Challenges IGERTs Face

Lessons 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 School
Director, 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 teams
4. 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
President
Provost/vice President
For Academic Affairs
Dean
Graduate School

Dean
e.g. College of
Arts and Sciences

Dean
e.g. College of
Engineering

Graduate Council
Graduate Faculty
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
Selective
Admission
GRE
GPA
3 letters

Course Work
(core courses)

Prelim. Exam (end of 1st year )

Diss. Proposal
development

General Exam (end of 2nd-3rd year)

Dissertation
Research

PhD

Final Exam (end of 5-7 th year)

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
Selective
Admission

Course Work
(core courses)

GRE
GPA
3 letters

General Exam ( 3rd year )

Diss. Proposal

Diss. Proposal Review (3rd -4th year)

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

Masters 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 sciences
2. Easy access- hierarchical formal interaction
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the
Environment, Friday Harbor, 9-13-4

Lessons learned from the

Urban Ecology IGERT
program at the
University of Washington

Conceptual Model of Integrating

Science and Policy
Drivers

Impacts

Economic
Policy
Biophysical

Ecological
Human
behavior
Economic

Demographic
Land use
Infrastructure

Evaluation

Definition
Analysis
Actors

Indicators
Monitoring
Performance

IGERT

Science

Patterns

Problem

Processes
Economic
Hydrological
Ecological

Policy

Assessment

Decision

Scenarios
Alternatives
Criteria

Process
Management
Implementation

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 problemshotspots 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

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 powersystematically 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 students
a. Expectations regarding the IGERT
b. Motivations for participating/applying
c. Strength each person brings to the
process
d. Working style
f. 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 effect

Speaking 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

early
Team 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
Source: CIRGE, University of Washington, Multinational Collaborations in Challenges to the
Environment, Friday Harbor, 9-13-4