Srinakharinwirot University International College Program Proposal and Overview David T. Brown 16...

Srinakharinwirot University International College

Program Proposal and OverviewDavid T. Brown

16 December 2004 ● Srinakharinwirot University

SWU International College

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

Why create an

International College?


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)


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?


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


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


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


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


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.

Key attributes of the

International College

Curriculum


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.


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



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



Inherently International Perspective: How?

1. domestic courses / academic activities offered in Thailand which involve international faculty members as instructors or co-instructors;

2. 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;



Inherently International Perspective: How?

3. study-abroad course opportunities (short and medium term) around the world offered by cooperating partner institutions for transfer credit;

4. term-abroad or year-abroad study opportunities at cooperating partner institutions around the world for transfer credit.



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.



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


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…



…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.



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.


Defining

Interdisciplinarity


disciplinary

Multidisciplinary

Interdisciplinary

- what are the differences?Reference: Stefanovic, Ingrid. 1996. Interdisciplinarity and Wholeness: Lessons from

Eco-Research. Environments 23(3): 74-94.

Definitions…


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...


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

ISSUEdisciplinediscipline

discipline

discipline

dis

cip

line

dis

cip

line

discipline

discipline

dis

cip

line

dis

cip

line

discipline

discipline

discipline

discipline

disciplinediscipline


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 boundariesthe issue, problem, or concern defines the disciplinary expertise which is brought to bear -> arguably the most effective policy-oriented problem-solving approach

disciplinedisciplinedisciplinediscipline




disciplinedisciplinedisciplinediscipline


ISSUE

sectorsector sectorsector

sectorsector

sectorsector

sectorsector

sectorsector sectorsector

sectorsector

ISSUE


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



…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



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)

Why Sustainability?

Rationale and Overview


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”.


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


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.


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)


the sustainability triangle

Sustainability


Elements of sustainability

Environment

Economy Society- World Commission on Environment and Development, 1987



Environment


•biodiversitybiodiversity•materialsmaterials•energyenergy

•biophysical interactionsbiophysical interactions



Environment


•money and capitalmoney and capital•employmentemployment

•technological growthtechnological growth•investmentinvestment

•market forcesmarket forces



Environment


•human diversity (cultural, linguistic, ethnic)human diversity (cultural, linguistic, ethnic)•equity (dependence / independence)equity (dependence / independence)

•quality of lifequality of life•institutional structures and organizationinstitutional structures and organization

•political structurespolitical structures


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


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


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

What is an

Interdisciplinary

Combined Major?


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)


‘Non-traditional’:

• Engineering• Computer Science• Education• Pharmacology• Business• Languages• Health Science

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


Generic Course Schema

Introduction to Sustainability

Disciplinary Co-Major 1

General Education

Ecology and Environment


Applied Environmental Policy


General Education


Year 1 Term 1 Term 2

* Disciplinary and General Education Courses may not occur in same terms for all co-majors

General Education



Local ScaleEnvironmental Issues


General Education

Year 2 / 3 Core Elective*


Global Scale Environmental Issues


General Education

Year 2 / 3 Core Elective*



* Sample year 2 / 3 core electives: Economics of the EnvironmentEthics, Equity and Environmental ThoughtMaterials, Waste, and Recycling



Field Course Project and Journal

Interdisciplinary Perspectives on…*



Year 3 Term 5 (abroad) Term 6 (abroad or at home)

Ecozones and Biodiversity

Urban Settlements



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



Research Project I


General Education



General Education



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 PlanningSustainable AgricultureGender and Environment

# May be Disciplinary Co-Major Course depending upon Year 3 Term Abroad or Year Abroad options

Policy Seminar II

Integration of International Course Components

Scheduling and Mechanisms


Scheduling

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


Scheduling


Respects standard SWU academic calendar in years 1,2 and 4


Scheduling


Respects standard SWU academic calendar in years 1,2 and 4 (standard Thai academic term deployment)


Scheduling


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 from: Northern hemisphere Southern hemisphere


Scheduling


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


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)


Scheduling Year 3 (Terms 5 and 6) is different, and offers most intensive


Example: Canadian Ecozones and Urban Settlements courses

• land in Vancouver

• travel across country by motor coach, visiting several major ecozones and important cities

• Accommodations in university residences along the way – less expensive, and appropriate

• Guest lectures by local academics and experts

• One Thai and one Canadian instructor

• Hiatus (additional course and break) at Brock University before stage 2 (eastern Canada)


Term deployment Year 3 (Terms 5 and 6) is different, and offers most intensive


Example: Canadian Ecozones and Urban Settlements course

• land in Vancouver

• travel across country by motor coach, visiting several major ecozones and important cities

• Accommodations in university residences along the way – less expensive, and appropriate

• Guest lectures by local academics and experts

• One Thai and one Canadian instructor

• Hiatus (courses and break) at Brock University before stage 2 (eastern Canada)


Scheduling Year 3 (Terms 5 and 6) is different, and offers the most intensive


Term 6 offers two options: Study at Brock

(1 or 2 terms)

Study at SWU (regular 2nd term)


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

Timelines


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

mechanismsPilot Program Launch June 2005


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


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


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

Conclusions and Comments

Srinakharinwirot University International College Program Proposal and Overview David T. Brown 16...

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