIT press which initially introduced me to the 1967 iteration of wicked problems by Rittel, but could not find it.
You (yes, you!) have my permission to use/share it, but please know it's a rough document, let me know if you use it, and provide proper attribution. Given its hacked-together inception, I'm unsatisfied with its design. Thus, despite my inclination for freely sharing information, I've put up a copyright because the "infographic"(?) needs some cleanup in its design and possibly has a loose-end in citations. I hope to make a finished version later for the creative commons use.
That said, if you substitute "wicked problems and complex systems" with "life", the theoretical content makes a profound guide for approaching any issue in our day-to-day lives.
1) false dichotomy for understanding reality and consciousness
2) separation from context rejects valid experiential “subjective” insight
3) Objectivism beguiles people to assume “objective” tools will always yield objective results
4) Objectivism is disposed to using “others” for research consumptively and in some cases, exploitatively
Emerging alternative realizations for consciousness, epistemology, and ethnography suggest participatory approaches as more credible and ethical for conducting research, recording, and “consuming” information."
Introduction:
Per the guidance of the ESD Institute, one of our chief intentions was to introduce a socially equitable, free-thinking collaborative learning processes to students. We also intended to harness their insights to provide an opportunity to translate these ideas and suggestions into meaningful action.
Workgroup #4 was facilitated by four individuals who served in multiple interchanging roles: Shani Allison, Emile Lauzzana, John Sier , and Ian Tran. Approximately 32 middle school students participated in our workgroup. One to three adult chaperons, and occasionally an ESD/ESDI staff member or camera person would join us in the room to observe.
Students introduced themselves, the institutions which they represented, and shared what they appreciated about the places from which they came at the start of the session. These students hailed from STAR Academy of Dearborn, Academy of the Sacred Heart the Universal Public School Academy of Dearborn, the Detroit Edison Public School Academy, and the Detroit Public School District.
Brainstorming:
Workgroup #4 was to elicit “the how” out of the plenary session’s “what”: students in workgroup #4 gave ways to achieve the visionary student-driven themes highlighted in the preceding plenary session. From the plenary session, the following topics seeded the framework for our workgroup's discussions:
Entertainment/Attractions
Good Education
Jobs/Good Economy
Eco-Friendly/Low Pollution, Clean and Neat City
Infrastructure, buildings, and Architecture
Safety, good emergency and health care services
Threads of these remained throughout the workgroup sessions and were eventually focused and prioritized into four particular areas of insight. Interestingly, students ultimately rejected the latter category, healthcare etc., as a “top three” priority, though themes of it were found throughout discussion in the other topics:
Education
Economy/Jobs
Entertainment and Community Assets
Health care, safety, and environmental justice
Verbal student involvement was outstanding from the start, there were often more hands in the air or ideas coming forth than the facilitators could capture at once. The facilitators suggested that the students write all of their ideas down to help stem the flow of input; many of these comments and ideas were later collected and are included in Appendix A. For the few students who were particularly quiet, several facilitators made sure to invite them to participate or joined them in observing.
Partway through the morning session the group began to lull, and students were also asked to reseat themselves so as to be in the company of new acquaintances. This change in social dynamics helped to spur a resurgence of student input. Every idea contributed during our preliminary brainstorm sessions elicited insightful stories, and the workgroup quickly cohered via resonating educational experiences common to all of the students in the room.
As student suggestions accumulated, desires for particular outcomes in education transformed into subtle stepping stones for interdisciplinary implementation in the first half of the group session.
Following the established process of conducting ESD Institute symposiums – we are inviting a broad cross section of experts and stakeholders to present & participate in the symposium. The symposium will address the following mega question and subgroup questions to arrive at recommendations for DEPSA.
Mission
DEPSA - Detroit Edison Public School Academy exists to prepare students entrusted to our care for a future as global citizens and successful lifelong learners. Utilizing a proven research-based curriculum, academic development is achieved in a dignified and supportive environment that incorporates family, staff and community partnerships, in pursuit of educational excellence.
