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Kitchen Remodel/The old kitchen

The old kitchen
The house was built in 1980, and the old kitchen that was to be replaced was probably original from that year. This kitchen was high-style 1980s, with a lot of features that were typical for that time period in kitchen design, and actually beautifully and professionally designed, much more inventive and better thought through than many kitchens that I have seen from later periods. It was certainly the work of an architect and not just that of some builder or developer.

The kitchen was preserved as a time capsule for the sole reason that the house had been rented out for decades; the owners' philosophy had been to invest only as much money into the property as was necessary to keep it in a rentable state. So from a preservationist's point of view, it may have been a questionable decision to destroy and to update this kitchen, but the 1980s are not my favorite period of design anyway and so we decided to kick off.

But first, I want to give you the full picture. For somebody who is not a designer by profession but is up to design a kitchen anyway, it will be extremely helpful to study every example they can get hold of. Even if you hate your old kitchen, I believe it is very much worthwhile to thoroughly study it, and to identify what is good about it and what you really want to be different.

title: Kitchen Remodel/The old kitchen


text: Category:Fish

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Category:Fish


text:
Neurology and Neurosurgery/Coma

A coma is a deep state of prolonged unconsciousness in which a person cannot be awakened, fails to respond normally to painful stimuli, light, or sound, lacks a normal wake-sleep cycle and does not initiate voluntary actions.The person may experience respiratory and circulatory problems due to the body's inability to maintain normal bodily functions. People in a coma often require extensive medical care to maintain their health and prevent complications such as pneumonia or blood clots.Coma patients exhibit a complete absence of wakefulness and are unable to consciously feel, speak or move.Comas can be derived by natural causes, or can be medically induced.

title: Neurology and Neurosurgery/Coma


text: Data Science: An Introduction/visualisation


text:
User:Nomad Life Wiki

Nomad Life Wiki is a van life wiki which collects information and resources for living life on the road.

title: User:Nomad Life Wiki


text: Category:Anchovy paste recipes

title: Category:Anchovy paste recipes


text:
Talk:Mobility 2050/The Future of the 15-Minute City

Sections contributed by each group member
Andrew Cornfeld: Beginning, Case Study: Portland Oregon, and Conclusion AndrewCornfeld (discuss • contribs) 02:43, 4 December 2023 (UTC)


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...a6/4. Ba4/4...Nf6/5. O-O/5...Be7/6. Re1/6...b5/7. Bb3/7...d6/8. c3/8...O-O/9. h3/9...Na5

Chigorin Defense
This is the old main line. Black chases white's bishop from the effective a2-g8 diagonal. Not only that, black opens up the c-pawn to expand on the queen side. Usually, after 10. Bc2 and 10…c5, if allowed, black will play 11…Nc6 and black ends up with a space advantage on the queen side.


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Emulation/How to get games?

Getting games, also known as ROMs are in a complex state. While some people download ROMs ripped from friends, online, others copy (also known as rip) themselves with a tool.

''Note: If you download ROMs and if you don't have physical copies of the games, please do this in a private window. Otherwise, you may get in a big trouble. Doing this leaves no traces of history and cookies (at least) and others won't see if you accessed on a ROM website. When you are finished, close the window to clear all traces of history and cookies from that session! Also check if the emulator has a option to disable recording traces of history (the recent games you played).''

If you have a phyiscal copy of the game and if you dumped it
That's perfect and legal! You now have the ROM yourself copied from a physical copy!

If you have a physical copy of the game and if you want to download a ROM
Sometimes it's legal, sometimes it's not legal. Decide!

If you don't have a physical copy of the game and if you want to download a ROM
Please see above, or else you may get in a big trouble.

title: Emulation/How to get games?


text:
The University of 2050/Personalizing Curricula

Introduction
Variations in the modern higher education system reflect the diversity of individuals and their beliefs alongside career and industry demands. Universities of 2050 will remain unique, but flexible curricula will enhance higher education across the board. Higher education institutions seek to produce well-rounded students who will succeed in competitive and dynamic environments -- a selfless mission underscored by efforts to improve university reputations. Curriculum changes cannot jeopardize these goals, so social and technological developments will be equally vital in building the new educational landscape. "Personalizing Curricula" encompasses adapting core curricula, transitioning from "majors" to "focus areas", prioritizing skills-based education, tailoring course difficulty and pace via asynchronous study, and adopting tools such as virtual reality and artificial intelligence (AI) alongside traditional content delivery techniques. This chapter will address the role of AI in personalizing curricula, highlighting the strengths and weaknesses of the current system and social barriers to implementing new technology.

Variety Among Curricula
Unlike K-12 schools whose graduation and curriculum requirements often fall under state governments, university deans and faculty shape higher education with external pressure from students, alumni, accreditation boards, and industry professionals. In 2023, the University of Pennsylvania's College of Arts and Sciences is a case study for core-curriculum-based programs. Students in the college must take courses in Society, History & Tradition, Arts & Letters, Humanities & Social Sciences, The Living World, The Physical World, and Natural Science Across Disciplines to supplement specialized major courses. The University believes an excellent education transcends degree requirements. Brown University's Open Curriculum approaches excellence differently. In 1966, Elliot Maxwell and Ira Magaziner formed the Group Independent Study Project (GISP) to reimagine Brown's curriculum with 25 students and faculty members. They suggested the complete elimination of distribution requirements and a Satisfactory/No Credit option for all courses, prioritizing student needs. A Brown University degree in 2023 consists of, at least, 30 courses,1 set of concentration requirements, and demonstrated writing competence. Students may engage with topics of interest across disciplines or specialize in one. Both Brown University and the University of Pennsylvania cultivate future leaders with expertise in one or more subjects and exposure to a variety of others. AI-powered personalized curricula offer unforeseen benefits that might augment existing systems.

Existing Forms of Personalized Curricula
Personalized curricula existed in K-12 and higher education before the AI boom. Khan Academy, founded by Salman Khan in 2008, sets the standard for “personalized”. Students can take any course, in any subject, at any time, and monitor their own progress online. Khan’s goal was to “provide a free, world-class education to anyone, anywhere”. The website offers instructional videos and practice problems for math, science, computing, history, art history, economics, standardized test prep, and more at K-12 and Advanced Placement levels. The programs are supplementary to a school education, but Khan’s format can be extrapolated to an asynchronous university program. The University of Wisconsin Madison demonstrates the feasibility of self-guided learning with its Technical Project Management course for adults. The course beings with a self-assessment in 4 key competencies: strategic thinking, project execution, team management, and project leadership. Each students selects a goal within one of the competencies that they would like to master. The initial assessment serves as an individual learning benchmark, and students work in teams throughout the semester with a dashboard to monitor progress. Students use the dashboards to provide feedback to each other, and faculty supplement that feedback while providing the means to apply skills and solve problems. UW-Madison’s Online Professional Master’s in Geographic Information Systems (GIS) and Web Map Programming extends the concept to an entire degree program. Students receive skill medals for courses they choose to complete, and medals “stack” to demonstrate expertise within a particular technology or subject to employers. AI will supplement these programs, improving the quality of feedback and streamlining dashboards to guarantee sufficient progress.

The Introduction of AI
Large language models (LLMs) are AI programs trained to recognize and generate text, and LLM products can drastically improve the efficiency of teaching and learning new material. ChatGPT, released in November 2022, sparked a boom in Chatbots that predated relevant legislation. Universities struggle to address the capacity of Chatbots to complete coursework, and the university of the future must decide not whether, but how to embrace LLMs in evaluating student performance. How can students be taught to use LLMs as a tool, without undermining their ability to grasp the basics of a new skill or concept? At the University of Virginia, students in Professor Peter Norton's Engineering Ethics and Professional Responsibility course are encouraged to utilize AI to enhance group discussions. In teams of 3 or 4, students teach and learn previously assigned books without doing the reading. Norton encourages his class to use AI or other resources to summarize the key teachings of novels, so students are exposed to the ideas of at least 3 authors a semester with added analysis by their peers. By encouraging students to "cut corners" in a beneficial way, Norton prevents AI from disrupting his goals as an educator. Following in Norton's footsteps, those who build curricula today will interact with LLMs and write AI policies, eventually harnessing AI to personalize the higher education experience. Many workplaces already embrace AI tools, and industry drives change in universities. The final years of college support a transition from student norms to professional norms, so professors should encourage their classes to lean into industry standards of conduct and technology. By 2050, Chatbots will guide students through course selection, aid students in understanding their individual learning styles, provide personalized feedback on assignments, and allow teachers to devote class time to collaborative work that is uniquely human-centric.

