Abstract：
Societal and scientific progress has led to the formation of new study programs, often with multidisciplinary curricula. Guarantors and teachers of such programs must be prepared to quickly adapt to the needs and demands of students, society, the job market, and the commercial sphere since many issues start surfacing during the first years of the programs\' life. Here we share our experience with such a process in the study program \"Environment and Health\" taught since 2019 at Masaryk University in Brno, Czech Republic. Feedback from students and alumni allows for improvement of the curriculum and organization of the program. We show feedback loops from three perspectives: Feedback from immediate short-term experience can be incorporated within a year, medium-term feedback loops can manifest after several years, and long-term ones even decades. While current students usually perceive only short- or medium-term issues, the philosophy and structure of the program must be built by predicting societal and commercial needs in the following decades. Such long-term aspects are often counterintuitive to students\' vision, but still have to be considered for the program to remain attractive to new applicants. Balancing the original vision, preparing and applying changes, and dealing with feedback on all levels are key managerial challenges of successful study programs.
摘要：
社会和科学的进步导致了新的学习计划的形成，通常是多学科课程。此类课程的担保人和教师必须做好准备，以迅速适应学生的需求和要求，社会,就业市场,和商业领域，因为许多问题在项目生命的最初几年开始浮出水面。在这里，我们分享了自2019年以来在布尔诺的Masaryk大学教授的“环境与健康”学习计划中这样一个过程的经验，捷克共和国。学生和校友的反馈可以改善课程和组织。我们从三个角度展示了反馈循环：来自即时短期经验的反馈可以在一年内纳入，中期反馈循环可以在几年后显现，和长期的甚至几十年。虽然目前的学生通常只感知短期或中期问题，该计划的哲学和结构必须通过预测未来几十年的社会和商业需求来建立。这样的长期方面往往与学生的愿景背道而驰，但仍然必须考虑该计划对新申请人保持吸引力。平衡最初的愿景，准备和应用更改，处理各级反馈是成功学习计划的关键管理挑战。
