Currently viewing the tag: "Student Stories"
I’m really sorry that Liam’s two years as a student blogger (and at Fletcher in general) have come to an end. He has been a great partner in this project. He will soon return to his career with the Army, which supported his studies to develop him as an officer. Today, he shares reflections from his grad school experience.
One of the most valuable characteristics of my Fletcher experience has been discussion, both in and out of the classroom, especially when it builds on the diversity of the student body. As I look back on my two years here, I can’t help but think that many of my most significant takeaways came from classroom exchanges with such an amazing collection of people. From them, I’ve learned an immense amount about the world, and along the way, I also have made some life-long memories.
One classroom example I would highlight is Prof. Khan’s course, The Historian’s Art. Regardless of your academic and professional background, if you take one course at Fletcher, this should be it. The timeless skills I acquired to interpret history through the lens of contemporary affairs are amongst the most important I gained at Fletcher. Moreover, Prof. Khan’s teaching style, forcing you to take a side on a historical issue, to not waver, and to use empathy, detachment, and relentless skepticism in looking at anything, will inevitably help you become a better thinker. In addition, and the point of this post, is that the variety of students in this class, from journalists to MIBs to military officers to Peace Corps volunteers, made discussions vibrant, insightful, contentious, memorable, and effective. The unique nature of my fellow students ensured that, while there was always something to be learned, there were also multiple occasions where Harry Potter or Jurassic Park entered the discussions. That’s just Fletcher.
As I sit here and reflect, I am filled with a wave of emotions and memories from the past two years. While the class discussions I described above are an important part of the Fletcher experience, so, too, are the projects and papers you turn in, the lessons you learn from readings and in class, and the advice you get from sitting down with professors during office hours. Everything that comprises the academic side of the Fletcher experience makes you a stronger professional, capable of returning to your old line of work or starting in a new career field, and better equipped to handle the challenges of the 21st century. Learning at Fletcher embodies a remarkable combination of academic skills with real world perspective that is unmatched.
But I cannot overemphasize the importance of the Fletcher community. The students and professors are what enable these meaningful classroom-based discussions. Simply put, Fletcher attracts the most amazingly diverse cross-section of intelligent, caring, compassionate, and humorous people imaginable. When I look back to when I was applying to Fletcher from Afghanistan in the fall of 2012, I remember reading through course catalogs and the CVs of professors whose interests matched mine, and I was hooked. As important as that was to my enrollment choice, it wasn’t until I met my classmates at Orientation that I realized how glad I was that I made the decision to come to Fletcher. Relationships are key to success in life, and after Fletcher, I am certain that I will go forward with a wide network of connections — throughout virtually any imaginable profession and region — that I could not have acquired in any other place. If you’re reading this blog and thinking about applying to Fletcher, I can tell you that, if I had to make the choice one hundred times, I would make the same choice one hundred times.
And, so, as I look back on what has been one of the most transformative experiences of my life, what I will remember are the people. The people are what makes Fletcher what it is, and I wouldn’t trade the experience of our shared discussions for anything in the world.
Summer has finally arrived in Boston! After a grueling couple of weeks for finals, I’m done and can enjoy the beautiful weather for a little before I leave for my summer internship.
This summer, I will be working with a small NGO in Kigali, Rwanda, on their monitoring and evaluation plans. Another Fletcher student worked with the same NGO last summer, and was responsible for hiring me and training me; she was an incredibly useful resource for learning more about the organization and its work, her experience working with them, and Kigali generally. I’m really excited to be in Rwanda — it will be my first time in Africa! — and I’m lucky enough that I will have the company of five other Fletcher students who will also be doing internships there.
I was fortunate to receive funding from Fletcher, through the Office of Career Services, to support my work over the summer. My research partner and I also received a grant from the Hitachi Center (which I wrote about earlier) to conduct research for our capstones, which we will write next year. The research will lead me to Nairobi, Kenya for a week after wrapping up my summer internship. And once that’s done, after heading home to India for a week, I’ll be back on campus in mid-August as the teaching assistant for the Design, Monitoring, and Evaluation (DME) series taught by Prof. Scharbatke-Church.
