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Our dual curriculum consists of:
Key elements of our approach are:
GSAS participants come from developed and developing regions of the world.
Diverse global perspectives are needed to solve global challenges. GSAS Sessions include GSAS Scholars and GSAS Fellows from different regions of the world who contribute different strengths in scientific inquiry, engineering and design, technology transfer, and manufacturing.
A "Systems" View of Research and Development
To lead effective global initiatives, future science and engineering leaders will need a broader understanding of R&D that integrates advanced science and engineering skills with policy, technology transfer, manufacturing, and workforce development.
GSAS Scholars learn to consider the broader implications of their research, communicate their work to diverse stakeholders, and plan projects that cut across sectors and take advantage of international and regional strengths.
Research Planning and Implementation
GSAS Scholars are assigned to Global Research Teams, which design collaborative projects that leverage their complementary expertise and capabilities.
GSAS Teams are well-balanced with respect to research capabilities, discipline, gender,and national origin. Team formation is based on complementary expertise and research interests. In keeping with the GSAS mission of advancing major innovation in critical areas, GSAS organizers create novel teams of researchers who might not otherwise work together. This fresh approach to global team building produces exciting new projects and provides valuable collaboration experience for GSAS Scholars.
The most promising projects are selected for implementation. The winning team from each Session is awarded a Team Research Fellowship and hired as a team to carry out their project at a participating research institution.
Global Project Mentoring
GSAS Fellows provide a wealth of cross-cutting expertise in basic research, policy and manufacturing. Before the Session, they suggest background readings and are available online to guide the selection of research topics. At the Session, they offer guidance and feedback on project feasibility.
Information is shared among junior and senior researchers in an informal, collegial atmosphere.
How has GSAS helped you develop a global perspective?:
"I was really glad to see the big steps made by Taiwanese scientists and researchers during a very short period of time. I am really impressed with their laboratory facilities."
What I appreciated most:
" This global school is an excellent program to encourage students and grow leaders. Previously my institute focused only on growing engineers. But nowadays, student ability is increasing, and we want to grow researchers and leaders. GSAS is a very attractive program."