Master of Integrated Sciences Brings Interdisciplinary Study to Purposeful Students

Published: May 5, 2015

Assistant Professor of Physics Doug Shepherd with students in his lab.

Assistant Professor of Physics Doug Shepherd with students in his lab.

Akbar Esfahani transferred into the Master of Integrated Sciences (MIS) program from the Mathematics and Statistical Sciences department after he learned that he could design a degree that would make him uniquely qualified across a broad range of topics. "My interests have always been at the crossroads of math and its applications in the sciences. But a math degree could not teach me about scientific facts, and a pure science degree could not teach me about math. The MIS program allowed me to bundle up the two and learn both," he says. "The advantage that my degree has afforded me is that I was selected for a position that requires a PhD in Statistics, because of my degree in Integrated Sciences (specializing in Statistics and Geographic Information Systems), I had a better understanding of the challenges in spatial statistics as it relates to geography."

Esfahani graduated from the MIS program in 2013, and now, as a Statistician with the Center for Health Policy Research at the University of California Los Angeles, he works on data file production, statistical modeling, GIS analysis, spatial statistics, and statistical programming for automation. In order to train for a job that requires such a broad range of skills, Esfahani needed a non-traditional degree program, and he enthuses, "I think that the MIS program is one of the best graduate programs in the CU system."

Martin Huber, Director of the MIS program and Professor in Physics, took over leadership of the Integrated Sciences program three years ago and saw an opportunity to refocus the program on the integration of its interdisciplinary components. Today, the Integrated Sciences program provides students the opportunity to explore interrelationships between different fields of science. The redesigned model is for students who wish to pursue scientific knowledge in fields that do not fit traditional categories or those who desire competency in multiple scientific disciplines.

Will Fitzhugh will be headed to Harvard to study Applied Physics this fall.

Will Fitzhugh will be headed to Harvard to study Applied Physics this fall.

Huber observed that modern careers in scientific fields are evolving and becoming increasingly specialized, while at the same time requiring expertise in a variety of areas. When heading into the workforce, many master's candidates find that they need proficiency across a spectrum of disciplines to better reflect the precise challenges they will face in their careers. These students require a program of study that is specifically tailored to their unique situations, and the Master's program in Integrated Sciences provides an interdisciplinary curriculum that drives motivated students to explore the fundamental integration between mathematics, computer science, and natural and physical science (biology, chemistry, environmental sciences, geology, and physics) disciplines. Within certain broad requirements, and in consultation with Huber and other mentors, the curriculum is carefully tailored to meet the students' goals, unfettered by traditional, discipline-specific curricula.

Historically the program has served the needs of science educators, and, while Huber remains committed to them, he also knew there was a broader range of purpose-driven students who would be served by creating graduate experiences better tailored to their goals. Huber sees four primary intersections where MIS is becoming increasingly sought after by students: those looking to go into high-tech careers that require working with a multi-disciplinary team; people in a workplace they enjoy who realize that an interdisciplinary degree will be the nudge they need to qualify for a higher-level position; those interested in the healthcare profession looking to broaden their experience prior to entering an MD or PhD program; and educators looking to bring a better understanding of scientific principles into the classroom. Recent MIS students have included science teachers, scientific staff at local technical companies, and defense and security professionals.

"Our students are as diverse as our curriculum," asserts Huber. "Our program is especially attractive to graduating double majors seeking a Master's program that will allow them to further explore their dual interests at the graduate level. Some of our students are already working in a technical environment but with an interest in higher-level research activities. This program is also ideal for veterans with military experience in the technical realm who need more education to complement their acquired practical skills."

Will Fitzhugh applied to the MIS program because he had a very particular interdisciplinary research idea that he wanted to pursue: nano-manufacturing. He says, "This kind of research is always integrated, so it made sense to find a program where my curriculum would reflect that—rather than a curriculum dictated by a traditional discipline." Fitzhugh needed a program that would serve as a transition from the biophysics focus of his undergraduate degree to his eventual goal, a PhD in Applied Physics, while allowing him to gain the in-depth research experience he would need to put him above his peers in the competitive PhD application process.martin

Presenting with confidence, Neil Rebolledo defends his master's thesis.

