MADPP Program Orientation

This three-day intensive orientation program, held prior to the beginning of the first semester, will explore the opportunities and challenges associated with integrating natural sciences, social sciences, management, public health, and engineering to address questions of sustainable development. These objectives will be achieved through a mix of presentations, guest speakers, and group discussions.

The goals of the orientation course are to:

• Provide a comprehensive overview of the program, including program objectives, structure, content, and procedures
• Enable students and faculty to get to know one another and build relationships
• Establish an integrated conceptual framework by defining and evaluating broadly deployed terminology, such as community, sustainability, and development
• Explore key substantive issues through a field trip to various sites and communities in northern New England (including places reliant on both forests and fisheries). This exercise will involve discussions with scientists, resource managers, community development practitioners, and policy makers to identify the types of work currently being done, how the information generated is being used, and what additional information is needed to build capacity for the implementation of strategies that can achieve sustainable development in rural communities

Upon completion of the orientation program, students will have a thorough understanding of what the program entails and what will be expected of them, as well as the academic and practical potential of this new, integrative approach to questions of sustainable development

Project Course Sequence–including Field Training

The project course sequence (DPP 980, 981, 982, 983) will be team taught over four terms. As shown in the graphic below, students will define community needs objectively; design a project that is cross-disciplinary in nature; prepare and present a formal project proposal (end of term 1); implement the project in a community (terms 2 and 3, the field practice component of the program), where the student will do the field placement/project either with his/her home organization, or will be placed in a field project by the program; and document their experience and evaluate their impact (term 4). Planning and implementation culminates in a final project report and presentation before the faculty and peers. This is the equivalent of the master’s thesis, which will be archived at the university’s library and online by the Carsey Institute. Table 2 describes the tasks, deliverables, and software competencies required each semester:

Table 2: Required Tasks, Deliverables, and Software Competencies Each Semester

Resources:

Project semesters are designed to coincide with core project management processes or phases as shown below. Term 1 represents the conceptual and planning phases. As the projects curriculum is implemented by the student in real life, there is a built-in demand for resources associated with the project implementation phase that builds over time, peaking during the third term, as shown below.

While the resources to implement student projects are typically provided by employers, local host organizations, or the student’s sweat equity, sometimes funding is needed for implementation.

Project Design (Project 1) (first semester): During this semester, students will identify a community problem or issue, research and analyze the issue in consultation with colleagues and community stakeholders, and design a project. Instructors will work with students on their projects. A preliminary project design will be submitted at the end of the first semester. This design must be approved by the student’s advisor before the student can proceed. Students will do this work with a particular field placement already determined. Many students will come to the program with the field organization already identified. Those who do not have an identified field program through which they will do their project/field placement will choose one during this first term. The program has already begun to identify a list of partner organizations willing to offer field projects.

Project Implementation (Project 2) (second semester): Students will be in the field where their projects will be refined and a full, formal proposal prepared. This is equivalent to a proposal to a foundation or intermediary and will be presented to the faculty and peers. This proposal must be approved by the student’s advisor before the student can proceed.

Project Management (Project 3) (third semester): Students will begin implementation activities in field placement communities. Regular progress reports and online postings will be required.

Project Monitoring and Evaluation (Project 4) (fourth semester): This semester students will conduct an evaluation of their project and manage closure processes. At the end students will submit a final written report and present it to the faculty and peers. This final project and the final report detailing the project will serve as the capstone course of the program.

Blackboard. This course sequence is Internet-enhanced via the university’s distance education program, Blackboard. Students will present their work in class, post and discuss it online via Blackboard, and use input from faculty and peers in the successive steps of crafting the projects. Peer learning is a key element of the project curriculum.