How Artificial Intelligence (AI) Will Shape the Future
Artificial Intelligence is poised to revolutionize the basis of education, shaping a future where personalized and adaptive learning experiences are the norm. Offering solutions that promise a new era of innovation and efficiency, AI is reshaping the delivery, experience, and assessment of education in universities. Its potential lies in tailoring educational content and pace to individual needs and preferences through algorithms, enabling a more customized learning approach. Personalized learning paths will ensure that each student receives an education uniquely tailored to their specific needs. AI will also serve as a tool to identify areas where additional support is needed. AI algorithms can analyze vast amounts of data, providing insights into an individual's performance to shape learning paths that foster a deeper understanding of class material. By continuously collecting and processing student performance data, educators gain valuable knowledge to determine the pace, difficulty, and content according to each student's needs. This approach ensures a more effective and engaging learning environment that appropriately challenges students to prevent boredom and frustration.

The accessibility and inclusion of students with disabilities or diverse learning needs are imperative in education. Professors consistently emphasize their commitment to creating a fair learning environment. At the University of Virginia, the Student Disability Access Center (SDAC) assists students with learning disabilities in overcoming barriers in the classroom. The integration of AI-powered assistive technologies will revolutionize accessibility and inclusion and improve centers like SDAC. AI can offer tailored solutions to address individual challenges to remove learning barriers. For example, speech-to-text and text-to-speech software can enable students with hearing impairments or dyslexia to engage more effectively with educational content. This not only enhances content comprehension but also facilitates communication and participation in classroom discussions.

AI's impact extends beyond student experience's to enhance educators' roles as well. By automating administrative tasks like grading and attendance tracking, AI gives educators more time to encourage creativity, foster critical thinking, and focus on guiding students to the utmost potential. Additionally educators are provided with simulations driven by AI, creating interactive learning environments through real-world scenarios. Educators can use these simulations to create a deeper understanding of concepts by applying classroom-taught principles to real-life situations, fostering the development of problem-solving skills. The integration of AI in real-world simulations involves adjusting scenarios according to a student's responses, ensuring that each individual encounters personalized challenges tailored to their unique skills.

As artificial intelligence continues to advance, it has the potential to foster educational equality, providing high-quality learning experiences to global and diverse student populations. This progress maximizes the benefits of technology, shaping the future of education as a harmonious blend of human expertise, AI, and focus-area learning.

Ethical Considerations
The responsible use of AI in education is crucial for maintaining trust and safeguarding student information, considering the genuine risks individuals may unknowingly face. The data used to train algorithms poses a potential risk due to outdated information, leading to algorithmic bias and discrimination that could reinforce existing educational inequalities. Achieving a system without algorithmic bias requires collaboration of the entire university community, including educators, students, and administration. Ethical considerations also extend to matters of academic integrity. The public availability to AI resources, such as ChatGPT, has led to instances where students utilized these tools to complete assignments or essays, raising concerns among professors. Introducing an approach that encourages responsible use of AI while upholding principles of authenticity is crucial to the preservation of academic integrity. While factual knowledge remains crucial, AI must evolve to implement human-centric aspects, such as passion creativity and interpersonal skills, Education is not merely about the accumulation of knowledge but also about nurturing the inherent capabilities and qualities that make us uniquely human. This approach will integrate AI as an enabler rather than a substitute for human interaction and creativity. As universities embrace the opportunities presented by AI, it becomes imperative to address the ethical challenges. This ensures that the benefits of AI are utilized responsibly, shaping a future in which education is characterized not only by intelligence but also by inclusivity and ethical principles.

Long-Term Impact
The integration of AI into university curricula has the potential to revolutionize teaching and learning, paving the way for a more student-centered approach to education. By customizing education to individual needs and learning styles, AI boosts academic performance and retention rates while deepening subject understanding through personalized reinforcement. This approach also will cultivate critical thinking skills, empowering students to take ownership of their education. Students will be prepared to be lifelong learners, equipped to thrive in a rapidly changing world. This will lead to a generation of resilient and adaptable individuals poised to make meaningful contributions to society. Over time, as AI algorithms continue to analyze vast amounts of data and refine their recommendations, personalized learning paths can adapt to the evolving needs and preferences of the students, ensuring that education remains relevant and effective.

Enduring Principles in Higher Education
Although the University of 2050 promises heightened student success, some aspects of the present learning experience will persist. Humanities are indispensable for a well rounded education, so any personalized curricula will include soft sciences. The humanities shape daily life by exposing students to critical thinking techniques and communication skills, history, culture, language and art. People need humanities to socialize and live a fulfilling life, as they equip students with an ethics toolkit to make decisions they can be proud of. As philosopher George Santayana said, "Those who cannot remember the past are condemned to repeat it".

Key classroom activities that have existed for decades will also prevail in the University of 2050. Group interaction, be it through group work, projects, presentations, etc. will still consume much of the primarily skill-based 2050 education. Simple tasks such as listening to other perspectives and cooperating for a shared goal help students become active participants in their learning and develop as problem-solvers, negotiators, leaders, critical thinkers, and time managers. Team activities also teach students to use their individual strengths and expertise to refine their ideas in a way that can be easily communicated with peers.

Methods of evaluation will exist in the age of AI, even within a personalized system. Some believe that exams and graded assignments will cease to exist in 2050 due to the automated nature of feedback and the wide variety of course combinations to fill an individual's curriculum. However, it will still be pertinent to demonstrate expertise in material and progress along one's path through milestones. AI will be able to provide personalized evaluations with regards to a student's learning styles, strengths, and weaknesses, challenging students to apply concepts and knowledge to the real world. One might think, if AI is automating feedback, won't other class elements such as lectures become automated, making a professor-led classroom obsolete? The short answer is no, as professors play a key role in student success. According to a study by the Azusa Pacific University in 2022, students are more likely to perform well in classes when there is a shared connection with the instructor, since professors foster a sense of mentorship and community. In the University of 2050, professors will be able to dedicate more time to students and their tailored needs while AI handles administrative tasks. That time might manifest as office hours, additional lab and research experiences for undergraduates, or one-on-one meetings about academic pathway concerns and career goals. Building strong professional relationships with faculty in one's university years prepares students to navigate the complex hierarchy of the workplace.


text: Category:Tabbouleh recipes

title: Category:Tabbouleh recipes


text:
Mobility 2050/Battery-Free Electromobility

To tackle the growing climate emergency, American cities must shift away from car travel and car-centric development and instead towards electric mobility. We argue that Battery-free electromobility is particularly important due to its low cost and lack of reliance on rare materials or future technology. This domain includes proven technology like streetcars, light rail, and rapid transit systems like the DC Metro or New York MTA. We discuss potential social and technological changes that should be considered to achieve a vision of increased battery-free electromobility in 2050. Our analysis considers the challenges posed by both rural and urban communities, ultimately focusing on urban improvements that are more feasible and would affect the most people.

Rural
In the 1920’s, there existed the interurban railways that provided electric rail travel between different rural areas as well as into urban areas. These railways disappeared by the 1950’s due to the preference given to automobiles. As modern infrastructure has reshaped these areas, specifically through the reliance on roadways for increased vehicular travel, rural areas do not currently support the infrastructure necessary to allow for battery free electromobility through things like electric trains or trolleys around towns. With a sparse population over a vast area, train and trolley routes that could currently be designed would be inconvenient, and dissuade people from taking those forms of transportation over their car alternative. For example, Campbell County, Virginia has a population of 55,000, spread over 507 square miles. Train and trolley routes could be created, but many would avoid trains and trolleys in exchange for their cars because of the vastness of the county not allowing for many convenient hubs to route to. With options of battery electric cars being available in 2050, we believe that the shift in urban areas toward battery free electromobility will lead to further improvements in the future in these rural areas shifting from gas to electric cars.