What I’m most excited about for the summer (in addition to beautiful Kigali and exploring a new country) is the chance to put my DME coursework to use through my internship. Looking back to August 2014, I’m so glad I took the pre-session course and went through the series all the way through Advanced Evaluation this semester, because it gave me new tools with which to think critically about development and the underlying logic behind it. It’s an excellent class for anyone who has worked, or wants to work, in development or peacebuilding. In addition to giving you a set of in-demand skills (because, jobs), it also helps you understand how much higher the bar should be for good development work that can create change, and what steps we can take to reach that bar. It’s an incredibly challenging course that makes you question your assumptions, but the hard work and heavy reading load is completely worth it. If it interests you, definitely consider taking it.
In the meantime — have a wonderful summer, and I’m looking forward to meeting all of you who are new students come August!
Ali started contributing to the blog last fall, and now, with two semesters behind her, she is pursuing her summer internship. Today she describes how her internship plans came together.
The “first years” are done with our first year of graduate school! It’s an exciting, sad, and anxious feeling — all at the same time.
We’re excited that we survived, and that we get to meet the new first years in the fall. We’re sad that the graduates are leaving Boston, and we won’t see them as often anymore. Finally, we’re anxious to succeed at the summer internships we’ve landed, most of which start in the coming weeks.
The latter subject is the topic of my final blog post for the year. When I last wrote, I promised to update you on the summer position that Fletcher and Net Impact helped me land. I’m happy to say I’ll be working with the YUM! Brands sustainability team in Louisville, KY (my hometown!) this summer — performing data analysis and reporting for the Carbon Disclosure Project (CDP), and updating the company’s sustainability strategy with new goals and partnerships. YUM! — better known as KFC, Pizza Hut, and Taco Bell — is facing a lot of industry-representative sustainability challenges right now, regarding its use of antibiotics, palm oil, and forest fibers, and I’m excited to help them develop innovative solutions responsibly.
Prof. Rappaport’s Corporate Management of Environmental Issues class, Net Impact’s new SolutionsLab series, and Fletcher’s alumni are three resources that have been useful to me in securing the position.
Prof. Rappaport’s class — offered in conjunction with Tufts’ Department of Urban and Environmental Planning — exposed me to many of the corporate challenges and trends that I discussed in the interview for my internship position. Her class also provided me with multiple opportunities to expand my sustainability network. For example, she invited a former UEP student who is now the Senior Sustainability Manager for DirectTV to speak to our class, and she allowed me to invite Walmart’s Director of Product Sustainability to speak to our class after I met him at a conference.
Net Impact’s SolutionsLab provided me demonstrable experience in food business issues with large corporate players like Monsanto. Because Fletcher’s Net Impact chapter is an active network participant, we were selected to host the series’ first SolutionsLab event on our campus. The event highlighted my ability to form and execute successful partnerships and was reported on 3bl Media just one day before a post about an upcoming Twitter event with YUM! and Triple Pundit.
Finally, as always, Fletcher’s alumni prove to be an invaluable resource. When I found out I’d be helping YUM! with their CDP reporting, I sent a note to a Fletcher alum at CDP. It turns out, there are multiple alumni there, and the YUM! Liaison at CDP is a Fletcher alumna, as well. It’s nice to go into my internship knowing I have a broad network of support.
So, that’s it. I’m off to my hometown to spend a wonderful and productive summer.
Thanks for following my story this year, and see you in the next.
Yesterday’s post may have been my last word on Commencement for 2015, but it isn’t the last word on the lead-up to the event. That will come from Alex who, as a continuing student, would nonetheless have been welcomed for the Dis-Orientation activities organized by the graduating class. Dis-Orientation originated several years ago as the counter-point to the academic-year-starting Orientation program.
Shortly after the year’s last class was attended, the last final exam taken, and the last term paper handed in, it was time for “Dis-O.” As any end of term should be celebrated, Fletcher’s time-honored Dis-Orientation is a week of fun activities, great parties, and even some light “vandalism.”
