Browsing by Author "Seah, Adeline"

Now showing 1 - 7 of 7
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    1.4 Nature Conservation in the Age of Bioengineering
    (Rice University, 2025) Moronta-Barrios, Felix; Freemont, Paul; Kiattisewee, Cholpisit; Lindner, Ariel B.; Novak, Ben; Redford, Kent; Seah, Adeline
    This entreaty explores the promising role of bioengineering in constructively supporting conservation efforts through responsible innovation and interdisciplinary collaboration. It outlines eight concise statement points that reflect shared principles and opportunities for action.
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    1.6 Identifying intersections between BBCC and ecology and conservation
    (Rice University, 2025) Kiattisewee, Cholpisit Ice; Seah, Adeline; George, Dalton R.; Barnhill, S. Kathleen; Barrios, Felix Moronta
    This Entreaty summarizes the key discussion points identified from a “Identifying intersections between BBCC and ecology/conservation” working group as one of the technical sessions under the “Biotechnologies Beyond Conventional Containment (BBCC)” theme at the Spirit of Asilomar and The future of Biotechnology summit. The session aimed to explore the intersection of biotechnology application in the environmental set-up for ecology and conservation purposes.
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    5.3 Broadening Science Education within Existing Structures
    (Rice University, 2025) Zimmerman, Elise H.; Johnson, Alicia; Elcock, Leon B. III; George, Dalton R.; Kiattisewee, Cholpisit Ice; Lardner, Casey; Palmer, Xavier-Lewis; Seah, Adeline; Silberg, Jonathan J.
    The social, ethical, and political problems we are facing are not merely an interdisciplinary exercise, but a fundamental component of biotechnology. Scientists are increasingly needed to also act in roles as policy advisors, advocates, participants in diverse conversations, and active community members. Expanding science education to meaningfully incorporate the knowledge and skills needed to effectively engage in these roles is necessary. This entreaty serves as a concrete, non-exhaustive list of some examples, resources, evaluations, and ideas for implementing interdisciplinary learning and equity-minded science into existing science education structures. This document includes five categories of educational structures with an introduction, examples, pros, cons, and ideas to expand for each category. We hope it acts as a resource for people to begin implementing interdisciplinary education at their own institutions.
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    6.1 Establishing the Global Network for Organisms and Multi-disciplinary Exchange (GNOME)
    (Rice University, 2025) Seah, Adeline; Flores, WariNkwi; Perez, Rolando; Palmer, Xavier-Lewis; Elcock, Leon; George, Dalton; Johnson, Alicia; Kiattisewee, Cholpisit Ice; Chappell, Callie R.; Vigar, Justin R.J.; Almeida, Catarina; Jannah, Roudlotul; Molla, Kutubuddin
    This entreaty focuses on the necessary elements to broaden and diversify engagement beyond the Spirit of Asilomar conference community through the creation of a Global Network for Organisms and Multi-disciplinary Exchange (GNOME). The network would build a broader coalition of expertise, experience, perspectives and cultural knowledge to decide on how to use biotechnology to address the biodiversity crisis, and foster collaborative decision-making on the ethical, legal, cultural, and social implications of emerging biotechnologies, especially engaging South-South and South-North stakeholders in connections. GNOME has three key goals - the first is to build and strengthen trust — the most important takeaway from the Spirit of Asilomar meeting — between communities, biotechnologists, conservationists, ecologists, ethicists, and other stakeholders, particularly with the Global South. The second goal is to foster the exchange of technical, cultural values, and local knowledge and perspectives to inform/evolve existing decision-making and operational frameworks for the use of biotech in conservation and the environment. Our final goal is to build responsible and accountable biotech innovation reaffirming local community values, priority needs, the right to withhold consent, self-determination, and the rights of nature. We invite you to join our efforts to design the network, its structure, governance and activities.
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    6.2 Accessible Biotech Education
    (Rice University, 2025) Kiattisewee, Cholpisit Ice; do Nascimento, Cibele Zolnier Sousa; Elcock, Leon B. III; Seah, Adeline; Mitra, Aishwarya Sparky; Neira, Diego Muñoz; Kato, Sebunya Emmanuel; Lindner, Ariel; Thaweechuen, Jirapat; Vigar, Justin R.J.; Kong, David
    This Entreaty is developed in response to the discussion in “Essential education for the Biotechnologists of 2075” as part of “Framing Biotechnology’s Future” theme at the Spirit of Asilomar conference. This session is the only technical session with “Education” keyword ties to the secession name with 1 hour budgeted time. Even though the topic appeared much less frequent in the program, conversations centered on education had been touched as much as other topics during the meeting.
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    6.3 Community biology: Advancing responsible biotech innovation
    (Rice University, 2025) Jannah, Roudlotul; Anjum, Bushra E.; Lardner, Casey; Chappell, Callie R.; Palmer, Xavier-Lewis; Perez, Rolando; Mitra, Aishwarya Sparky; Camenares, Devin; Seah, Adeline; Kong, David; Elcock, Leon B.; Flores, WariNkwi; Thaweechuen, Jirapat
    Community biology is a grassroots movement that can empower individuals and communities outside the traditional academic and industrial silos. It can offer local solutions to global challenges through community engagement and empowerment by establishing “third spaces” like community labs. These more accessible spaces can improve equity, resilience, and innovation with biotechnology that has already existed in local communities across the globe. To further illustrate its potential, compelling case studies of the diverse impact of community biology initiatives globally are provided. In this entreaty, we provide a call to action to support community biology globally by forging new partnerships, building needed infrastructure, and securing sources of funding. Recognizing community biology as essential infrastructure is paramount to ensuring that the benefits of biotechnology are realized by all.
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    6.9 NGL Proposal for Spirit of Asilomar Fund
    (Rice University, 2025) Perez, Rolando; Chappell, Callie; Flores, Wari Nkwi; Lopez, Andrea Isabel; Johnson, Alicia; Kiattisewee, Cholpisit; Zimmerman, Elise; Elcock, Leon B.; Emanuel, Kato Sebunya; Chavez, Maria; Rath, Shrestha; Lardner, Casey; Zolnier, Cibele; Palmer, Xavier-Lewis; Astolfi, Maria; Seah, Adeline
    This entreaty is a call to ensure biotechnology is a tool for global flourishing by establishing the Spirit of Asilomar Fund. Fear caused the 1975 Asilomar meeting to build barriers that ultimately hindered the transformative potential of biotechnologies to enable global flourishing. The 2025 Spirit of Asilomar Summit emphasized that we are at a critical juncture for Biotechnology. The Summit revealed a continued fear of Biotechnology amongst the general public and a growing lack of trust between the public and biotechnologists. Biotechnology as a tool for global flourishing is only possible by considering its cultural, ecological, political, and historical contexts. The research enterprise must empower all people, not just some, to unlock Biotechnology's transformative power. To nurture these interdisciplinary biotechnological futures, we propose the establishment of a Spirit of Asilomar Fund. The Spirit of Asilomar Fund will support the transition to transform the Biotechnology enterprise towards rights- and community-based, interdisciplinary, and culturally-centered approaches to Biotechnology innovation and governance. Our overall goal is to foster the sustained, responsible and mindful development of biotechnologies for global benefit.