Urban
Urban areas today present the best template for pursuing a battery free electric mobility future. When it comes to urban areas, while they have been taken over by the car, they were initially designed to be walkable and bike-able. This creates a favorable environment for creation of railway systems like Metro in Washington DC. The close proximity of key locations in the city has led to the massive success of this system, and many similar systems in other cities. There are still issues today with this system, specifically concerns with efficiency, availability, ease of use, cost, safety, and cleanliness which we find to be major factors in someone choosing current electric railways versus alternatives such as cars. Complaints listed from Los Angeles including harassment in the station, non-direct links to destinations and weak scheduling that makes the trip by train much longer than that by car were voiced as reasons people chose cars versus their electric train or bus alternative. In order to persuade people back to these modes of transportation, there needs to be both technological and social advancements made by 2050 in order to get people back onto trains, and make it a more pleasurable experience.

Technical
The technological side of our 2050 vision stems from improving and analyzing existing concepts rather than introducing an unproven idea that won’t necessarily be successful. The existing battery free mobility systems in the US have been proven to work well and the technology behind them has more or less stayed the same over the years; therefore the goal for 2050 is improving the factors around the transportation systems rather than change the vehicles themselves.

Metro System
A point of infrastructural improvement for metro systems is the location of their stations, specifically when it comes to how stations in the city versus suburbs interact. A large pain point for metro systems has been the infeasibility of using it for those that don’t live close to the city in which it’s located. Most people that have to get in their car to get to the closest metro station are going to end up driving the whole distance rather than swap transportation methods. The DC Metro is aware of this as they recently finished a silver line extension project with the sole purpose of going out further and connecting more neighborhoods. This extension proved successful as they recently also approved plans to extend the blue line. Extensions like these to suburban areas will be important for the future. While improvements on the perceived safety and destinations of a metro system are obviously welcome, these changes only benefit those who are already using the system. The real longevity relies on actually connecting out further to where people actually live, with the goal being for individuals to use the metro not only for its destinations but for its convenient starting points.

Trolly Streetcar
Another area of improvement is the restoration of trolley streetcar systems, otherwise known as urban light rails. Many of these systems did exist in America but were shut down in the 1940’s and 1950’s in favor of a more car centered society and lifestyle after World War II. However, there have been recent efforts to restore these lines in states such as California,  Texas, and Virginia. These rail lines are being reopened in order to mainly serve commuters living in cities but also prove useful from a tourism angle with many of the routes being considered historically valuable, such as the trams in San Francisco. This trend of restoring previously closed light rail systems could be an incredibly efficient way of providing mobility in areas where building a new rail system may not be feasible both geographically and financially. Support exists for these light rail systems in the form of interest groups, such as the Chaddick Institute for Metropolitan Development, and normal outspoken citizens alike.

Interurban Railway
Starting in the 1880’s America began to develop rails for interurban railways which provided transportation from rural areas to both cities and other rural areas as roads were not paved at the time and transportation was mainly horse and carriage. By 1915 there were 15,500 miles of interurban railways connecting towns and countrysides all across America. America was soon taken over by cars in the 1950’s and there has not been any interest in the mode of transport since. We believe that interurban railways are an answer to making our rural areas mostly battery free in their mobility by the year 2050. This form of transportation worked over 100 years ago and technological improvements could make this even more successful in the future. Currently rural areas rely on cars to reach more urban areas due to the lack of public transportation infrastructure in the areas. The reintroduction of interurban railways in 2050 would provide a feasible and bright future to expanding battery free mobility beyond urban areas. The infrastructure plans have largely been planned back at its inception and could be adapted for modern changes in populations that would better serve its passengers. Rail hubs could be created to suit each town's needs and connect into a larger network of interurban railways that could fully unite both the small towns and urban centers, allowing people from the rural areas to reach the urban areas and take advantage of all the different battery free electromobility options that are available. A network of lines is not strictly necessary for future success, as the lines were successful during their inception running as independent entities, but the connection of railways may be more desirable in persuading people to choose them over other modes of transit. There are current forms of interurban railway systems in France and Germany called tram-trains that function as both transport inside the urban areas they connect as the standard light-rail and reaching out to other towns to provide the interurban railway system. These designs were based directly off of the initial designs in the United States and show how these systems can function both today and in the future.

We recognize that in our rural areas that the interurban railway would connect to would still need a mode of transport to get from their homes into town centers to reach the rail as running the rail to homes across the countryside is infeasible and inefficient. This is why we acknowledged in our initial assessment of rural areas the likely reliance on cars with a likely shift from gas to electric power. We do not believe that the interurban railway would behave in a similar way to the way the Metro system transports people almost directly to the location they want to be but rather we find it to be town to town travel option because of the infeasibility of train and trolly routes inside the towns and to their homes. The vast diversity and expanse of rural America requires different solutions that will need to be adapted to each unique area. While technological advancements or extreme policy changes could take place between now and 2050 to make the entire trip battery free, it is unfair to make such claims now.

Transit Oriented Development
In the large scale, battery-free electromobility can be encouraged by localities by designing development plans around planned or current transit options. The Washington DC metro area population has grown rapidly since the 1960’s, requiring the surrounding localities to plan for this expansion. The Rosslyn-Ballston corridor in Arlington, VA demonstrates how a transit oriented development plan can be implemented to benefit a growing suburb. The development plan was focused on the quarter mile walkable “bullseye” around each of the five Metro stations. This centering of public transit allows residents to easily walk to or take local transit to their near nearest Metro station for any trip into the city, entirely avoiding car travel. We expect this approach to become increasingly important for development through 2050, due to increased urbanization and focus on climate impact. Transit-oriented development is also a more efficient use of urban space than a car-oriented approach, opening the way for more productive land uses with less need for parking.

Integrated Multi-Modal Transit Systems
Localities can also encourage transit use by considering the entire circumstances of a person’s trip. This includes considering how people will get to and from transit stations and how they will pay for them. The Netherlands provides an example of accounting for both considerations the design of their transit system. Dutch bike infrastructure supports both personal bike ownership and bikeshare programs. These bikeshare programs are often dockless, aligning with how people travel “from door-to-door, not from station-to-station”. They are also well integrated with rail transit, with bike parking garages available for arriving and departing riders. Paying for a rail ticket also gives bike access at your destination. A single payment card for all forms of public transit in the system. The reflects the guiding principle of removing friction from all aspects of using public transit. US cities should take note of this approach for the future.

Disincentivizing Driving
To make the transit changes required to tackle climate change, we must go beyond advocating for public transit. Driving is the status quo, entrenched in our infrastructure and culture, meaning it must be actively disincentivized where possible. This could be done by pedestrianizing roads and removing parking, which has been recently shown to be effective in Paris. Another approach is to implement congestion pricing, charging a toll to enter a city center in a car. The first system of this kind in the US is slowly being implemented in Manhattan. Congestion pricing is appealing because it puts a concrete price on driving compared to self-calculating gas mileage. This concrete price is directly comparable to other transportation options. For localities, the system provides many “levers” to adjust including the price, the enclosed area, the active times of day or days of the week, and any toll exemptions. Congestion pricing also generates revenue, which could be directed to fund transit initiatives like zero-fare transit. Congestion pricing is a powerful tool that we expect to be adopted by other major cities looking to reorient towards public transit.

Fares and Policing
Larger systems like the New York MTA seem less likely to eliminate fares, but they must change their approach to collecting them. The MTA has seen massive fare evasion, which has been responded to with a large increase in policing. This approach has not been effective, with the cost of personnel exceeding any benefit from increased fare compliance. Columbia economist Harold Stolper has also noted that “Economic need is one of the main drivers of fare evasion, so policing fare evasion is policing poverty”.

Increasing police presence also does appear to improve MTA safety. However, there are more passive approaches to fare enforcement. This includes a new kind of turnstile that is harder to circumvent, improving video surveillance, and an increased focus on non-police transit staff. Transit systems could move away from enforcing fares through the criminal justice system, which tends to be expensive to the locality and overly punitive to the fare evader. Fare evasion should be responded to with warnings first, then if fines are issued, they should be able to be used as credit to the transit system. Future facing localities should move away from a criminalized approach to fare enforcement to improve equity and community investment.