In an impressive feat of organization, students planned dozens of events spread over the week following the end of the semester; this year there were 45 activities over seven days. These events ranged from movie screenings in Fletcher’s main auditorium, to daylong trips to the beach on Martha’s Vineyard and the battlefields of Lexington and Concord. Athletic activities were also included, such as a softball game and a MALD vs. MIB cricket match, both of which were guaranteed to be a cultural experience for many of the players. Of course, a couple of parties were also in order, ranging from traditional celebrations in one of Fletcher’s “color houses” (e.g., the green house, yellow house, or “Casablanca,” that several students share) to a Hawaiian luau (complete with a dunk tank, of course). Finally, following the Tufts tradition of painting the cannon located in the center of campus, students sneakily painted it a blazing Fletcher-orange in the dark of night. They were disappointed, however, to find it painted over by other “vandals” within hours.
Not only is Dis-O a great way to celebrate the culmination of a successful year with our friends and classmates, I find it to be a fitting representation of what exactly is special about Fletcher’s culture. First, due to The Fletcher School’s long history, traditions like Dis-O (and even individual events within it) have turned into institutions, serving to connect Fletcher students across generations. Second, events like these do not plan themselves, but instead are a product of a student body with impressive leadership capabilities and a tremendous commitment to their fellow classmates. Additionally, the wide range of events demonstrates the diversity of interests across the student body, which has been a wonderful source of mind-opening experiences throughout the year. Finally, Dis-O evinces Fletcher students’ ability to balance work and fun: I bet you would have been just as likely to find people at the cricket match discussing India’s clean energy policy as you would to find them asking what exactly a “wicket” is.
Whether traditions such as Dis-O are the cause or the result of the strong community here, I do not know. Probably a little bit of both. What I do know, however, is that few other schools are as tightly knit as Fletcher, and that I cannot wait to come back next semester.
This is the first year when providing an “annotated curriculum” is a mandatory (o.k. — strongly suggested) topic for graduating student bloggers. Here’s Diane‘s review of her four semesters in the MALD program.
Oxfam Australia, Australia
Jewish Aid Australia, Australia
World Food Programme (internship), Nepal
United Nations Office for the Coordination of Humanitarian Affairs (OCHA) (internship), New York
Post-Fletcher Professional Goals
- Agriculture and Rural Development in Developing Countries
- Humanitarian Action in Complex Emergencies
- Law and Development
- Quantitative Methods (1/2 credit)
In the summer before arriving at Fletcher, I made the decision to pursue studies in food security in Africa, a topic I am passionate about. I also really wanted to strengthen my economics skills. I arrived at Fletcher excited by the many and varied classes in areas I wanted to study. I jumped right into it, taking a heavy load in my first semester. After placing out of the basic economics requirement during Orientation, I was able to get my quantitative, economics, and law requirements out of the way this semester. I enjoyed taking Humanitarian Action in Complex Emergencies, as this class is offered jointly by Fletcher and the Friedman School of Nutrition and it was held at the downtown campus. It was a heavy first semester load, and I am not sure I would recommend to incoming students that they take 4.5 credits.
- Development Economics: Macroeconomics Perspectives
- Econometric Impact Evaluation for Development
- Microfinance and Financial Inclusion
- Strategic Marketing for Non-Profit Organizations
- French (audited)
After practicing my French over winter break in Montreal, I came back to Fletcher for my second semester, determined to pass my language requirement. I am pleased that I focused on it this during my first year, because I was quite stressed about the requirement, and by spring break I had passed both the written and oral exams. I decided to try out some different classes at Fletcher, and found myself learning about technology for development, and loving the topic. Both the marketing class and Prof. Wilson’s Microfinance class were outside of my comfort zone. They were both probably the most interesting and practical classes I have taken at Fletcher. My Development Economics and Impact Evaluation classes helped me complete my Development Economics requirements. I also spent the semester applying for internships for the summer. In the end everything came together, I finished my first year at Fletcher, and spent my summer interning with Innovations for Poverty Action (IPA) in Northern Ghana.
Innovations for Poverty Action, Tamale, Ghana
I was keen to use my summer to gain more field experience, and I really wanted to work on a research project. After taking Econometrics and Impact Evaluation in my first year, applying to IPA seemed like a natural choice. My offer from IPA came through on the day of my last exam, right before I flew home to Australia for a couple of weeks of R&R. I then spent about 2.5 months with IPA in Ghana. It was great from the perspective of allowing me to further develop skills and knowledge I had gained in my first year at Fletcher. It was also useful from the perspective that I was able to rule out impact evaluation as a future career choice. This allowed me to refocus my second year at Fletcher in a different direction.