Presenting with confidence, Neil Rebolledo defends his master's thesis.

"By far, my research has been the most important factor in planning my degree. The MIS is unique in that you can get a broad education while still focusing every course on your research topic," Fitzhugh says. "For example, in physics, my research area is condensed matter/solid state. If I were in a traditional physics program, I'd have a breadth requirement that might require me to take a class in general relativity or particle physics, which is unrelated to my interests. Instead, as an MIS student, I've been able to take courses in numerical mathematics and electromagnetic engineering that have enabled me to model and design an experimental setup for the theory I created as a result of my physics education. As an added bonus, taking courses in a variety of departments has led to my getting to know a wider range of faculty—and accordingly greater access to resources." Graduating this summer, and having been recently accepted to PhD programs in Applied Physics at Harvard, Northwestern, and Columbia, Fitzhugh had the enviable but difficult decision of which highly prestigious program to choose. Ultimately he chose Harvard, and will head to Cambridge in the fall to join the long line of celebrated Crimson physicists.

The intentionality with which students must approach an MIS degree and the level of maturity required to execute it shine though in the flexibility and rigor of the degree requirements. Students must designate a primary area—either within a department or as an interdisciplinary concentration—within the first semester of starting the program. All classes counting toward the student's degree must then be directly and demonstrably related to the student's stated program goal. As a program that prides itself on both its breadth and depth, MIS students must complete 30 semester hours at the 5000+ level to receive a degree from the MIS program. Popular discipline combinations among students include Mathematics and Computer Science, Physics and Mathematics, and Biology and Chemistry. Additionally, and with approval, students may take a maximum of three hours outside these core disciplines. The length of time needed to complete the degree is determined by the student's own schedule flexibility, but many finish within two years of full-time study. The MIS program is unique in its requirement that the capstone project required must demonstrate a true integration of the two content areas of each student's personalized curriculum. This project consists of original research, guided by an academic advisor, and culminates with either a project report or a thesis. "The independence and focus required by the capstone experience is key to students' professional growth," Huber says.

Akbar Esfahani agrees that the most important aspect of his degree and his success was staying focused on his goals from the beginning. He says, "I wanted a better understanding of the relationship between Geography and Statistics as it applies to climate change.  I am very lucky that I had a great number of professors that helped me in my studies and who I am still in contact with." In particular he credits his advisor, Weldon Lodwick, Professor in Mathematics and Statistical Science, with always pointing him in the right direction and with getting him access to advanced research. Additionally, Rafael Moreno, Assistant Professor in Geography and Environmental Sciences, gave Esfahani a clear understanding of the value of a great visual report, which Esfahani says helped in his job search.

Like Esfahani, Jason Ray initially chose to pursue a Master's Degree in Applied Mathematics before finding his way to MIS. Ray's goal was to become qualified to teach undergraduate math courses within Denver Public Schools via the CU Succeed program. Upon further research on the graduate school website he came across the MIS program and says, "I was very pleased to read that not only would the MIS program fulfill the math requirement I needed, but it would also allow me to build upon my chemistry education as a secondary focus. Since I have BS degrees in both math and chemistry (with minors in physics and criminalistics respectively) I am certified by the Colorado Department of Education to teach both math and science. I felt the MIS program was an excellent fit for me in order to teach college math classes to high school students as well as build upon and further develop my science content knowledge, so that I would feel more comfortable teaching science courses if I ever choose to do so." Ray says he feels lucky and blessed to have stumbled upon the program, that he is extremely happy with his choice to make the switch, and that he would highly recommend the program to others.

Admission to the program is competitively based and applications are reviewed twice yearly. For more information about the MIS program you can click here or contact Prof. Martin Huber at 303-556-3561 or martin.huber@ucdenver.edu.