Zero-Fare System
Fares have long been standard to public transit systems, though this is starting to change. Some localities have started offering some transit systems (most often buses) with no fares. Moving to a zero-fare system dramatically increases ridership and improves efficiency by removing the payment step. Since users of public transit (especially buses) tend to be poorer, zero-fare systems also work to improve equity. Such policies have had success in Europe and have been adopted in the United States post-Covid. This shift reflects a change in philosophy, from transit as a commodity to transit as a community right.

Zero-Fare Controversy
It is important to note that a zero-fare system is a tool, not a solution. Therefore it has its own set of advantages and disadvantages. US cities, such as Portland, have reported decreases in perceived safety and an increase in crime after implementing zero-fare transit. This crime reached a breaking point, forcing Portland to reinstate their fares. There have also been problems with the influx of ridership becoming burdensome and uncontrollable for transit workers.

US cities and towns are varied and we fully admit zero-fare transit will benefit certain areas more than others. However, Luxembourg recently implemented zero-fare transit nationwide, showing that it is a concept possible to execute at a large scale. With this in mind we consider zero-fare systems one of many feasible approaches to improving both battery-free electromobility and public transit as a whole.


text:
Engineering Education in 2050/Engineering as Applied Creativity

Applied Creativity: The Centerpiece of Engineering Education in 2050
Engineering education in 2050 is positioned for a dramatic shift. Once characterized by applied science, engineering education will be characterized by applied creativity. The significance of applied creativity is not novel, it has always been important for innovation and problem-solving: "In order to successfully solve problems, engineers must be creative. An innovative mindset is essential for them to design new products and services or improve upon those that have already been created. Engineers need to constantly innovate in order to continue to drive economic and societal successes." In 2050, technological advancement will have made applied creativity more accessible to students through the rise of project-based classes, university-sponsored-engineering project teams, interdisciplinary projects, and engineering ethics. Engineering students, departments, companies, technology users, and innovation itself all stand to benefit from this change.

Project-Based Learning: Fostering Practical Ingenuity
The most effective method for practicing applied creativity is project based learning. In 2050, K-12 and higher education will shift their focus to hands-on, project based curricula that encourages students to engage with the material using real-world challenges.

Project-based learning is incorporated in higher education curriculum rather than in K-12 education. In the future, K-12 will adopt national standards that allow students to engage with project-based learning. Before this new system, most students did not get experience outside of traditional lectures, textbooks, and exams until latter years if they decided to complete higher education. In 2050, students will receive exploratory options to branch out and gain experience in their fields of choice. Exposure to these fields will take the form of elective classes that focus on real-world projects designed by experts in that field. Students will feel a large sense of ownership over their education. During K-12, students will begin applying for internships, which becomes viable earlier in their education. Early adopters can be seen across the country using specialized education schools, colloquially referred to as “magnet schools” or "Governor's schools." Students take both general-education and specialized pathway-oriented classes. The vision for 2050 is based around all K-12 schools having the same opportunities that are offered at these "magnet" schools.

In the year 2050, higher education will shift to preparing students for their professional career. Currently, it is common that “core” knowledge and experience comes from an educational institution and real-world experience comes from external internships and jobs; however, by 2050, internships will be supplemental, as students will get sufficient experience in school. Early in higher education, engineering students will work closely with industry professionals to gain experience and familiarity with the field of their choice. Later, they will focus on projects and challenges that give them more autonomy by providing them with access to a small group of mentors. Students will work closely with peers both inside and outside of their fields. It will be a commonality for companies to consult engineering students when they need solutions. These students will work closely with their client to accomplish tasks, furthering enhancing their skills in applied creativity. The goal of higher education in 2050 will not only be providing the education necessary to become a successful professional, but also to make them professionals and experts by the time of their graduation.

Interdisciplinary Projects: Promoting Realistic Collaboration
Leading up to 2050, project learning will increasingly dominate higher education curriculum with the goal of producing competent engineers equipped with problem solving skills. Each engineering project will either apply to a current problem or one previously solved, so students can confidently face challenges in the workforce. Engineers do not exist in a vacuum, they must work with other professionals of different expertise to develop complex solutions. Whether students rely on experts from a different practice of engineering or cooperate with someone without an engineering background, they need interdisciplinary collaboration. Recognizing this need, colleges will introduce an engineering requirement to complete a project with a student(s) of different a major(s) to emulate working on a diverse team in the real world.

For example, structural engineers must ensure the safety of a building while adhering to the plans of an architect. A project pairing of this type would teach engineers the importance of creative expression in construction and the architect becomes more aware of their limitations considering structural integrity. Consequently, the team would be taught the skill of collaboration. With car efficiency standards becoming more strict to reduce greenhouse gas emissions, engineers must be more creative while prioritizing efficiency. Mechanical engineering students might pair with an environmental science student to create both working and environmentally friendly machinery. Rising concerns about data privacy along with fears about the power of AI, bring ethics and human responsibility to the forefront for software developers. Computer science students could pair up with an ethics major to ensure their product is both beneficial to technological advancement and society's well being.

By 2050, interdisciplinary projects will emerge as a foundational practice for engineering students to graduate. Through their collaboration, they will learn to arrive at solutions while adhering to relevant constraints all while flexing their communication skills. Creativity will be a focal point of engineering education so as to implement beneficial solutions for multifaceted problems. The whole of human ingenuity is greater than the sum of their individual parts.

Corporate Involvement in Engineering Education
Companies have been communicating with students earlier in their education. Completing an internship is a new corporate standard, so companies create more intern roles to stay competitive by assessing the talent earlier. Many companies are trending towards having one internship for rising seniors and a different program from rising juniors. To keep up with their peers, college students seek prestigious internships earlier in their education. Eventually, companies will no longer be able to recruit young students, given that most students don't know their desired career path until later in their education journey. The feasible mode of intimate recruitment would be integrating corporate work into college education.

There are currently numerous internship placement programs whether through UVA or other organizations like Forge. These systems that connect companies to students are already in place. Colleges will communicate through these systems to find companies that provide educational projects and are desirable for students to work with. Engineering classes that follow a class project throughout the semester will pair with a company; the company describes their problem and the students work to develop solutions. An example might be a software company describing a new tool they want built for a software development class. Another example might be a mechanical or aerospace engineering firm providing details on a part they want designed in CAD. Both parties benefit; the students get experience working on a real project that fits within the system of a larger problem and the companies can strengthen their recruiting. The company may then reach out to students who did well on the project for an internship offers.

K12 Opportunities for Engineering Education
"Engineering" as a word and as a discipline has generally been reserved for higher education. This may be because it takes a strong foundation of technical competencies to learn how the disciplines come together. However, this explanation lacks sense. Making a homemade replacement for a bike pedal is no harder or more technical than an AP high school Calculus class. Designing, building, and testing a bike pedal (no matter how informally) is indisputably engineering.

If the world needs more engineers, which appears to be the case, cultivating applied creativity in K12 education will be important. While math, physics, and the other sciences form the basis of the sort of logical quantitative thinking engineers need to be successful, good engineers obviously need to be capable of applied creativity. Applied creativity, like all skills, is something institutions are capable of cultivating in children with the right stimulus. The same kind of results-focused project based learning mentioned earlier is one of the best ways to stimulate applied creativity in K12 students, developments in education research will assist in that regard as well.

Integrating Ethical Engineering and Global Perspectives
Fighting existential threats (e.g. climate change) rather than each other, means that artifacts of engineering during an era of strategic technological development will disappear. In their place will be the underlying and separate goals to accompany any technology innovation of humanitarianism and global wellbeing. While this has always been a priority, it will be so more explicitly. To put a finer point on it, all prominent engineers during the Cold War needed to be cognizant of strategic interests like operational security, intellectual property, and intelligence. Those additional constraints or directions, in addition to technical innovation itself, have caused American and Soviet engineers to use applied creativity in every aspect of their work to ensure that both goals can be met and neither priority is corrupted. However, those are artifacts of an era of competition. Yet, applied creativity to manage technical development as well as meta goals is a staple of engineering. The difference is that the time between now and 2050 will be characterized by unified goals of fighting climate change, improving planetary defense, and others. Being able to understand and communicate the ethical and humanitarian implications of technical development will necessitate applied creativity in our next generation of engineers.