- Processes of International Negotiation
- Managing Operations in Global Companies: How the World’s Best Companies Operate (1/2 credit)
- International Economic Policy Analysis (audited)
- Exercising Leadership: The Politics of Change (Harvard Kennedy School)
I returned to Fletcher with some new goals. I decided to go back to basics a little bit, so I took Microeconomics, which I loved, as Prof. Tanaka included a lot of very practical applications. I also took Processes of International Negotiation, which fulfilled my DHP requirement. I wasn’t super keen on taking this class, but I ended up really enjoying it, and continued on to make this one of my Fields of Study, fulfilling the other requirements in my last semester. Because I had always been interested in logistics and business operations, I decided to take Managing Operations. It was fast and furious, and I learned a lot really quickly and enjoyed the business focus. I also decided to finally take the opportunity to cross-register at Harvard. I really wanted to take a management or leadership class, and ended up in Exercising Leadership. It was a great experience, as the class was all about personal leadership failures. I enjoyed getting off the Tufts campus two days a week and exploring Harvard Square some more. I also worked as a Research Assistant at the Feinstein Center, which was almost like taking another class, as I worked 10 hours each week on a research project. I really enjoyed this experience; I learned some important skills and became a better researcher.
- Leadership on the Line (Harvard Kennedy School January term)
- Negotiation and Mediation in the Israeli-Palestinian Conflict
- Engaging Human Security: Sudan and South Sudan
- Seminar on Program Monitoring and Evaluation (Friedman School of Nutrition)
My parents came to visit over winter break, and it was great to show them a little of the country I have called home the last two years. I left my parents a few days early, because I was enrolled to take a J-term class at Harvard. This was a follow-on to the leadership class I took in the fall. It was a fantastic experience, however J-term classes do cut into the first week of the Fletcher schedule, which makes it a more stressful start to the semester. But after attending classes full time for two weeks, and a final paper, I was done, and able to take three classes the rest of the semester. Again, I worked as a research assistant for the Feinstein Center, and served on the Admissions Committee, so I was glad to be taking a lighter course load.
I decided that, given I had finished most of my requirements and completed the economics classes I had wanted to take, I would select classes that interested me on a more personal level. This led me to take the Israel-Palestine negotiations class. This has definitely been the most interesting class I have taken at Fletcher. Prof. Rouhana had a guest speaker involved in the negotiations almost every week. We were then invited to dinners with the guest speakers, and it was a fabulous opportunity to engage in study of the conflict in a really focused way. I also decided to take the opportunity to take a class with Prof. Mazurana and Prof. de Waal on Human Security in Sudan and South Sudan. This was a great way to bring together a lot of what I had learned at Fletcher and also fill some gaps in my knowledge. I also cross-registered at the Friedman School to take their M&E class. It was fun to spend a day a week at Tufts Boston campus, particularly as the weather got nicer and I could walk through the Boston Common on my way to class. I decided that I would work on my thesis over the summer, building on the final paper I am writing for the Sudan class, while I look for work.
As I wrap up my two years at Fletcher and begin my search for my next job, I can honestly say that the diversity of classes I have taken here has allowed me great flexibility in the type of roles I am able to apply for. That, as well as access to other schools in the area, is why I have enjoyed the Fletcher curriculum so much.
As admitted applicants make their decision to enroll at Fletcher, they then turn their attention to arranging housing for September. Our blogger, Diane, lived in Blakeley Hall last year (2013-2014) and gathered some thoughts on living there from her fellow dorm-mates. I should note that the majority of our students live off-campus, in apartments in surrounding communities, but for some new students, a room in Blakeley is just right. Also, last summer (2014), the Blakeley kitchen was renovated, expanded, and improved, taking care of some of the issues that existed a year ago. Here are Diane’s reflections:
For many incoming students, particularly those new to Boston, the question of where to live can be quite daunting. In my first year at Fletcher, I chose to live in Blakeley Hall, a dormitory specifically for Fletcher students. Much like any housing situation, living in Blakeley has its advantages and disadvantages. Blakeley has space for around 80 students. Each student has a private bedroom within a suite that has a living room shared with one or two other students. There is one bathroom on each floor, shared between four or five people (two suites). The kitchen, common room, and laundry room are shared by everyone. There are seven separate towers, each with its own door, and they do not interconnect. So what does this mean for a student who chooses to live at Blakeley, and what kind of students decide to live there? I interviewed a few students who lived there with me last year to capture the different experiences they had.
