Srinakharinwirot University International College

Slide 1:Srinakharinwirot University International College

Program Proposal and Overview David T. Brown16 December 2004 ? Srinakharinwirot University

Slide 2:Outline

Why create an International College? Key Attributes of the proposed program Defining Interdisciplinarity Why Sustainability? What is an Interdisciplinary Combined Major? Integration of International Course Components Timelines Conclusions and Comments

Slide 3: Why create an

International College?

Slide 4:Why an international college?

Thai universities require new programs which are: academically excellent international in scope and credibility pedagogically innovative � emphasizing critical thinking, interdisciplinarity, effective communication skills, applied problem solving socially and environmentally relevant free from traditional bureaucratic constraints attractive and accessible to Thai students institutionally affordable (cost recovery basis)

Slide 5: SWU�s response: Srinakharinwirot University is committed in principle to developing a new autonomous College within the governing framework of Srinakharinwirot University, known provisionally as Srinakharinwirot University International College

Why an international college?

Slide 6:Mandate of SWU IC

to provide a unique broad-based interdisciplinary undergraduate educational opportunity with a strong international component for Thai students at SWU, featuring strong core grounding in environment and sustainability to provide an internationally recognized and respected joint-major Bachelor�s degree (BA or BSc) program

Slide 7:Development targets

Make the program accessible to a wide range of academically excellent Thai undergrads -> realistic English aptitude expectations -> realistic cost Fit within a standard 4-year university degree time frame

Slide 8:Development targets

Maximize interaction with international instructors and student peers from abroad Minimize costs associated with international / study-abroad components Harmonize with domestic Thai programs and programs in international institutions

Slide 9:Development targets

Retention of traditional liberal undergraduate educational values� Literacy Numeracy Critical analysis Openness and receptivity to the ideas and perspectives of others Moral and ethical integrity Social responsibility

Slide 10:Development targets

�and Innovation through the introduction of: a structured interdisciplinary perspective; an integrated international experience that is systemic, meaningful, and more affordable than full-time study at an international institution; a systemic emphasis on environment, ecology, and principles of sustainability as a fundamental basis for all activities.

Slide 11:Key attributes of the

International College Curriculum

Slide 12:Key Attributes of IC Curriculum

Interdisciplinary Combined Major Program Structure Students in the program will have the opportunity to be joint majors, combining the College�s broad-based interdisciplinary course offerings with a disciplinary major from a participating department at SWU.

Slide 13:Focus on Environment, Ecology and Sustainability interdisciplinary core courses will emphasize environmental literacy, ecological awareness, and a strong working knowledge of principles of sustainability as a foundation for all academic endeavour

Key Attributes of IC Curriculum

Slide 14: Inherently International Perspective accomplished through collaborative program delivery with international partner institutions; international and domestic lecturers;  international study-abroad and exchange opportunities for students, staff, and faculty members

Key Attributes of IC Curriculum

Slide 15: Inherently International Perspective: How? domestic courses / academic activities offered in Thailand which involve international faculty members as instructors or co-instructors; study-abroad courses (short and medium term) mounted by SWU around the world which may involve international faculty members as instructors or co-instructors, for SWU credit;

Key Attributes of IC Curriculum

Slide 16: Inherently International Perspective:  How? study-abroad course opportunities (short and medium term) around the world offered by cooperating partner institutions for transfer credit; term-abroad or year-abroad study opportunities at cooperating partner institutions around the world for transfer credit.

Key Attributes of IC Curriculum

Slide 17:Modular program format An academic calendar that is complementary to the standard Thai academic calendar as much as possible Course modules scheduled to take best advantage of the academic calendars of partner institutions in the northern and southern hemispheres Provides maximum flexibility in course selection and allows for year-round study.