Conclusion: Nurturing Visionary Engineers
Applied creativity, fueled by project-based learning, interdisciplinary projects, ethical considerations, and global perspectives, redefines engineering education in 2050. It marks a change where engineers are not just technical wizards but visionary problem solvers, armed with the creativity, adaptability, and global awareness needed to engineer a sustainable future.

This evolution breaks conventional boundaries, crafting a generation of engineers ready to address challenges and innovate solutions that combine disciplines. It’s not just a reimagining of education; it’s a blueprint for engineering a world defined by innovation and ingenious solutions.


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Engineering Education in 2050/Professional Relationship Building

The Importance of Professional Relationship Building
In today's world, building meaningful connections with peers, mentors, and colleagues is vital. Professional relationships can benefit career advancement, job satisfaction, and knowledge.

Building professional relationships can help advance one’s career. Connecting with industry professionals offers important insight for the job application process. A strong network acts as a professional support system that offers career guidance and referrals. Harvard Business Review suggests that “weak ties,” or second-order connections are a great source for finding new jobs or pivoting within a company [Bojinov, et al., 2022]. First or second-order professional relationships can help people land interviews in desirable industries. Although these connections do not guarantee job placement, they certainly offer a competitive advantage.

Fostering strong relationships with work colleagues can increase job satisfaction and performance. Interpersonal connections with managers and colleagues can boost morale, productivity, and overall happiness in the workplace. A study on nurses in Vietnamese hospitals found that the quality of workplace relationships correlates with higher commitment, performance, and fulfillment. Better workplace relationships can reduce job stress and exhaustion levels [Tran, et al., 2018]. This study highlights the importance of employer-employer and employer-employee connections and their impact on the quality and enjoyment of work. Meaningful workplace relationships can also mitigate isolation from peers and intimidation by those in higher positions.

A strong professional network is a pool of knowledge, experience, and learning. In engineering, there is a wide range of professions and industries to enter out of college. It is important early in one's career to listen to and learn from others’ experiences. Engineers with more experience tend to be specialized and have unique skillsets. Successful engineering teams are collaborative and draw on the skills of many individuals. Creating a network of experienced professionals offers a variety of talent to draw upon.

2023 Engineering Education/Professional Relationship Building Shortcomings
Modern engineering education neglects to teach soft skills and professional relationship building. A focus on theoretical knowledge tends to sideline the development of soft skills, such as communication, collaboration, and adaptability. As a result, skilled graduates often find themselves ill-prepared to navigate professional relationships. The modern job market demands both strong interpersonal and technical skills. Current engineering education does not equip students with these soft skills, which hinders their ability to reach their career goals.

The focus on technical expertise limits graduates as industries move toward greater interdisciplinary collaboration. Graduates must excel in their technical domains while integrating with professionals from other backgrounds. Poor interpersonal skills impede engineering graduates in collaborative settings, stifling innovation and problem-solving. Networking is vital to career development, and engineering programs that neglect networking skills put graduates at a disadvantage. Connecting with peers, mentors, and potential employers is crucial for career advancement and understanding industry trends.

Ignoring professional relationship skills in engineering education also hurts academic institutions. Respected institutions are finding their graduates ill-prepared for the professional world. The focus on technical knowledge at the expense of interpersonal skills may degrade the reputations of these institutions. Employers valuing well-rounded professionals may be less inclined to partner with institutions failing to develop soft skills. The engineering profession, inherently collaborative and interdisciplinary, relies on professionals who can navigate the dynamics of teamwork. Poor professional relationship skills in the workforce may lead to communication breakdowns, ineffective collaboration, and a limited capacity to address complex problems. The state of engineering education reflects a critical imbalance between technical and interpersonal skills. A new focus on developing technical expertise, essential soft skills, and robust networking capabilities would better prepare graduates for the modern professional landscape.

Evolution of Professional Relationship Building by 2050
The importance of professional relationships will only increase by 2050. Remote work and future workplace technologies can isolate employees, requiring stronger interpersonal skills to build professional relationships. The internet, job boards, then artificial intelligence have increased the number of applications for job postings, necessitating strong professional relationships as a way to stand out.

In 2050, universities emphasize professional relationship building for work satisfaction, career development, and creating meaningful networks. Programs matching students with potential employers help students understand their potential careers and build relationships with those in their field. Career fairs and networking events play a larger role in 2050. Career fairs provide students with access to employees in a broader range of positions, giving deeper insight into the company's operation. Networking events create relationships between students and employers through team-building activities. Remote work technologies allow employers to take more time to interact with students.

Employers also advise students on knowledge relevant to their field, and provide insight into how recent hires fall short in technical and interpersonal skills. While this allow employers to provide informal feedback to engineering education, universities provide formalized feedback mechanisms to better prepare students.

Co-op and internship programs are expanded as well. Many fields of study in university require or emphasize these programs as methods to develop technical and interpersonal skills for students. This encourages students to learn about their intended careers and fosters relationships with employers and fellow interns. Students gain valuable work experience before graduation and interact with experienced professionals who may provide guidance.

In universities, project based learning connects students with one another across fields of study. In longer duration projects, students learn to collaborate with people from diverse backgrounds and build relationships with team members. These assignments also improve communication, project management, and conflict resolution skills essential to building professional relationships. Interdisciplinary projects introduce students to different ways of thinking, and require them to explain major-specific concepts to a general audience. Incorporating employers into projects to challenge students with real-world scenarios and case studies combines a number of these benefits.

In addition to group work, university engineering curricula in 2050 incorporate soft skills as learning objectives for graduates. Focusing on conflict resolution, effective collaboration, and presentation of technical concepts for a nontechnical audience, this updated curriculum prepares students for happier and more successful professional careers. Most courses remain technically-oriented, but task students to explain their work in nontechnical terms, demonstrating understanding while developing communication skills.


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The University of 2050/The Experiential Classroom

Introduction
A student’s experience within the classroom, K-12 or higher education, is very similar to the learning experience of the twentieth century. The classroom of 2050 will incorporate advanced technologies, collaborative spaces, and project based learning. This will allow for the classroom to provide learning experiences that benefit student retention, productivity, and teamwork skills. Between 2023 and 2050, there will be many technological advancements; however, our vision of 2050 will focus on the application of augmented reality and virtual reality within the classroom setting. In addition, the design of collaborative spaces may change; however, our vision will explore biophilic design and adaptable classroom furniture.

Augmented & Virtual Reality
In the classroom of 2050, Augmented and Virtual Reality technologies will be a key part of the educational experience. The ability this technology has to take users into a customizable virtual space opens up endless possibilities for education, making it an invaluable tool in the classroom of 2050.

Countless studies show that visual explanations allow students to gain a deeper understanding of concepts (Bobek & Tversky, 2016). The natural evolution of this approach of teaching involves leveraging AR and VR to craft educational content. By 2050, these technologies will become more user-friendly, realistic, and cost-effective—integrating seamlessly into the daily lives of students, akin to laptops and tablets. The incorporation of virtual reality into educational establishments has already commenced, one example being in the University of Virginia where it’s being used in the School of Medicine. The University of Virginia's School of Medicine is leveraging virtual reality (VR) to enhance students' perspectives during live observations. In their words, "The proposed VR educational model offers trainees a better view of both the procedure itself and the attendant diagnostic screens during their first-person/second-person hybrid observance experience. In addition, learning aids, such as anatomical models and other visual guides that are not typically available in live observances, are available within the VR training space, furthering students’ comprehension of the procedure" (Moody, 2022). Due to virtual reality's capacity to present content in ways not achievable within the confines of a traditional physical classroom, it will become a valuable teaching tool for the class of 2050.

Another significant application lies in overcoming the constraints of physical spaces. By the year 2050, simulation of diverse class environments will reduce the need for extensive physical infrastructure in educational institutions. This breakthrough will prove invaluable, particularly for specialized classes requiring lab equipment or specific setups. The substitution of physical tools with virtual counterparts will empower universities to operate with fewer classrooms, as each space can flexibly accommodate various purposes within virtual environments. This change will allow universities to still provide the same high quality education with a lower operation cost which could be passed down to students in the form of lower tuition. This virtual environment will also be able to give instructors the ability to better guide students though virtual interfaces instead of the usual verbal instructions. Although this technology will not replace all classes, as it it important for students to have those in-person experiences, it will provide another tool to make higher education more accessible and affordable.

