Global MDP

Field-based academic programming that may include “formal” instruction by local actors and/or periodic engagement with campus faculty that focuses on supplemental knowledge, skill development, and experiential reflection; #MDP

Organized social and cultural programming that may begin as early as the onset of the program and that likely continues through and after the field practicum; and

A final report and/or set of project-driven deliverables that consolidate the knowledge gained, lessons learned, and implications for the challenge addressed and the work of the partner organization. #MDP

Competencies favoring successful classroom learning can differ from those that favor success in the field, resulting in the MDP core curriculum needing to foster student development in both realms. #MDP

The MDP curriculum and field practicum are, therefore, complementary and mutually reinforcing elements. #MDP

Individual degree programs may differ in how they address d curricular and logistical challenges associated with these two elements but, in almost all cases, learning opportunities associated with d field practicum extend well beyond d temporal boundaries of d experience itself.

Development of these field-based experiences and the campus-based learning that precede and follow them relies heavily on a third essential element of the MDP program: the network. #MDP

The first is university partnerships which include those within a single institution (i.e., partnerships across disciplines and departments) and second are those between institutions offering the MDP degree.#MDP

Both partnerships facilitate core operations and continuous improvement through the exchange of ideas, innovations, connections, and opportunities for student and faculty cooperation. #MDP

University partnerships foster opportunities for both students and faculty to connect with other students and faculty across or between institutions. These linkages provide important opportunities for faculty to exchange relevant content and pedagogy within the network. #MDP

Professional relationships can initiate from within the network (outreach by a program) as well as from the field (“inreach” by an organization) and can be short- or long-term. #MDP

This diverse and vibrant MDP network enlivens an educational model that depends on meaningful, field-based experiences with institutional and community partners. #MDP

It facilitates the identification and movement of knowledge and skills central to the evolving practice of sustainable development and it fosters pedagogical exchange among MDP faculty. #MDP

Finally, the network serves as a prospective employment network as students transition into their professional lives. #MDP

The network’s multifaceted role in creating new linkages that foster the movement of knowledge, skills, and approaches to pedagogy make it an asset for the operationalization of the fourth and final essential component, the infusion of practical experience into the classroom.

Here, the emphasis lies in blurring the boundaries between classroom learning and practical experience through known and novel approaches. #MDP

General examples include the use of prepared study cases; the use of real-world challenges as the focus for course work, often in close collaboration with professional partners; development of courses that specifically serve to interface with clients through real-world challenges

and the use of group-based training (or project teams) to mimic the multidisciplinary teams encountered in sustainable development-related fields. #MDP

Moreover, the Commission emphasized that each individual course should, whenever possible, endeavor to link disciplinary knowledge and skills to practical policy, management, and other contemporary sustainable development challenges. #MDP

Master of Development Practice program affiliation is defined and determined by attributes and features held in common, aspects largely covered by the principles and essential components highlighted above and below. #MDP

Each MDP program, however, is unique. Individual programs reside within different departments within their respective academic institutions. Each academic institution is, likewise, situated within a distinct context. #MDP

The Commission report recognized and valued this complex reality, stating that programs may “modify the [program] to incorporate regional focus, to include a discipline-based specialization, or to provide complementary skills training within a specialized program of study. #MDP

Any variation, however, should be anchored in the core competencies” and should adhere to the “essential components,” In other words, variation among MDP programs is both a necessary aspect of program design across place and time and an important part of the original vision.#MDP

In the wake of the 2008 Commission report, an MDP degree program was established at three universities in 2009. This number quickly expanded to 15 programs in 2010. #MDP

Most of the pioneer programs were established with the financial support of a three-year startup grant from the MacArthur Foundation which supported program design, development, and staffing. #MDP