Presentation on theme: "1 University of Wisconsin- Madison Adam Fiedler, Tami Lasseter, Erin McElroy, and Lenny Sheps- Graduate Students Judith Burstyn, Charles Casey, Lloyd Smith,"— Presentation transcript:
1 University of Wisconsin- Madison Adam Fiedler, Tami Lasseter, Erin McElroy, and Lenny Sheps- Graduate Students Judith Burstyn, Charles Casey, Lloyd Smith, Jim Taylor, Howard Whitlock, and Arun Yethiraj - Faculty
2 Purpose of the WI Ph. D. Train for self-teaching/learning. Find, define, and solve new problems. Develop communication skills – both written and oral. Develop leadership and teamwork. Develop depth in a domain and breadth in several areas.
3 First year: Introduction to discipline and department Entrance qualifying exam – four areas. “Core” course-work – defined by Div. Teaching normally done in first year. Early selection of a research advisor. Note: the curricula, exams, and research evaluations are different in the different sub-disciplines or divisions.
4 Introduction to the research enterprise Begin research and “learn the ropes” from older graduate students - apprentice. Research topic exploration from the literature and with advisor. Topic exams and/or group seminars. Cumulative exams or “Cumes” – to provide breadth – done by Division. Research proposal or thesis exam - depth.
5 Significant Transition The most significant part of the doctoral curriculum is how and what students learn themselves, from their advisor and lab- mates, and from the literature. Satisfaction of Preliminary exam requirements is a step in the transition. Process is normally smooth, but the time required varies with each student and with the type of research problem.
6 Other Commonalities Seminars and colloquia by outsiders. Group meetings and sub-group meetings. “Super groups” – combined for common purposes of efficiency. Advanced courses, but with an individually- designed minor. Advising undergraduates (Chem 116) Social gatherings among students.
7 Dissertation and defense Independent research proposal to demonstrate research understanding. Divisional seminar technical meetings to practice scientific communication. Original published work to demonstrate significance and to practice communicating research findings. Open thesis defense to bring it all together and provide evidence of accomplishments.
8 Major Discussions – See HO Issues of balance, reward, and responsibility of the student to select and self learn. Mass of material to cover and efficiency while in graduate school – led to ideas of mini-courses. Whatever changes are made, the importance of the degree lies in the output traits and their evaluation.
9 Novel Idea – Focus on Traits Independence and ability to self-teach in new and unknown environments and formulate and solve problems. Communicate clearly and logically in writing and in oral situations, including ability to analyze critical comments and respond. Demonstrate depth of knowledge in a selected discipline and breadth in others. Demonstrate leadership and teamwork – teamwork remains a problem for us.