1) Your favorite thing about living in Blakeley: My favorite things about living in Blakeley were the spontaneous moments of fun that were enabled by living with 80 other Fletcher students: participating in an impromptu cricket match or poker game; sharing a drink or meal with others on a Monday night, just because; and the always lively discussions on topics such as nuclear proliferation, Pakistani politics, or Tibet’s struggle for independence, which were a regular part of a dinner conversation.
2) Your least favorite aspect of living in Blakeley: Sharing a bathroom with four other people, sharing a fridge with 12, and having to go outside to get to the kitchen.
3) Your Blakeley memory: I will remember the kindness and generosity of my fellow Blakeley residents when they offered to share their home-cooked Indian meals, apple pies, and Thanksgiving feasts.
1) Your favorite thing: The three-minute commute to class.
2) Your least favorite aspect: The towers are not interconnected.
3) Your Blakeley memory: Unexpectedly getting amazing spiced tea from Elba on the way to class in the morning.
1) Your favorite thing: My favorite aspect of living at Blakeley was the community. I got to live and learn with 83 wonderful people. Whenever I needed a break from studying, I always went to the kitchen to have tea and talk. There were parties, barbecues, and Game of Thrones evenings. There were midnight birthday celebrations and snowball fights. Living at Blakeley helped me make many close friendships, and I am so grateful that I have those people in my life.
2) Your least favorite aspect: The shared kitchen. So many people in one kitchen: it got rather cozy at times. I got to try some amazing food, though!
3) Your Blakeley memory: My Blakeley memory is our “Pre-Thanksgiving Dinner” that was held the Sunday before the actual holiday. Thanksgiving is a big celebration in my family, and I wanted to share the tradition with my friends. With the help of many Blakeley residents, we made dinner for about 50 people — including two 20-lb turkeys, 15 lbs of mashed potatoes, 10 lbs of apple crisp, salad, stuffing, cornbread, sweet potatoes with marshmallows, brownies, and more. It was incredible to see how many people pitched in to help with the cooking and the decoration of the common room. It was a fun night, and it helped distract us from thoughts of our upcoming finals!
1) Your favorite thing: It’s the perfect place to get to know your new classmates well and adjust to a new environment or country!
2) Your least favorite aspect: The space constraint.
3) Your Blakeley memory: Impromptu conversations over food in the common kitchen!
1) Your favorite thing: Being able to duck back home for a coffee break between classes.
2) Your least favorite aspect: Overcrowding in the kitchen.
3) Your Blakeley memory: Too many. Here’s a random one: epic essay-drafting all-nighter in the common room near exam period with Fedra, Clare, Cilu, Caleb, Juanita, and other sleep-deprived supporting characters.
1) Your favorite thing: Feeling of community — I made friends from all over the world. The kitchen was one of my favorite places (also one of the reasons that prompted me to move out) as I got to make new friends.
2) Your least favorite aspect: The kitchen and the laundry room were too far from my room, especially during winters.
3) Your Blakeley memory: FRIENDS!
1) Your favorite thing: My favorite thing about living in Blakeley was the chance to become good friends with people from all over the world. I think living in a dorm together inevitably builds a special sense of camaraderie among Blakeley residents that’s otherwise harder to come by in a graduate program.
2) Your least favorite aspect: My least favorite thing about living in Blakeley is having to share a kitchen with 80+ other people.
3) Your Blakeley memory: My favorite Blakeley memory is Thanksgiving 2013 — everyone cooked and ate together and there was truly a feeling of Blakeley being a second family for all of us.
Diane, Australia (that’s me):
1) Your favorite thing: Being able to take a nap between classes.
2) Your least favorite aspect: The kitchen, particularly if you don’t live in a tower that interconnects with it.
3) Your Blakeley memory: The snow day — everyone went to Fletcher Field and had a giant snowball fight, and then we came inside and made pancakes and hot chocolate.