Beyond infrastructure enhancements, AR and VR tools offer a revolutionary means of connecting students and teachers across different classroom locations, enhancing the overall educational experience. Research has demonstrated that while remote learning has its pros, its primary downfalls is the limited interaction between students and teacher, leading to suboptimal learning environments (Maqableh & Alia, 2021). AR and VR technologies will also allow students and teachers internationally to interact with each other in a more personal way. University programs that allow this global learning are currently restricted to students who have the financial resources. Advancements in AR and VR technologies by 2050 will enable a high-quality education, breaking down geographical barriers and making education more accessible to all.

Collaborative Spaces
In 2023, collaborative learning spaces have become increasingly popular for classroom design, as there has been a shift from singular rows of desks to shared space tables. Cornell University (2023) found that “the benefits of collaborative learning include: development of higher-level thinking, oral communication, self-management, and leadership skills, preparation for real life social and employment situations, and increase in student retention, self-esteem, and responsibility”. In order to foster collaborative learning, classroom design has become a main priority. Smith System is a furniture design company that has specialized in designing collaborative school furniture. They have developed a design where “ trapezoidal and arc-shaped desktops could be clustered in very compact circles of six to eight students for group work. Or, the desks can be separated for individual study or testing” (Smith System, 2023). In 2018, The University of Virginia incorporated collaborative design spaces into their new project, the Link Lab. Engineering Dean, Craig Benson, stated, “I believe the Link Lab is the future of higher education, when students and faculty will work and learn together in open, collaborative spaces” (Mather, 2018) .The Classroom of 2050 will embrace collaborative design by building upon existing designs presently in use, supported by the researched benefits of collaborative learning. This model will be applied to both higher education and K-12 classrooms and will improve student’s experiences by enhancing collaboration and building student relationships.

The Classroom of 2050 will also incorporate biophilic design. Biophilia “proposes that most humans have an innate love of nature” and biophilic design is “an applied solution to appease this desire for nature by integrating natural elements and processes into the built environment” (Gillis, 2018). Biophilic design can be applied to classrooms and has been found to have many benefits for students. Research has shown that a biophilic classroom reduces anxiety and stress, resulting in “students being more at ease and ready to accept new information” (Chelmu, 2023) .Chelmu (2023) also found that “biophilic design elements resulted in test score gains up to three times higher than in years without such enhancements”). A study conducted by Daly, Burchett, and Torpy (2010) found that “classroom plants consistently led to improved performance in spelling, mathematics, and science.” This study was conducted in Brisbane, Australia on Year 6 and 7 students, with a total of 360 participants in 13 different schools. Daly, Burchett, and Torpy (2010) found “in two of the schools, significant improvements were found with plants present, as compared with classes without plants, with increases of between 10% and 14%.” A study by Mahrous, Dewidar, Refaat, and Nessim (2023) set out to “identify the biophilic design attributes that can potentially contribute to enhancing the students’ level of satisfaction.” This was completed by conducting “experimental research design using virtual reality in a design studio at The British University in Egypt”(Mahrous et al., 2023). They found “that biophilic design has a strong impact on Egyptian university students’ level of satisfaction. This could be done by emphasizing or adding these main biophilic attributes concluded from this study: Natural Light, Natural Ventilation, Presence of Greenery, Availability of large windows (Prospect/Refuge), indirect connection to nature, and Natural Finishing”(Mahrous et al., 2023). In 2019, Demco, a design team, created a biophilic classroom promoting “a rich integration of nature throughout the learning environment” (ED-Spaces, 2019) .The classroom used green color schemes and “living walls of green plants complemented by a natural imagery backdrop” (ED-Spaces, 2019). The classroom of 2050 will incorporate biophilic designs similar to Demco’s by including green walls, natural plants, and materials resembling nature. This will be incorporated into K-12 as well as higher education classrooms. Biophilic design has tremendous potential to improve a student’s experience in the classroom by connecting everyday learning with nature and, by 2050, will be incorporated into classrooms around the world.

Project Based Learning
In the year 2023, classrooms primarily feature forward facing desks and chairs for traditional lectures, often resulting in disengagement amongst students. In the year 2050, this classroom style will have changed.

In 2050, there will still be lectures but there will be a large shift to project-based learning. Reducing lecture time and increasing projects allows students to dig deeper on their own and learn themselves. A class lecture will give students a foundation on a certain topic in which a project can be assigned for additional learning.

It has been proven that project-based learning increases student engagement, it is more aligned with the real world, allows for increased student learning, and learning to be more student centered (Jackson, 2023). By giving students a project to solve on their own, they will be more engaged and have the learning centered on them. The biggest takeaway with project-based learning is that it is more geared towards the real world where there are constantly problems coming about in which different solutions must be crafted. With project-based learning, this problem solving can be simulated rather than students listening to one solution in a lecture. A great example of this is within the construction industry where there are very diverse problems that require consistent problem solving. At the University of Virginia, project-based learning has been utilized in many classes within the construction management program. Real world problems from companies within the field have been given to students to solve and present back to those in industry allowing for the students to learn from industry feedback. In many industries, especially in the construction industry, there is not always a “right” answer to solving a problem. In this case, project-based learning allows for the students to solve it in their own way rather than being taught one way in a lecture. This experience helps students in the long run and later on in the real world by growing their critical thinking and problem-solving skills by simulating problems and approaches in the real world.

In the year 2050, written exams will be reduced in the classroom and instead replaced by testing their knowledge with projects. Instead of memorization, students will critically apply their knowledge to real-world scenarios during assessments. At the completion of their project, appropriate feedback on their submissions can allow for a chance to refine their project thus learning rather than simply being told an answer is incorrect on an exam. This experience of project-based learning will better prepare students for careers after graduation.

Furthermore, as project-based learning gains traction, not only will class structures change to project-based learning, but the classroom layout and teaching styles will as well. As previously written, collaborative spaces will be highly used in the year 2050. As project-based learning continues to grow, so will the use of collaborative spaces. The increased implementation of project-based learning will partly fuel this increase in collaborative spaces as students are working in groups on projects. Additionally, as most classes are currently lecture based, the teaching style will have to be adapted to facilitate project-based learning. Professors in 2050 will take more of a facilitative approach to their classes to allow for students to work through projects but be available to answer questions / advise them along the way. Through this process, the teachers will conduct assessments based on student critical thinking and application of lecture material in the project rather than assessing frequent student memorization for exams. Overall, the classroom will become much more student centered in the year 2050 especially with the rise of project-based learning.

Conclusion
The classroom of 2050 will include student experiences not able in the present day classroom setting. The integration of AR and VR technology, project based learning curriculums, and collaborative learning spaces will alter the classroom with positive student experiences as a main priority. For further work, an exploration into technologies not incorporating AR and VR would be integrated into our vision of 2050. As technology continues to evolve over the next 27 years, there will be plenty of opportunities to implement them within the classroom. Technology is useful within the classroom, and all new opportunities should be investigated as they present themselves to ensure learning is being promoted as best as possible.


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Mobility 2050/Recovering Land Lost to Parking Craters

Introduction
Throughout the United States, cities are overrun by large swathes of land taken up solely by parking spaces. These areas, coined by critics as “parking craters”, are occupying valuable real estate, creating less space for other forms of development and encouraging the rampant car use that currently exist throughout the US. This heavy emphasis on car ownership is a major contributor to environmental issues, as the US EPA reports that light-duty vehicles account for 58% of the transportation sector’s carbon emissions. In our vision of 2050, parking craters are less prevalent, leading to more effective land use, lower carbon emissions, and a more satisfying transportation experience for those living in US cities.

