Post on 12-Dec-2015
description
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Challenges IGERTs FaceLessons and Recommendations
1. Challenges of novel, interdisciplinary, international doctoral programs
2. The Case of the UW Urban Ecology
3. Lessons learned and Recommendations
Vivek Shandas, Doctoral Candidate at UW , Urban Ecology IGERT and Urban Planning and Design
Maresi Nerad, Associate Graduate Dean, UW The Graduate SchoolDirector, Center for Innovation and Research in Graduate Education
(CIRGE) www.cirge.washington.edu
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Key Challenges
1. National differences between the systems of higher education and structures of doctoral education
2. Differences between the disciplines in US universities (cultural differences)
3. Challenges of working in teams4. Language differences: disciplinary
languages, national languages
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Internal Organization of U.S. University: Example I
PresidentProvost/vice PresidentFor Academic Affairs
DeanGraduate School
Graduate Council
Graduate Faculty
Dean e.g. College of Engineering
Dean e.g. College of Arts and Sciences
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Basic Structure of US Ph.D Programs in Physical, Life Sc.+ Engineering
SelectiveAdmission
Course Work (core courses)
Prelim. Exam (end of 1st year )Diss. Proposal development
Dissertation Research
General Exam (end of 2nd-3rd year)
Final Exam (end of 5-7 th year)
GREGPA3 letters
PhD
Postdoc 2-4 yrs
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Basic Structure of US Ph.D Programs in Soc. Sciences + Humanities
Course Work (core courses)
General Exam ( 3rd year )
Diss. Proposal
Diss. Proposal Review (3rd -4th year)
SelectiveAdmission
GREGPA3 letters
Dissertation Research
Dissertation Defense (5-9th year)PhD
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Disciplinary Differences
1. Mode of research– In the laboratory /field - library
2. Structure of program– Master’s –no masters’ degree– Expectation for dissertation
3. Methodology– Quantitative versus qualitative
4. Availability of resources– “Richer” Science versus “poorer” social science
5. Faculty student interaction 1. Frequent interaction in laboratory –less frequent in
library sciences2. Easy access- hierarchical formal interaction
Lessons learned from the Urban Ecology IGERT
program at the University of Washington
Science
Decision•Process•Management•Implementation
Policy
Problem•Definition•Analysis•Actors
Assessment•Scenarios•Alternatives•Criteria
Evaluation•Indicators•Monitoring•Performance
Drivers•Economic•Policy•Biophysical
Patterns•Demographic•Land use•Infrastructure
Processes•Economic•Hydrological•Ecological
Impacts•Ecological•Human behavior•Economic
Conceptual Model of IntegratingScience and Policy
IGERT
Current Projects in Urban Ecology
• Spatial analysis of urban growth between 1972 – 2000 along I-90 corridor (2001)
• Policy analysis of protecting environmentally sensitive Areas in western Washington (2002)
• Ecological, social, and economic impact of urban green space in the Puget Sound (2003)
• Factors affecting the emergence of Seattle parks 1900 – 2000 (2003)• Urban backyard wildlife sanctuaries – opportunities and challenges
(2003)• Impacts of vegetated buffers on aquatic conditions (2004)• Impact of second-home ownership on the fragmentation of rural
landscapes (2004)• Neighborhood walk ability and quality of life indicators (2004)
Organization• Core faculty represent:
– Forestry, urban design and planning, geography, biology
– Associated faculty comprise 5 other departments• Students are assigned into interdisciplinary
teams, and asked to develop a research project– Few constraints on the nature of the project or
organization of the group• Students work with their primary advisor to
develop disciplinary project
Structure
• 2 years of required coursework:– 1st year undergraduates and graduate students
identify project and develop research design– 2nd year PhD students collect data, analyze data and
publish manuscript• Co-authored manuscript will become one
chapter in the dissertation • Group process sessions with professional
mediator (twice a year)
Developing a Group Project
• Identify criteria:– interdisciplinary, addresses ‘real-world’ problem
(results aimed at influencing policy), regional, feasible (time and cost), utilizes faculty expertise, interesting to all participants
• Real-world problems—’hotspots’ in the region– Salmon, salmon, salmon
Opportunities with IGERT
• Exposure– theory, methods, culture, faculty, etc…
• Support (financial, peer, faculty, University)• Publications
– interdisciplinary and disciplinary projects– educational experiences
• Employment (TBD)
Opportunities (continued)
• International Component – Universities in Berlin, Warsaw, and Oslo– Collaboration in projects
