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Srinakharinwirot University International College

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Title: Srinakharinwirot University International College


1
Srinakharinwirot University International College
  • Program Proposal and Overview
  • David T. Brown16 December 2004 ?
    Srinakharinwirot University

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

3
Why create an
International College?
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)

5
Why an international college?
  • SWUs 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

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 Bachelors degree (BA or
    BSc) program

7
Development targets
  • Make the program accessible to a wide range of
    academically excellent Thai undergrads
  • -gt realistic English aptitude expectations
  • -gt realistic cost
  • Fit within a standard 4-year university degree
    time frame

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

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

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.

11
Key attributes of the
  • International College Curriculum

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 Colleges
    broad-based interdisciplinary course offerings
    with a disciplinary major from a participating
    department at SWU.

13
Key Attributes of IC Curriculum
  • 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

14
Key Attributes of IC Curriculum
  • 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

15
Key Attributes of IC Curriculum
  • 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

16
Key Attributes of IC Curriculum
  • 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.

17
Key Attributes of IC Curriculum
  • 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.

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

19
Key Attributes of IC Curriculum
  • 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

20
Key Attributes of IC Curriculum
  • 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.

21
Key Attributes of IC Curriculum
  • 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.

22
Defining
  • Interdisciplinarity

23
Definitions
disciplinary Multidisciplinary Interdisci
plinary - what are the differences?

Reference Stefanovic, Ingrid. 1996.
Interdisciplinarity and Wholeness Lessons from
Eco-Research. Environments 23(3) 74-94.
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...

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

26
ISSUE
27
ISSUE
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 -gt 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
    -gt arguably the most effective policy-oriented
    problem-solving approach

29
ISSUE
30
ISSUE
31
ISSUE
32
ISSUE
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

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

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)

36
Why Sustainability?
  • Rationale and Overview

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.

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

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.

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)

41
Sustainability
the sustainability triangle
42
Elements of sustainability
Environment
Economy
Society
- World Commission on Environment and
Development, 1987
43
Elements of sustainability
Environment
  • biodiversity
  • materials
  • energy
  • biophysical interactions

Economy
Society
- World Commission on Environment and
Development, 1987
44
Elements of sustainability
Environment
  • money and capital
  • employment
  • technological growth
  • investment
  • market forces

Economy
Society
- World Commission on Environment and
Development, 1987
45
Elements of sustainability
Environment
  • human diversity (cultural, linguistic, ethnic)
  • equity (dependence / independence)
  • quality of life
  • institutional structures and organization
  • political structures

Economy
Society
- World Commission on Environment and
Development, 1987
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
    -gtframeworks for evaluating our practices

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

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/su
    stain/lets_tlk.html

49
What is an
  • Interdisciplinary
  • Combined Major?

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)
51
Credit structure
  • Interdisciplinary Core
  • (approx. 40 of total credit hours )
  • Disciplinary Co-Major
  • Examples
  • Biology
  • Sociology
  • Chemistry
  • Economics
  • Geography
  • Politics
  • Law
  • Philosophy
  • Psychology
  • Non-traditional
  • Engineering
  • Computer Science
  • Education
  • Pharmacology
  • Business
  • Languages
  • Health Science

General Education Courses (approx. 20 of total
credit hours)
52
Generic Course Schema
Term 2
Term 1
Year 1
Applied Environmental Policy
  • Introduction to Sustainability

Ecology and Environment
  • Disciplinary Co-Major 1

Disciplinary Co-Major 2
Disciplinary Co-Major 3
General Education
Disciplinary Co-Major 4
General Education
General Education
Disciplinary and General Education Courses may
not occur in same terms for all co-majors
53
Generic Course Schema
Year 2
Term 3
Term 4
  • Local Scale
  • Environmental Issues

Global Scale Environmental Issues
Year 2 / 3 Core Elective
Year 2 / 3 Core Elective
Disciplinary Co-Major 7
  • Disciplinary Co-Major 5

Disciplinary Co-Major 8
Disciplinary Co-Major 6
General Education
General Education
Sample year 2 / 3 core electives Economics of
the Environment Ethics, Equity and
Environmental Thought Materials, Waste, and
Recycling
54
Generic Course Schema
Year 3
Term 6 (abroad or at home)
Term 5 (abroad)
  • Field Course Project and Journal

Year 2 / 3 Core Elective
Interdisciplinary Perspectives on
Disciplinary Co-Major 9
Disciplinary Co-Major 10
Urban Settlements
Disciplinary Co-Major 11
Ecozones and Biodiversity
Disciplinary Co-Major 12
Year 2 / 3 Core Elective
General Education
Sample Interdisciplinary Perspectives
onHuman 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
55
Generic Course Schema
Term 8
Year 4
Term 7
Research Project II
  • Research Project I

Policy Seminar II
Policy Seminar I
Interdisciplinary Perspectives on
Literature Review
Yr. 3 / 4 Elective
Yr. 3 / 4 Elective
Disciplinary Co-Major 15
  • Disciplinary Co-Major 13

Disciplinary Co-Major 16
Disciplinary Co-Major 14
General Education
General Education
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
56
Integration of International Course Components
  • Scheduling and Mechanisms

57
Scheduling
  • Respects standard 4-year (8 term) university
    degree timeframe

58
Scheduling
  • Respects standard 4-year (8 term) university
    degree timeframe
  • Respects standard SWU academic calendar in years
    1,2 and 4

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)

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


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

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

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)

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)

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)

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)

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)

Study at SWU (regular 2nd term)
  • Term 6 offers two options

Study at Brock (1 or 2 terms)
68
Scheduling
  • Additional optional field or classroom courses
    may be offered between semesters, including
    ESL training, at home or abroad

69
Timelines
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

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

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

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

74
Conclusions and Comments
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