Present Day
While many US cities devote a significant portion of their land to parking craters, there are exceptions. The downtown area of Atlanta, GA has 25% of its land dedicated to parking, whereas New York City, NY has only 1%. Discrepancies like these are due to two major factors: public transportation and business density. New York City has one of the most elaborate and widely adopted public transportation systems in the country. The Metropolitan Transportation Authority (the New York City metro system) has more stations than any other metro system in the world ; this allowed the city to have only 0.65 cars per household in 2016, a huge drop-off from Atlanta’s 1.28 cars per household. Fewer cars in the city ultimately means less demand for parking, which helps contribute to NYC’s low parking crater count. The New York metro area also has extremely high business density - 79 businesses per square mile, over 10 times the national metro average of 6.8. Similar trends to New York City can also be seen in Tokyo, Japan, which has only 0.32 cars per household, a highly effective transit system, and very little parking: 95% of streets have no parking at all, and only 42% of condominium buildings have parking for their residents. While US cities don't need to be converted into super-dense and completely car-free utopias to help solve the parking problem, popular and effective public transit systems and the promotion of higher business density within cities are the key to reducing parking craters - in order to lower car usage while ensuring communities can continue to travel within their city, alternatives need to be supported.

Replacing Parking Craters
The elimination of parking craters will provide much needed space for urban centers, especially as populations continue to expand. In our vision of 2050, developments in the form of parks, public space, housing, and public transit will replace these parking lots, providing better connectivity and mobility for communities. It brings the opportunity for increased housing that can be affordable as there is more availability. A few major cities across the United States such as Detroit, Los Angeles, and San Diego have committed to the option of building affordable housing in place of parking lots. Mixed-use developments in place of the lots can fulfill a variety of needs in a concentrated area, reducing the need for car and therefore space for parking. These developments can consist of housing, public space, stores, offices and entertainment. Steps towards this vision would involve a change in zoning policy and parking mandates. Currently, many cities across the U.S. have mandates that require building developers to provide a particular amount of parking spaces. It has created cases where the parking lots are larger than the accompanying buildings themselves. Removing these mandates would give the developers more freedom to utilize space that would otherwise have been put aside for parking spaces. Removing minimum parking requirements has become a recent trend in cities across the U.S. with Richmond, Anchorage, and Lexington being recent examples.

Towards 2050, we expect more cities to follow suit, especially as many aims to achieve net zero emissions by 2050 or earlier. As transportation contributes to being one of the largest sources of greenhouse emissions, cities will look for ways that incentivize inhabitants to use alternatives to their personal vehicles. It will not be only major urban centers that will pursue this change, but also suburban cities. Smaller suburban cities will revamp or build new town centers that are more walk-friendly with all amenities in close proximity. They’re designed around the concept of “Live. Work. Play.” Removing mandatory minimum parking requirements will tackle the parking issue for future developments. Regarding existing parking craters, the straightforward solution is removing them, but it is not a process that will happen overnight. Financial support through the government will incentivize local businesses to gradually repurpose unused space. Building owners will also have the option to sell off remaining space left by parking lots to developers and with the minimum parking mandates gone, they would not be subject to constraints in building up that space. A smooth transition away from parking craters would depend on investment and development in infrastructure of alternative travel such as public transportation, biking, and walking as the presence of such will be viewed as viable options as spaces for personal vehicles diminish.

The Role of Public Transportation & Alternative Forms of Travel
As the American population grows, so will the demand for public transportation. This is due to the increasing difficulty of finding parking spaces and the decreasing ownership of cars. Cities such as Atlanta have a primitive subway system because of the reliance on cars. In contrast, Los Angeles (LA) has several metro development projects. One project that just finished was the Regional Connector that connects downtown LA to LA County. For many Angelenos, this is more convenient to travel. As of September 2023, this metro saw an increase of ridership by 23% on weekdays compared to the three lines this metro replaced. This is one step LA is taking to reduce traffic congestion, increase housing affordability, and reduce emissions.

One major risk of expanding more metro systems is the willingness of Americans to use public transportation over a car. The 20th century marked the idea of individualism and freedom with the introduction of the car. Individuals would not be bound to strict train schedules and predetermined routes. Compared to the car, the individual is “free” from these restrictions, and thus the adoption of cars rose. Public transportation receives a negative perception for security, reliability, crowding, and coverage concerns. This perception holds influence as transit expansion efforts are often struck down in referendums. However, this trend is starting to reverse as major cities such as Dallas and LA expand on public transportation. This is an important step in changing the American mindset because these projects reintroduce the idea of public transportation. Only 8.3% of American households did not own a car in 2022, which underlies the popularity and reliance on cars. Greater public transportation infrastructure reduces the need to own a car by making important places easily accessible. Compared to Japan, which has a mature train system, American public transportation severely lacks accessibility. Parking craters can be converted into more metro stations, increasing accessibility of communities that may be far from public transportation. Increased accessibility will help poorer communities access places that are once restricted by cars. Our vision does not foresee that Americans will completely switch to public transportation, but rather Americans will desire for cheaper and more efficient public transportation as the cost of car ownership increases. These cost concerns coupled with increasing impact of climate change towards 2050 will pressure policymakers to invest more towards public transportation. In a 2022 Pew Research Center survey, 69% of Americans favored taking steps towards carbon neutrality by 2050 and in a 2023 survey 61% believe climate change is already impacting their communities a great deal. The 2023 survey also documents how priority in tackling climate change differs along political party lines, reflecting our expectation that not all Americans will be onboard with the switch to public transit by 2050. Importantly, we believe the political party in power of legislative decisions at the federal, state, county, and city level will determine the effort of public transit expansion.

Another major issue with expansion of metro systems in cities is the cost of planning and building the metro system. The Regional Connector cost about $1.8 billion. This steep cost and lack of budget prevents many American cities from adopting a metro system because of the high investment and low return. Countries with advanced metro systems, such as Korea and Japan, have invested heavily in public transportation infrastructure. America only spends about 1.0% of its GDP on transportation infrastructure compared to Japan who spent about 1.41% of its total GDP on transportation infrastructure in 2021. Investing in more public transportation would help develop efficient technologies to build metros and reduce costs. Additionally, America’s legislation process for building more public transportation infrastructure is either too slow or too complex. For example, transit agencies would have to get authorization to prepare an area for construction. Streamlining the legislation process can speedup construction times for public transportation. As we approach 2050, American desire for more public infrastructure will increase, which can aid in pushing through the complex legislation process. Furthermore, as development increases, America will be able to gain the necessary experience to build better public infrastructure, thus reducing costs associated with this.

Currently, living expenses in major cities are high because of the lack of space to build new housing. For example, New York City’s housing cost is about 385% higher than the national average. As a result, demand for housing is high, and prices are driven up. One way to reduce housing costs in major cities is to convert space taken by parking craters into more housing. This would free up valuable land that could be used to build new homes. However, this is not a sustainable solution in the long term. As cities continue to grow, the demand for housing will only increase. Eventually, we will reach a point where there is simply no more space to convert into housing. Another way to reduce housing costs in major cities is to build more public transportation. This would make it easier for people to get around without cars, which would reduce traffic congestion and free up more space on the roads. Additionally, public transportation is often more affordable than owning a car, which could save people money on transportation costs. By combining these two approaches, we can reduce housing costs in major cities and make them more affordable for everyone. Constructing more houses from the parking craters can help reduce housing costs, but this is not as sustainable because of the lack of space in the city. Suburbs offer more space at the cost of distance. Constructing more public transport can reduce traffic, while reducing housing costs for both the city and suburb. Traffic and car-reliance would be reduced, since buses and trains are more efficient in traveling from one place to another.

Investing heavily into alternative forms of travel such as biking in conjunction with public transportation is also critical. 43% of American adults live in communities that do not have bike paths or bike lanes. For many this narrows the opportunities of safely commuting to destinations by methods other than a car. Establishing a robust network of bike paths and lanes in urban areas throughout the U.S. can promote bikes as a sustainable alternative to public transportation. Provided the proper infrastructure, bikes can provide the range of freedom as a car without the emissions, traffic, and large parking spaces needed. Widespread use is feasible. The Netherlands is known internationally for its bike usage with 27% of all journeys being done by bicycle. The country has tens of thousands of kilometers of bike lanes and paths with the infrastructure integrated with public transportation to where transitions between transit and bike are seamless through provided storage space and rentals at train stations and bus stops. A similar model implemented in the U.S. would cover in situations where public transit may not cover the full journey. The first and last mile problem detracts many from using public transit. The first mile refers to the travel segment from start location to a transit stop. The last mile is the leg from transit stop to the final destination.