• seminal paper/books in the field (urban ecology)– Differences between U.S. and European programs
• hierarchical• integration-challenged• language limitations
Challenges in Collaborative Research
• Team Process– level of interest, commitment, accountability– co-authorship
• Disciplinary biases– faculty representation– quantitative, larger ‘n’ = better results– language barriers
• In-class discussions– conceptual disagreements → personality attacks– tone and spirit of discussion was essential to learning
• Hierarchical context– Presumption of equality
• Schedule mismatch– field seasons, conferences, personal leave
How we made it work….• Flexibility
– openness to multiple methods of analysis, disciplinary conceptions, cultural norms
• Dialog– reading seminars– approach primary advisor to address core faculty
• Informal gatherings (homes, pubs, conferences)– building trust, acknowledging biases, humoring
personalities• Location – centrally located, easy accessibility
for all participants • Group process facilitator
– developing systems, evaluating ideas, over-coming barriers
An Example of Making it Work
• Guidelines for Group Work– arrive on time– encourage creative exploration of idea– promote opportunities for ‘group think’– develop sacred dates calendar
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Challenges for Students– Lesson Learned
1. Balancing disciplinary departmental requirements with IGERT requirements – provide written transparent requirements
2. Utilizing the multidisciplinary information and applying it in thesis without “drowning”– dedicate extra time to students in the dissertation topic formation phase, make transparent (master piece –versus first scholarly work )
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Challenges for Students– Lesson Learned
3. Finding additional advisors, ( US doctoral programs require 3 members in dissertation committee) – make sure NON-IGERT department faculty know about the basic thrust of the program
4. Degree outcomes for additional work–certificate? joined PhD?
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Challenges for Professors –Lessons learned
1. Different motivations for participating in IGERTS- devote time to establish common goals
2. Trained in traditional disciplines – devote time to understanding the differences, accept other methods as equals
3. Limited time, IGERT work demands time, intensive preparation, - make sure that their department chair recognizes their extra work
4. Lack of project management and time management skills- invite consultant to teach these skills
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Challenges for Administrative Staff –lessons learned
1. Everybody underestimates time IGERT logistics require- need full-time staff
2. Constantly adjusting process, requires high degree of flexibility, however universities are highly bureaucratic and rigid organizations-get sanctions of top administrators for project
3. Torn between students’ view and faculty view, limited institutional power-systematically include their knowledge, observations into planning process
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Summary of Key Recommendations
1. Spend time to get to know each other, both faculty and studentsa. Expectations regarding the IGERTb. Motivations for participating/applyingc. Strength each person brings to the
processd. Working stylef. Cultural differences, believe system
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Recommendations
2. Be aware of the choice of language and its effectSpeaking English privileges some and disadvantages others, creates hierarchy both among and between faculty and students
3. Provide special language courses for students focusing on the topic and teaches simultaneously presentation and publishing skills in English
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Recommendations
4. Offer team building training earlyTeam building is a planned and structure process that includes listening skills, given professionally feedback, and conflict resolution skills
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Recommendations
5. Plan regular feedback sessions, once a term, particularly at transition periods in the program- among faculty, - among students- and between faculty and students.
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Recommendations
6. Create at a non-competitive learning environment - between disciplines (soft and hard sciences) which method is better- which country does it better ( resource imbalance)
7. Faculty/professors model behavior they expect students to demonstrate
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the Environment, Friday Harbor, 9-13-4
Thank you!
CIRGE website
www.cirge.washington.edu