1. Key Points Emerging From Discussions of the MSE Graduate Affairs Committee

2. 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

3. 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

4. 1.Background in natural & social sciences / humanities beneficial 2. Demonstrated critical thinking skills 3. Highly motivated & passionate 1.Transdisciplinary environmental research 2. Research-policy transition applied within broad context 3. Transdisciplinary communication & teamwork 4. Synthesis, critical thinking, problem solving skills 5. Train next generation for research, teaching, action 6. Appreciate emergence of ideas at boundaries 7. Respect nature 8. Believe that change is possible The Program Entering Graduating

5. Thesis Proposal Seminars Research Informal Learning Informal Learning Internship Required Courses Additional Courses Informal Learning Seminars Field Work

6. 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

7. 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

8. Challenging Assumptions ? Courses in a Few Areas of Focus (variable #) Integrative Seminars ? Research Students With Variety of Backgrounds Transdisciplinary Dissertation What Balance of Required and Complementary Courses and Activities? Other Facilitated Learning Activities ? Real World Experiences ? Unstructured Informal Learning Other Ideas?

9. 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”?