So you can see, living in Blakeley can be lively, convenient, entertaining, and full of fun, but it also has its downsides, particularly if you like to cook a lot on your own. I am glad I got to experience an American dorm, and was able to live for a year on the Tufts campus, which is beautiful in all seasons.
Last week I came to a sudden realization that I had never written anything, or had a student write, about exams. Neither midterms nor finals. Seemed like a major oversight, since exams certainly have an impact on students’ graduate school experience. Aditi has plugged that gap by writing about the most recent round of midterms.
Spring break this semester was a much-needed pause from our busy Fletcher lives. Between midterms and various internship and job applications, all of us at Fletcher were pretty much at maxed-out levels of exhaustion!
Midterms are usually a combination of exams, presentations, and papers, depending on the classes you take. For instance, my Econometrics class had an in-class, closed-book traditional exam, while my Financial Inclusion class had a group presentation. I personally found midterms to be somewhat more stressful this semester than in the fall, since one of my classes is at the Friedman School, which follows a slightly different schedule than Fletcher. Although the advantage of the mismatched schedules was that my exams and papers were spread out over two weeks, the downside was that my “midterm week” lasted twice as long.
In addition to midterms, if you happen to be taking half-credit courses, then those classes are either beginning or ending (depending on which half of the semester they are scheduled for) while you’re trying to focus on exams. In my case, I am taking Advanced Evaluation and Learning, which takes place over the second half of the semester, so as we were studying for midterms and preparing for presentations, those of us in this class were also trying to keep our heads above water with all the assigned reading.
But of course, midterms come and go. The major stress during spring semester midterms is related to the internship and job hunt process, since everyone is trying to balance applications and interviews with their coursework, other activities, and campus jobs. It definitely began to feel like the universe had conspired to make sure all deadlines fell into the same two-week period.
In the middle of all my stress and exhaustion, a friend said something that both made me laugh and also gave me a lot of perspective, when I complained to her about how hard grad school is. “Yeah, it’s hard — but it’s hard in a really easy way. Exams, papers, and presentations…let’s compare that for a second to the issues we’re trying to learn about: Poverty, terrorism, malnutrition…. Give me grad school any day!”
So now you know why I’m complaining about midterms on this blog instead of by talking to my friends.
The blog has some new readers, so I wanted to introduce you to the writers in the Student Stories feature. This is the third year for this feature, which aims to highlight the path through Fletcher of a few of our students. I try not to assign subjects for their posts. Rather, they write about topics of importance or interest to them, and some are able to write more than others. Let me, then, introduce each of them.
This year’s writers are:
Aditi: first-year MALD student from India
Alex: first-year MIB student, with a focus on clean energy
Ali: first-year MIB student, who originally applied through Fletcher’s Map Your Future pathway to admission
Diane: second-year MALD student from Australia
Liam: second-year MALD student, taking time out from the U.S. Army
Mark: second-year MIB student who has also completed a degree at Tufts Urban and Environmental Policy program
Previous year’s writers were:
Maliheh F13, MALD
Mirza F14, MALD
Roxanne F14, MALD
Scott F14, MIB
And in the first year of this fledgling effort, I also included a first-year graduate, Manjula, who gave me the idea to create Student Stories, which then led to the posts from First-Year Alumni. I hope you’ll enjoy scrolling through and reading about their Fletcher experiences.
Tagged with: Student Stories
I always prefer sharing a student perspective on Fletcher life, rather than writing myself. Today I’m sharing a post Alex sent along last week about the new Strategic Plan. When I say “new,” I mean newly completed. It has been in the works for more than a year. Let’s let Alex tell you about it.
Luckily, the administration is thinking a little bit more long-term, and has recently developed a new Strategic Plan for The Fletcher School: To Know the World. The five-year plan’s vision is to go even further to make Fletcher the “premier institution for preparing a highly selective and diverse network of global leaders, whose influence is felt across the public, private and non-profit sectors.”
The plan includes four overarching, mutually reinforcing objectives:
- Relevance: enhance professional and academic preparation of students as problem solvers, future leaders and agents of change;
- Reputation: bolster the School’s reputation by increasing research productivity and impact on decision makers;
- Resources: ensure a robust and more diversified revenue stream to support pursuit of School’s mission;
- “Right Stuff”: maintain a sustainable, diverse and high-quality student body across all our degree programs.
