Key Points Emerging From Discussions

of the MSE Graduate Affairs Committee

Our Assumptions• Those who want disciplinary degree can get it. • Quality and distinctiveness of our graduates more

important than number of graduates.

• This century will be a difficult one for all species, including humans, as many systems are already stressed and many stresses are likely to intensify.

• We need extraordinary people with intellectual, aesthetic and moral capacity who can steer a course through these turbulent times.

• While there is no direct way to create such persons, there are ways to enable them – to fan the flames already there, to build analytical capacity, to open new paths, to show examples of courage and fortitude.

Our Vision

Our Guiding Principles

• Concepts more important than facts• Learning focused around “issues”• Interactive “active” learning model• Interdisciplinary team teaching• Learning occurs in variety of settings• Nature of research will differ from anything

currently being done in existing PhD programs• Within reason, planning should driven by

creating an optimum program not constraints

1. Background in natural & social sciences / humanities beneficial

2. Demonstrated critical thinking skills 3. Highly motivated & passionate

1. Transdisciplinary environmental research2. Research-policy transition applied within broad

context3. Transdisciplinary communication & teamwork

4. Synthesis, critical thinking, problem solving skills5. Train next generation for research, teaching, action

6. Appreciate emergence of ideas at boundaries7. Respect nature

8. Believe that change is possible

The Program

Entering

Graduating

ThesisProposal

Seminars

Research

InformalLearning

InformalLearning

Internship

RequiredCourses

AdditionalCourses

InformalLearningSeminars Seminars

FieldWork

Need to Balance Flexibility with Structure

FLEXIBLE MODEL• Diverse backgrounds

among students• Diverse needs for

each dissertation• Different styles of

learning among students

• Different models of training among faculty

STRUCTURED ACTIVITIES• Transdisciplinary training

requires interaction among those with different experiences

• Common set of concepts and skills for all graduates

• Importance for building community of profs and students

Need to Balance Required Activities with Research

PREPARATION TIME• To shift way of

thinking• To conceptualize a

transdisciplinary research proposal

• Value of delaying research until have solid base for starting

BENEFITS OF IMMEDIATE ENGAGEMENT IN RESEARCH

• Learning by doing• Research design

requires contextualization

• Funding issues

ChallengingAssumptions ?

Courses in a Few Areas of Focus

(variable #)

IntegrativeSeminars ?

Research

Students With Variety of Backgrounds

TransdisciplinaryDissertation

What Balance of Required andComplementary Courses and Activities?

Other FacilitatedLearning Activities ?

Real World Experiences ?

UnstructuredInformal Learning

Other Ideas?

Open Questions

• What degree of “transformation in thinking” should we hope to achieve?

• What learning modalities that would be optimal for achieving such transformation?

• How do we conceive the type of research projects that these students will do?

• Will most students need a number of specialized courses?

• How will students be funded?• Where will the students “live”?