Planning construction of a lean green high school, with the goal of a “net zero carbon offset.”
Development in stages with eighth grade enrollment for fall 2010.
ESD – The Engineering Society of Detroit promotes and celebrates excellence, innovation, cooperation, professional growth and fellowship in the engineering, scientific and allied Communities.
Support and serve in development of plan to develop exemplary green school that utilizes member knowledge, talent and trades, to achieve showcase environment for STEM activities and hands on learning.
Develop a footprint of service and participation in the Detroit community.
Talks by Ian Tran
Does using rock salt as a common road de-icer make the invasive non-native common reed (Phragmites Australis) stronger? Ian Tran and Donald Skidmore's summary talk reviewed research for Dr. David Susko's upper level plant ecology class at the University of Michigan-Dearborn by Higley, Marsh, & Moore's 2010 field research published in Deep Blue.
.......
Academia.edu has a really rigid system and it keeps confusing me with the original authors even when I verify that it's not my paper. Hopefully this disambiguation can help.
Drafts by Ian Tran
. . .
A cross-disciplinary literary and theoretical critique that finds its center of gravity between Ethnographic Film/Anthropology and Land Planning.
This paper was written in 2011, an era before police body cameras, drone footage, and AI-informed deep fakes became widespread and popular but it remains relevant.
I welcome the opportunity to refine and submit this for publication though have little to no idea where I'd submit this paper to.
I later developed more rigorous approaches to citation and research for my senior capstone research which built on similar concepts to explore why sustainability remains so difficult for higher education institutions to implement.
Papers by Ian Tran
CONTRIBUTOR'S NOTES:
I contributed with regard to stakeholder engagement and workforce development considerations as they relate to School Siting guidelines.
Unfortunately the full scope of recommendations I submitted were not included due to concerns of space and scope of the existing narrative.
When/If feasible, this post may be updated to include a link to the full recommendations and cases provided for those who may benefit from further consideration. Below you'll find a summary of recommendations.
KEY OMITTED RECOMMENDATIONS:
- Couple the siting process with community benefit agreements for more socially and economically equitable outcomes
- Include training for the public in advance of public hearings and decisions pertinent to the siting process *with intent to increase local development literacy AND workforce development*
- Establish proactive community environmental and public health and development literacy in tandem with the hearing and engagement processes
A recurring set of root barriers to effective and equitable stakeholder engagement is that the public:
1) suffers from inadequate literacy in the development and public health/environmental science fields
2) suffers from lack of transparency and understanding throughout the process by nature of having to learn in a reactionary stance
3) while also tending to be unprepared for taking advantage of the benefits that come with major community development projects
4) is hindered by institutional and procedural barriers that often actively diminishes their capacity to directly engage the development planning and stakeholder engagement process
5) rarely hears from the entities actively involved in the process until non-profit and other community advocates--often understaffed/underresourced and volunteer-run plus limited in their scope for genuine public engagement--disseminate key information about public hearing notices etc.
It's also essential to explicitly name the need for dedicating proactive screening entities (agencies, third party organizations) committed to consistently serve in the public interest, especially community's interest to help with navigating the stakeholders, regulatory process, and bureaucratic environments.
This is particularly essential to ensure community voices remain heeded in places where decorum and tone often dismisses information delivered under duress with urgency and nuances needed for effective multicultural accommodation.
The primary burden to bear in mind for the public comes from the effort, attention, resources, and expertise needed for residents to organize and engage the site-planning/development process as an informed public.
In communities that suffer from historical environmental racism, they are at particular disadvantage.
Concurrently, the disproportionate lack of representation from marginalized Urban and Global Majority residents in the Development, Urban/Land Planning, Architecture, and Construction industry plus elected office is also reflected by those who are typically most impacted by Environmental Injustices such as poorly-sited schools and policies that prevent it from happening.