Key Attributes of IC Curriculum

Slide 18:Target demographic group

Thai high school graduates and young professionals who exceed national university-level entrance standards and SWU acceptance standards Thai students who have excellent academic credentials and good functional oral English skills, but who may lack university-level writing aptitude in English

Slide 19:Emphasis on English language program delivery A significant proportion of the international content of the program will be delivered in English. E.g., all course content delivered by international instructors; courses with joint Thai-international student enrollment. However�

Key Attributes of IC Curriculum

Slide 20:�the intended target market for this College is Thai students, so: some foundation courses in the International College core curriculum may be delivered in Thai some disciplinary co-major courses may be taken in Thai supplementary materials and explanation for international courses may be provided in the Thai language by Thai co-instructors.

Key Attributes of IC Curriculum

Slide 21:In some SWU-credit courses, students will be given the option of submitting written work and writing examinations in either Thai or English. Students who choose to work entirely in English will receive formal recognition of this fact in their degree program through English-language benchmark testing and a formal �English stream�. Transfer credit courses will be conducted and evaluated entirely in the language of instruction of the home institution, except by special arrangement.

Key Attributes of IC Curriculum

Slide 22:Defining

Interdisciplinarity

Slide 23:Definitions�

Slide 24:Definitions�

Disciplinary: of or pertaining to a discrete branch of learning knowledge within generally accepted boundaries often associated with discipline-specific vocabularies, methods, and assumptions Examples of disciplines: sociology, philosophy, biology, political science, chemistry, economics, geography, mathematics...

Slide 25:Definitions�

Multidisciplinary: standard disciplinary approaches are applied to a common research question, problem or issue insights achieved through an approach which is essentially additive rather than integrative a spontaneous coalescence of these disparate approaches is anticipated arguably the approach which produces the most substantive research results

Slide 28:Definitions�

Interdisciplinary: a level of integration which involves more than an additive analysis of the disciplinary perspectives insights are achieved through an approach which is explicitly integrative -> an a priori attempt is made at synthesis across disciplinary boundaries the issue, problem, or concern defines the disciplinary expertise which is brought to bear -> arguably the most effective policy-oriented problem-solving approach

Slide 33:Interdisciplinary programs

�are not affiliated with a particular academic discipline, but which attempt to bridge disciplinary boundaries diverse in scope and context, but share some common attributes: thematic issue-based or problem-based may incorporate a range of perspectives, from theoretical to applied

Slide 34:Interdisciplinary programs

�are not a substitute for the traditional disciplines which form the core of any university The two approaches are inextricably interlinked and complementary: Disciplinary endeavour provides depth of knowledge Interdisciplinary programs provide breadth of knowledge

Slide 35:Interdisciplinary programs

Further details on handout: A. The Disciplinary / Multidisciplinary / Interdisciplinary / Transdisciplinary Continuum (pp. 4-6) B. Rationale for the development of an interdisciplinary core program in ecology, environment, and sustainability (pp.6-8)

Slide 36:Why Sustainability?

Rationale and Overview

Slide 37:Sustainable development:

meeting the needs of the present without compromising the ability of future generations to meet their own needs. - World Commission on Environment and Development (1987): Our Common Future A somewhat broad definition: �all things to all people, therefore nothing to anyone�.

Slide 38:Sustainability

Some alternatives: �A sustainable society is one that lives within the self-perpetuating limits of its environment. That society is not a "no growth" society - it is, rather a society that recognizes the limits of growth and looks for alternative ways of growing.�  - James Coomer [Sustainability is]..�achieving the ecological balance which allows economic prosperity and social equity to be achieved across generations.� - James McNeil

Slide 39:Sustainability

�is not limited to one precise definition. Different definitions of sustainability are useful for different situations and different purposes, yet all the definitions involve: Living within limits; Understanding the interconnections among economy, society, and environment; and Equitable distribution of resources and opportunities.

