Re-imagining environmental science and policy graduate education for the twenty-first century using an integrative frame
Re-imagining environmental science and policy graduate education for the twenty-first century using an integrative frame
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使用综合框架重新构想二十一世纪的环境科学和政策研究生教育
DOI：
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发表时间：
2017
影响因子：
2.1
通讯作者：
R. Goble
中科院分区：
文献类型：
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作者：
T. Downs;Edward R. Carr;R. Goble
为了满足社会的需要，更好地了解和应对环境，发展和社会，包括环境健康风险，气候变化适应和可持续发展的日益复杂，交织的问题，我们应用了一个综合框架，重新想象，重新设计，并部署了一个专业导向，学术严谨的2年/12个单元的理学硕士课程。我们的实践者教师使用该框架来解决复杂的现实问题，从强大的跨学科精神中脱颖而出。因此，它作为一个实用的系统，以指导教学，课程，研究和实践，学生的经验。该框架将六个领域（6-D）编织在一起：（1）项目框架、概念和设计;（2）发展主题和部门;（3）利益相关者的利益、资产和关系;（4）知识类型、学科、模型和方法;（5）可变的时空尺度和网络;（6）社会技术能力。在我们的机构，需要更换2.0的3.5个终身教职/终身教职项目的教师提出了挑战和机会，重新思考在美国最古老的环境科学和政策计划之一，开始于1971年。我们提出并回答：什么样的综合教育经验，课程和研究实习可以最好地准备环境MS学生在二十一世纪？两个例子-一个国内，一个国际-说明实习。
To meet society’s need to better understand and respond to ever-more complex, interwoven problems of environment, development, and society—including environmental health risks, climate change adaptation, and sustainable development—we applied an integrative frame to re-imagine, re-design, and deploy a professionally oriented, academically rigorous 2-year/12-unit Master of Science program. Our scholar–practitioner faculty uses the framework to tackle complex, real-world problems, emerging from a strong interdisciplinary ethos. It thus acts as a pragmatic system to guide pedagogy, curriculum, research and practice, and student experience. The frame weaves together six domains (6-D): (1) project framing, concept, and design; (2) development topics and sectors; (3) stakeholder interests, assets, and relationships; (4) knowledge types, disciplines, models, and methods; (5) variable temporal and spatial scales and networks; and (6) socio-technical capacities. At our institution, the need to replace 2.0 of 3.5 tenure/tenure-track program faculty posed both a challenge and an opportunity to re-think one of the oldest environmental science and policy programs in the USA which began in 1971. We pose and answer: What kinds of integrative educational experience, curriculum, and research practicum can best prepare environmental MS students in the twenty-first century? Two examples—one domestic, one international—illustrate the practicum.