###
This was a term paper wirtten with some pointed assertions for Dr. Joseph Gaughan's upper level Ethnographic Film Course in the autumn of 2011 if I recall correctly. There are some bold assertions that I'd usually back up further with time for more intentional scholarly processing and it was done before relaying decolonial epistemologies and narratives was something I was beginning to delve into.
In essence, I highlighted that a false duality between objectivism and subjectivity exists, pointing to a Stern Review climate change report counter critique by ecofeminist economist Dr. Julie Nelson about objectivism and value judgments among economists and what she cites developmental economist Amartya Sen's concept of "Positionality", illustrate with parallels of the philosophies in land planning, and indicate that film techniques can exist on a similar spectrum or in a way that's actively engaged and integral to or perhaps even used by the community of interest.
I also challenged the exoticism associated with notions of "trance" by pointing out various states in crowd behavior and feats of intuitive athleticism and musicianship that are often described as being "in flow".
This is a summary from an upper level class assignment which I uploaded during the early days of Academia.edu to demonstrate what my writing can look like on the more terse and concise end of scholarly skills for summarizing technical papers in the according tone.
That said, a cursory review of my writing suggests I may not have articulated much about the mathematical modeling compared to what's found within the actual article.
So please do look to the original author(s') work as well, I believe it helps to have the equivalent of a book review for academic papers available to public audiences akin to what we see with book reviews on goodreads. And it should be doable without having to claim or piggyback on their credits even though the academia website forms are a but too rigid for that use case.
All said, it was an important reference work for one of my classes (probably the upper level/graduate level Watershed Analysis course with Dr. Gelderloos at UM-Dearborn).
This was a term paper for a class called "Cemeteries of Southeastern Michigan" taught by Dr. Ronald Stockton with a handful of additional professors. It was an interesting class, not at all the best or even a good example of my scholarship or writing but the first time I really pushed myself to consider how some scholars develop what I'd call in-field historical literacy by being able to look at the formation of a graveyard, the grave stones, and other environmental+man-made characteristics to deduce more about the period and cultural values of the individuals and community. On a side-note, I was really struggling with personal challenges around this time so it also speaks to a particular period in my life and very disinterested/aversive to uploading my work online other than some basic reports and other items because I didn't really understand how the academic publishing industry works so it's also a marker for that too..
Presented briefly to contributors of the 2013 ESDI Stem Symposium. Public access available for many sources cited. I suspect I'm missing a citation for a paper on design science principles from the MIT press which initially introduced me to the 1967 iteration of wicked problems by Rittel, but could not find it.
You (yes, you!) have my permission to use/share it, but please know it's a rough document, let me know if you use it, and provide proper attribution. Given its hacked-together inception, I'm unsatisfied with its design. Thus, despite my inclination for freely sharing information, I've put up a copyright because the "infographic"(?) needs some cleanup in its design and possibly has a loose-end in citations. I hope to make a finished version later for the creative commons use.
That said, if you substitute "wicked problems and complex systems" with "life", the theoretical content makes a profound guide for approaching any issue in our day-to-day lives.
1) false dichotomy for understanding reality and consciousness
2) separation from context rejects valid experiential “subjective” insight
3) Objectivism beguiles people to assume “objective” tools will always yield objective results
4) Objectivism is disposed to using “others” for research consumptively and in some cases, exploitatively
Emerging alternative realizations for consciousness, epistemology, and ethnography suggest participatory approaches as more credible and ethical for conducting research, recording, and “consuming” information."
Introduction:
Per the guidance of the ESD Institute, one of our chief intentions was to introduce a socially equitable, free-thinking collaborative learning processes to students. We also intended to harness their insights to provide an opportunity to translate these ideas and suggestions into meaningful action.
Workgroup #4 was facilitated by four individuals who served in multiple interchanging roles: Shani Allison, Emile Lauzzana, John Sier , and Ian Tran. Approximately 32 middle school students participated in our workgroup. One to three adult chaperons, and occasionally an ESD/ESDI staff member or camera person would join us in the room to observe.