Slide 40:Sustainability

�A basic premise of education for sustainability is that just as there is a wholeness and interdependence to life in all its forms, so must there be a unity and wholeness to efforts to understand it and ensure its continuation. This calls for both interdisciplinary inquiry and action.� Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action (UNESCO, 1997)

Slide 41:Sustainability

Slide 42:Elements of sustainability

Environment Economy Society - World Commission on Environment and Development, 1987

Slide 43:Elements of sustainability

Environment Economy Society - World Commission on Environment and Development, 1987 biodiversity materials energy biophysical interactions

Slide 44:Elements of sustainability

Environment Economy Society - World Commission on Environment and Development, 1987 money and capital employment technological growth investment market forces

Slide 45:Elements of sustainability

Environment Economy Society - World Commission on Environment and Development, 1987 human diversity (cultural, linguistic, ethnic) equity (dependence / independence) quality of life institutional structures and organization political structures

Slide 46:Sustainability�

No longer a slippery ill-defined term Qualitative and quantitative techniques are employed in the study of sustainability Theoretical and applied approaches exist Emphasis on the continuum from principles to policy to practice Principles of sustainability are now well established in the academic literature ->frameworks for evaluating our practices

Slide 47:Principles of Sustainability

To be useful, principles must: be easily understood be applicable in many contexts be transferable across scales translate well from fundamental values into applied policy and practical action identify possibilities for change of all magnitudes

Slide 48:Sustainability Education

Further details on handout: C. Background on interdisciplinarity in postsecondary environmental education from UNESCO (�Education for a Sustainable Future�) � p.9 Other resources: Principles of Sustainable Development: http://www.iisd.org/sd/principle.asp The Sustainability Projecthttp://www.flora.org/sustain/lets_tlk.html

Slide 49:What is an

Interdisciplinary Combined Major?

Slide 50:Credit structure

Interdisciplinary Core (approx. 40% of total credit hours ) Disciplinary Co-Major (approx. 40% of total credit hours) General Education Courses (approx. 20% of total credit hours)

Slide 51:Credit structure

Interdisciplinary Core (approx. 40% of total credit hours ) General Education Courses (approx. 20% of total credit hours) Examples: Biology Sociology Chemistry Economics Geography Politics Law Philosophy Psychology Disciplinary Co-Major

Slide 52:Generic Course Schema

Introduction to Sustainability Disciplinary Co-Major 1 General Education Ecology and Environment Disciplinary Co-Major 2 Applied Environmental Policy Disciplinary Co-Major 3 General Education Disciplinary Co-Major 4 Year 1 Term 1 Term 2 * Disciplinary and General Education Courses may not occur in same terms for all co-majors General Education

Slide 53:Generic Course Schema

Local Scale Environmental Issues Disciplinary Co-Major 5 General Education Year 2 / 3 Core Elective* Disciplinary Co-Major 6 Global Scale Environmental Issues Disciplinary Co-Major 7 General Education Year 2 / 3 Core Elective* Disciplinary Co-Major 8 Year 2 Term 3 Term 4 * Sample year 2 / 3 core electives: Economics of the Environment Ethics, Equity and Environmental Thought Materials, Waste, and Recycling

Slide 54:Generic Course Schema

Field Course Project and Journal Interdisciplinary Perspectives on�* Disciplinary Co-Major 10 Disciplinary Co-Major 11 Year 3 Term 5 (abroad) Term 6 (abroad or at home) Ecozones and Biodiversity Urban Settlements Disciplinary Co-Major 12 Disciplinary Co-Major 9 General Education Year 2 / 3 Core Elective** Year 2 / 3 Core Elective** * Sample �Interdisciplinary Perspectives on���Human Settlements: The Automobile �International Issues: Globalization and Environment �Environmental Issues: Toxins in the Environment ** Sample Year 2 / 3 core electives: Environmental Legislation and Case Studies Human Services Planning Global Conventions on Environment and Development

Slide 55:Generic Course Schema

Research Project I Disciplinary Co-Major 13 General Education Disciplinary Co-Major 14 Disciplinary Co-Major 15 General Education Disciplinary Co-Major 16 Year 4 Term 7 Term 8 Policy Seminar I Literature Review Research Project II Interdisciplinary Perspectives on� Yr. 3 / 4 Elective*# Yr. 3 / 4 Elective*# * Sample Year 3 / 4 core electives: Ecosystem-based Planning Sustainable Agriculture Gender and Environment # May be Disciplinary Co-Major Course depending upon Year 3 Term Abroad or Year Abroad options Policy Seminar II

