This document is a copy of the notes that were taken during the two meetings of September 24 and October 1, 2014. These are in no particular order and have not been aggregated to remove any redundancy. MEETING # 2 -­‐ 14 people attended this meeting What is science, more than one science? Current paradigm of current science? Paradigms shift in science? History of science, Newtonian thought history. Nature of scientific theory Critical thinking (observe, describe, question, analyze, synthesize, evaluate...) Exposition to a variety of perspectives – ability to communicate – general awareness of the way society works. Knowledge of a variety of fields that tie to major. Meet objectives defined here in a variety of ways (in and out of major -­‐ not everything should be prescriptive – leave room for free electives) Implement service learning / field experiences in all general education classes so people relate better to what they are learning. We need to draw beyond major – arts, languages… more free electives. Find balance between general education and discipline specific knowledge. Integrate specific knowledge to other fields of sciences. Expand on the good things we have, namely: capstone > problem solving – link to applied skills. Students will be better prepared to enter the work force that way. This needs to be done specifically at upper division level. Writing skills -­‐ adapt to convention of your field – writing is a way to communication knowledge but also a way of learning – could be expanded to other communication skills – reading, presenting… Transformation of the student from localized consciousness to universal consciousness. Students seek knowledge, more than purely skills -­‐ be global citizens – study abroad > integrate course in different culture. Need to broaden and sharpen one’s perspective. Greater understanding of world around us. Ability to connect with people in a variety of disciplines with a variety of perspectives. Move from individual to holistic thinking. Go beyond artificially created boundaries (class, country, religions, ….) Learn how to become a self-­‐learner Learn how to learn new technology, beyond what was taught at school. Information literacy Critically evaluate data, information, … be able to evaluate quality of info (model, web, …) Students seek not just learning skills, but also exploring oneself, building relationships, learning how to collaborate, be part of a community. Allow room for non-­‐logical aspects of education, including imagination as a tool to create/gather new knowledge > arts, literature, foreign languages, … Students are really focused very early at ESF. Shared experiences across major are often limited to freshman year. We need more shared experiences across majors at the junior and senior level > could help bridge gap between clicks. More extra-­‐curricular activities (clubs, non-­‐specialized clubs (non major specific), more social activities). Opportunities to be involved in the community beyond the classroom. Tools for off-­‐campus students to connect to the school, especially for transfer students. Environmental philosophy and ethics, languages. New emphasis on classes beyond major. Include arts, foreign studies, languages. However, risk is to become to diluted. Find balance between free electives and skills courses. Need for ways for students to meet professionals so students can better understand real world applications of skills learned at school. Encourage attendance to symposiums, conferences, get in touch with funders. College should provide resources to students to that end. Could be done through development office (could work with Alumni) MEETING # 1 -­‐ Approximately 30 people attended Exposure to international perspectives; Expose students to problem solving in the field Expand Adirondack experience to northern forest experience Water resources field experience Applied learning including field experience, internships, etc Experience in applying knowledge to management issues Describe basic history of forestry, natural resource science, management, and conservation Integrated Gen Ed program that intentionally bridges science, social science, philosophy , and humanities Develop leadership skills (including being the member of a group in a variety of roles) Understand the perspectives and behaviors of diverse groups and learn how to communicate the unique knowledge & skills obtained at ESF. Data visualization skills Spatial literacy Basic understanding of how the living world operates Learn to be part of a community, starting with ESF; have greater involvement in ESF activities Understanding of history of the environmentality Understanding of systems ecology Applying knowledge learned at ESF to future situations. Understanding of environmental philosophy Trans-­‐disciplinary understanding of major environmental problems, e.g., water and climate change (possibly accomplished by seminar series) Enhanced faculty-­‐student relationships Prepared to be global citizens (Interacting with work force, Dealing with diverse groups of people, often with different opinions)