Students introduced themselves, the institutions which they represented, and shared what they appreciated about the places from which they came at the start of the session. These students hailed from STAR Academy of Dearborn, Academy of the Sacred Heart the Universal Public School Academy of Dearborn, the Detroit Edison Public School Academy, and the Detroit Public School District.
Brainstorming:
Workgroup #4 was to elicit “the how” out of the plenary session’s “what”: students in workgroup #4 gave ways to achieve the visionary student-driven themes highlighted in the preceding plenary session. From the plenary session, the following topics seeded the framework for our workgroup's discussions:
Entertainment/Attractions
Good Education
Jobs/Good Economy
Eco-Friendly/Low Pollution, Clean and Neat City
Infrastructure, buildings, and Architecture
Safety, good emergency and health care services
Threads of these remained throughout the workgroup sessions and were eventually focused and prioritized into four particular areas of insight. Interestingly, students ultimately rejected the latter category, healthcare etc., as a “top three” priority, though themes of it were found throughout discussion in the other topics:
Education
Economy/Jobs
Entertainment and Community Assets
Health care, safety, and environmental justice
Verbal student involvement was outstanding from the start, there were often more hands in the air or ideas coming forth than the facilitators could capture at once. The facilitators suggested that the students write all of their ideas down to help stem the flow of input; many of these comments and ideas were later collected and are included in Appendix A. For the few students who were particularly quiet, several facilitators made sure to invite them to participate or joined them in observing.
Partway through the morning session the group began to lull, and students were also asked to reseat themselves so as to be in the company of new acquaintances. This change in social dynamics helped to spur a resurgence of student input. Every idea contributed during our preliminary brainstorm sessions elicited insightful stories, and the workgroup quickly cohered via resonating educational experiences common to all of the students in the room.
As student suggestions accumulated, desires for particular outcomes in education transformed into subtle stepping stones for interdisciplinary implementation in the first half of the group session.
Following the established process of conducting ESD Institute symposiums – we are inviting a broad cross section of experts and stakeholders to present & participate in the symposium. The symposium will address the following mega question and subgroup questions to arrive at recommendations for DEPSA.
Mission
DEPSA - Detroit Edison Public School Academy exists to prepare students entrusted to our care for a future as global citizens and successful lifelong learners. Utilizing a proven research-based curriculum, academic development is achieved in a dignified and supportive environment that incorporates family, staff and community partnerships, in pursuit of educational excellence.
Planning construction of a lean green high school, with the goal of a “net zero carbon offset.”
Development in stages with eighth grade enrollment for fall 2010.
ESD – The Engineering Society of Detroit promotes and celebrates excellence, innovation, cooperation, professional growth and fellowship in the engineering, scientific and allied Communities.
Support and serve in development of plan to develop exemplary green school that utilizes member knowledge, talent and trades, to achieve showcase environment for STEM activities and hands on learning.
Develop a footprint of service and participation in the Detroit community.
Does using rock salt as a common road de-icer make the invasive non-native common reed (Phragmites Australis) stronger? Ian Tran and Donald Skidmore's summary talk reviewed research for Dr. David Susko's upper level plant ecology class at the University of Michigan-Dearborn by Higley, Marsh, & Moore's 2010 field research published in Deep Blue.
.......
Academia.edu has a really rigid system and it keeps confusing me with the original authors even when I verify that it's not my paper. Hopefully this disambiguation can help.
. . .
A cross-disciplinary literary and theoretical critique that finds its center of gravity between Ethnographic Film/Anthropology and Land Planning.
This paper was written in 2011, an era before police body cameras, drone footage, and AI-informed deep fakes became widespread and popular but it remains relevant.
I welcome the opportunity to refine and submit this for publication though have little to no idea where I'd submit this paper to.
I later developed more rigorous approaches to citation and research for my senior capstone research which built on similar concepts to explore why sustainability remains so difficult for higher education institutions to implement.