These objectives are supported with myriad initiatives, from strengthening research centers and enabling professors to do more research, to upgrading facilities and leveraging technology to enhance learning. I would highly recommend looking through the plan, to see where Fletcher will be going in the next couple of years.
Of course, I was most curious about what the immediate impacts of the plan will be for current, admitted, and prospective students. How will Fletcher actually be different in the Fall of 2015? So I went right to the source, and met with Dean Stavridis.
The Dean mentioned a number of exciting plans, but a couple stood out. The administration is in the process of hiring a professor with expertise in cyber, to help keep Fletcher on the cutting edge of this growing field. They are also building a television studio on site to help facilitate media appearances by the faculty (Dean Stavridis, alone, has done over 160 in the last 12 months!) and for use in classes such as The Arts of Communication (one of my favorite last semester). Finally, one of the most exciting plans in the works is establishing a strategic partnership with a globally-focused think tank in Washington D.C.; this will provide an opportunity to collaborate on research, participate in exchange programs, obtain internships, and in general serve as a home base for Fletcher in the nation’s capital.
At a school known for producing exceptional strategic thinkers, it is fitting that Fletcher should have such a stellar Strategic Plan. I look forward to seeing it in action.
Returning to the students writing about their Fletcher experience, today Liam describes his progress on developing his Capstone Project, which is both a graduation requirement and an opportunity for students to build a curriculum that meets their individual needs. New students arrive at Fletcher with the full range of thinking on their capstones — from no idea whatsoever what they’ll write, to perfect clarity on their topic and planned field research. All have the option of selecting an “incubator” course, which is designed to help them develop their ideas and research. Liam has opted to write a traditional academic thesis, but other project formats are also options.
As I begin to wind down my time at Fletcher — and thus have to start ramping up my capstone efforts — I thought a post about lessons I’ve learned regarding the capstone process could be useful.
First, it’s perfectly fine if you have no idea what you want to do for your capstone when you come to Fletcher, or really even through the first semester. I spent my entire first year thinking about a topic for my thesis that, at year’s end, I ultimately decided just wasn’t where I wanted to go. That’s okay. I found that meeting about twice a semester with Professor Shultz, my advisor, was a lifesaver, because as we began a dialogue about what I was planning and where I had trouble, he asked good questions that prompted me to think about what it was I really wanted to get out of the experience. Shifting gears at the end of my second semester meant that I had more of a focus over the summer to do research.
One thing I wish I had done better throughout my first three semesters was to tie term papers to my thesis topic. I’m writing about the U.S. Army’s security force assistance efforts in Iraq and Afghanistan, to compile best practices on what works going forward, but the only course for which I’ve written a paper relevant to that topic was for Internal Conflicts and War, my capstone “incubator” class.
Obviously, not every class is going to be a good option for writing a paper that pertains to your thesis. But instead of writing papers on the Iran Hostage Crisis (Crisis Management and Complex Emergencies), the U.S. mission in Somalia in the 1990s (Peace Operations), or right wing terror groups in the U.S. (Modern Terrorism and Counterterrorism), I probably could have chosen topics for those classes that, while not fitting perfectly into my thesis, were at least relevant to Iraq and Afghanistan. I certainly learned a lot in the research and writing of those papers, but I probably could have been more strategic in picking topics that would support the research for my thesis.
Another thing that is important to note is that if you want to do any type of interviews, you need to put in for an institutional review board. It’s not that big of a deal, but even if you’re requesting a waiver, it’s still a process through Tufts that takes some time, so I would recommend doing it as soon as you have an idea what you want to research.
Your capstone really is what you make of it. In my experience, I feel I missed a chance to tie more papers to my thesis, especially since I knew my topic by my second semester. However, the biggest lesson I’ve taken away is to sit down with your capstone advisor early, and then at least once or so a semester, to just spitball ideas on what you are thinking and where you want the process to go. I’ve gotten a hold of some great resources that way, and it has kept me on track as I try to finish up one of the last remaining milestones of my Fletcher experience.
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