6 Toward the better program The objective of the RISS is not only to disseminate the concepts of sustainability science within the university, but also to challenge the institutional limitations to obtain constant cooperation from faculty members at Osaka University. As an attempt, we have carried out Ro 61-8048 mw informal interviews with faculty (both current and prospective instructors) and currently enrolled students: (1) to have them understand click here the RISS program and (2) to find

out what they think about us as well as sustainability science. We interviewed 12 key faculty members from the Schools of Engineering, Engineering Science, Pharmaceutical Sciences, Economics, and the Communication Design Center, and 21 students who were enrolled in our program between April and July 2008. While there are possibly sample selection biases in their opinions and suggestions, the feedback is still valuable and interesting in helping to improve the RISS program. From the interview with faculty, we found that most of them have a positive attitude towards the philosophy approaches of the RISS education program, although they have some negative opinions PND-1186 about sustainability science as an academic discipline. In particular, some faculty members pointed out that the

core courses merely deliver the collection of different ideas in different views unless a core concept of sustainability science is shared among instructors. The IR3S has reached a general consensus on sustainability core courses in that sustainability science programs should have courses that teach holistic knowledge about sustainability issues. Yet, there is a debate over what specifically to teach as an introduction to sustainability science. At the RISS, we are attempting to develop documented guidance for the core courses and share it with instructors and faculty. We also hold workshops and seminars to deliver Carnitine palmitoyltransferase II findings and knowledge in sustainability science and sustainability education to faculty and students. In this sense, the RISS program can be the platform for faculty members in which new research and educational topics can be discussed. From the students’

point of view, we found that, in general, students have strong interests in environmental issues, regardless of their academic backgrounds. Yet, we saw some differences depending on their academic backgrounds. Some students majoring in natural sciences and engineering tend to have a strong motivation to delve into their academic field in pursuing their master’s curriculum, while others show interests in social sciences, such as economics. On the other hand, students majoring in social and human sciences seem to have less interest in other academic fields, particularly technology and engineering. It is important to reduce any burden on students and to encourage them to participate in the RISS program. As the current program enrolment shows (Table 2), there are only four students in the program who are majoring in social and human sciences.