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The University of 2050/The Globally Connected Campus

Introduction
Education plays a vital role in shaping progress across the globe. In 2023, students have opportunities to engage remotely, immerse themselves in diverse cultures by learning languages and study abroad programs, and participate in research with international partners. Advancements in technology, including artificial intelligence and virtual reality, and changes in approaches to education have the potential to reshape the access students have to the world. The global campus of 2050 will adopt and adapt to these advancements and prioritize equitable access, creating a desirable and sustainable future.

Context
A globally connected campus not only entails connection through interaction, but also through shared ideas and approaches to learning. As it becomes increasingly urgent to produce global solutions to global problems like climate change, it will become equally urgent for education to evolve internationally. Much of modern education policy stems from measures to bolster global competitiveness. For example, the Cold War changed the education landscape across the world. Governments turned to education as a vehicle to carry their countries forward by producing innovative minds educated in mathematics, science, and engineering. As a result, campuses adopted STEM centric curriculums, pivoting away from non-technical education. In recent years, there has been a resurgence in considering non-technical solutions to many global problems, especially climate change. Just as the shift towards a future of innovation was driven by education, adoption of non-technical solutions will be driven by educational institutions worldwide.

The Future
Countries will collaborate with one another to promote adoption of progressive educational systems. This will stem from a global sentiment that combating the climate crisis using battery powered vehicles and renewable energy alone may not be enough; change will be required on the individual level. For instance, some schools in Finland and India teach sustainable ways of living along with a traditional education, even from an early age. While institutions across the world offer courses analyzing causes of environmental issues, an emphasis will be placed upon educating students, starting from primary school, to lead sustainable lives outside of educating them on the underlying problem. Campuses in the U.S. will adopt these principles, creating more conscious learning environments where students are not only enriched with the technical education to produce high-tech solutions, but also learn low-tech techniques like composting, rain water harvesting, and being wary of overconsumption.

How We Get There
It is no secret that education reform is notoriously slow and stagnant, but there is already evidence of progress towards this vision. The “Reduce, Reuse, Recycle” phrase, popularized in the 1970s, is culturally embedded largely due its continuing presence within the education system. Countries will shift towards incorporating such sustainable living campaigns in their education systems, connecting campuses worldwide to a shared goal of combating climate change. Education remains a policy area of interest to a variety of organizations including the United Nations (UN) and the Organization for Economic Cooperation and Development (OECD). These groups work with governments across the globe to bring about educational reform, and would be instrumental in materializing this vision, working alongside advocacies and citizens in pursuit of change.

Impact
Financial burdens often impact access to education and resources for students of various backgrounds. Incorporating these principles into the curriculum would be low cost and help connect students to a mission of generational sustainability across geographical boundaries. Most notably, this will promote a sense of community and personal responsibility in students as they become global citizens. The progress towards this vision is reassuring of a hopeful future that is not only desirable, but needed to ensure the longevity of our planet.

Connection via Virtual Reality
In 2050, physical location will no longer act as a barrier to education. With Virtual Reality (VR) and expanding on current rendering technology such as Google Earth and Meta Workplace, in the year 2050 students will be able to get a first hand view of new locations from the convenience of their university classroom. Not only will this technology allow people to see new places, but with the use of Augmented Reality (AR) students will be able to interact with the environment around them. This type of environmental interaction could be applied to give students new experiences in a plethora of eras including getting to experience and participate in cultural practices. As it is known that being able to collaborate with others helps build connection and understanding, this technology should help people better understand new cultures and bring differing groups closer together.

Adoption of Virtual Reality is growing rapidly and platforms like Meta Workplace unearth the possibility of having virtual international schools. Much of the technology used in education trickles down from enterprise use. This pattern is evident in the way schools turned to Zoom and Google Meet to host classes. Similarly, education companies in the US such as Pearson, will adopt VR to bring together students in a simulated classroom environment, producing a more interactive and immersive experience than current remote meeting technology. Doctorate defenses, guest lecturing, and research collaboration in a virtual environment will reshape the way faculty members interact with one another across geographical boundaries. With funding being a major factor in fostering collaborative environments for faculty, VR will give way to democratize and improve the academic experience for many.

Finally, one of the greatest parts of this technology is that it will give more equitable opportunity to have these new experiences. Currently, traveling to a new country and participating in new experiences there is expensive and many students can not afford these trips. With just one virtual reality machine purchased by a university they could allow hundreds, if not thousands of their students to all have these experiences. Investment in this technology would require funding from policymakers; however, VR and AR become more accessible each year with most modern cell phones being capable. In the year 2050, this technology will also have been adopted not only by universities but also by public libraries so that everyone can come have these new experiences for free. With the uniting ability of seeing new people, places, and things with your own eyes, this virtual reality technology will greatly increase the human to human connection of people across the world.

Learning Languages with LLMs
It has been shown that one of the best ways to learn a new language is to practice having conversations with others. Currently, students learning languages from other cultures may find it difficult to practice their conversational skills. In the year 2050, this problem will be eliminated with the use of conversational artificial intelligence for teaching students new languages. Conversational artificial intelligence guides language learners through sentences when they are struggling, all while saving the person the embarrassment of messing up the language with another human. Over time this technology will be able to learn the most effective conversations and teaching practices. The impact of this new improved language learning is that more diverse groups of people from around the world will be able to converse face to face. Being able to have conversations with others will continue to increase understanding of different cultures and serve to unify people across the world.

Current Technology
In the year 2023, the University of Virginia has already integrated technology such as Zoom and Social Media to enable real-time communication with people around the world. These technologies also help UVA staff and students start connections and conversations to a more diverse group of people.

Future Applications of Technology
In the year 2050, the University will have incorporated online learning and have more readily available resources online. As acceptance of physical absences from classrooms continues with professors, more resources such as recorded notes and lectures will be made available to students to study. Remote technology such as Zoom or potentially more advanced forms of digital communications such as virtual reality will be incorporated into the university's forms of hosting meetings, lectures, and events.

Past Events
During the COVID-19 pandemic, the University saw a dramatic shift from physical to virtual learning. The starting line for virtual learning has already been set, according to research done by the Virginia Department of Education, 83% of school divisions provided elementary (PK-5) students with a personalized device, 92% of school division for secondary (6-12) students, and 60% of divisions provided internet access to community locations .. This amount of support for online synchronous and asynchronous learning was developed rapidly in Virginia from 2020 to 2021. If more adoption of online learning at the University of Virginia is accepted, access to technology will become a necessity and will therefore demand more support to bridge the gap of inequality in access to technology and the internet. A greater interest in online learning will also facilitate more adoption from professors to provide learning resources online. Currently in the year 2023, there is a divide in some professors providing all available learning materials such as textbook readings, lecture recordings, and chapter power-points online, some professors providing limited resources, and the remaining opting to provide none. With an increase in transitioning to online learning from 2023 to 2050, a greater number of professors will be more likely to provide all resources to be readily available to students that want to learn remotely, whether it be asynchronously or synchronously.

Remote Communication
With the adoption of remote technology, diverse communities could also join University held events and connect with students and staff. Integration of better translational technology will also help bridge the language barrier. If digital advancements have not made considerable progress, then use of current technology such as Zoom or Microsoft teams will likely be used to facilitate online, real-time events. However, if advancements in communication technology are made, digital environments could be utilized to provide an easier experience to establish conversations and connections to people around the globe. Digital environments would allow for people to converse with both their voice as well as their visual cues such as body language, allowing them to more easily convey messages even if translational technologies are not 100% perfect.

Conclusion
In the year 2050, an increase in educational equity, remote technology integration, and international educational sustainability will occur. Global educational systems will be established to increase sustainability. New technologies such as virtual reality, augmented reality, and language translational software will also be incorporated into the classroom. Remote technology in the classroom will be more widely accepted into classrooms with online resources becoming more readily available. Access to technology will become more common as the demand for technological and internet access increases. The global campus of 2050 will continue to advance and adopt new technologies to provide equitable access and progress to a sustainable future.