Slide 56:Integration of International Course Components

Scheduling and Mechanisms

Slide 57:Scheduling

Respects standard 4-year (8 term) university degree timeframe

Slide 58:Scheduling

Respects standard 4-year (8 term) university degree timeframe Respects standard SWU academic calendar in years 1,2 and 4

Slide 59:Scheduling

Respects standard 4-year (8 term) university degree timeframe Respects standard SWU academic calendar in years 1,2 and 4 (standard Thai academic term deployment)

Slide 60:Scheduling

Respects standard 4-year (8 term) university degree timeframe Respects standard SWU academic calendar in years 1,2 and 4 (standard Thai academic term deployment) International instructors will teach during standard Thai terms Intl. Instructors Intl. Instructors Intl. Instructors Intl. Instructors Intl. Instructors Intl. Instructors Intl. Instructors Intl. Instructors from: Northern hemisphere Southern hemisphere

Slide 61:Scheduling

Respects standard 4-year (8 term) university degree timeframe Respects standard SWU academic calendar in years 1,2 and 4 (standard term deployment) International instructors will teach during standard Thai terms Year 3 (Terms 5 and 6) is different, and offers most intensive international experience

Slide 62:Scheduling

Respects standard 4-year (8 term) university degree timeframe Respects standard SWU academic calendar in years 1,2 and 4 (standard term deployment) International instructors will teach during standard Thai terms Year 3 (Terms 5 and 6) is different, and offers most intensive international experience

Slide 63:Scheduling

Year 3 (Terms 5 and 6) is different, and offers most intensive international experience Term 5 is a study-abroad field course term (within May �Sept)

Slide 64:Scheduling

Year 3 (Terms 5 and 6) is different, and offers most intensive international experience Term 5 is a study-abroad field course term (within May �Sept)

Slide 65:Scheduling

Year 3 (Terms 5 and 6) is different, and offers most intensive international experience Term 5 is a study-abroad field course term (within May �Sept)

Slide 66:Term deployment

Year 3 (Terms 5 and 6) is different, and offers most intensive international experience Term 5 is a study-abroad field course term (within May �Sept)

Slide 67:Scheduling

Year 3 (Terms 5 and 6) is different, and offers the most intensive international experience Term 5 is a study-abroad field course term (within May �Sept) Term 6 offers two options: Study at Brock (1 or 2 terms) Study at SWU (regular 2nd term)

Slide 68:Scheduling

Additional optional field or classroom courses may be offered between semesters, including ESL training, at home or abroad

Slide 69:Timelines

Slide 70:Timelines

2004-5 � Program definition: Program title and scope Determination of substantive subject areas covered Assessment of academic resources available (books, journals, online resources) University-wide workshop (January 2005) on program development � Curriculum analysis and development � Identification of full list of committed faculty members � Hiring of new faculty by SWU � Piloting of collaborative core course delivery in a Thai context at SWU using Brock faculty � Establishment of final program structure and administrative mechanisms Pilot Program Launch June 2005

Slide 71:Timelines

2005-6 Advertising of new program Pilot Program Launch June 2005 Deployment of some Year I course offerings Recruitment of SWU students into newly developed program Exploration and initiation of collaborative research programs Visiting International Scholar / University Mentorship program visits to Brock for upper-year course development and collaborative research Possible first iteration of joint Brock-SWU undergraduate field course

Slide 72:Timelines

2006-7 � Deployment of Year 2 course offerings � Development of short-term study-abroad course offerings for SWU students � Ongoing collaborative development of Year 3 and Year 4 courses

Slide 73:Timelines

2007-8 � Deployment of Year 3 course offerings � First semester of Year 3 incorporates a systemic international experience: For students without 550 TOEFL: May � August field term (5) in Canada; return to Thailand for Term 6 For students with 550 TOEFL: May � August field term (5) in Canada, but staying on from Sept in study-abroad semester or year 2008-9 � Deployment of Year 4 course offerings � First graduating class

Slide 74:Conclusions and Comments