Central Washington University
UNIV 304 International Sustainable Development/Thailand
2015 Syllabus
Instructor: Dr. Kenneth A. Cohen
Email: cohenk@cwu.edu Phone: (509) 963-1967
Course Description: Students will apply critical thinking skills, field observations, and
reflective processing to explore and reveal the contextual impacts and opportunities
associated with international sustainable development projects. Through cultural
immersion and experiential learning in an international setting, students will engage in
activities designed to broaden their perspectives on sustainable development while
providing opportunities for personal growth.
About This Course: UNIV 304 provides opportunities for international experiential
learning across a variety of majors and disciplines. Content is delivered via a hybrid
course that has an online component and an international immersion component through
a partnership with GIVE Excursions.
Instructional Style: The course will be delivered online via Canvas (an online learning
system similar to Blackboard) and facilitated through on-site guides at each international
location. A pin number for accessing the Canvas course site will be provided once the
student is registered and no later than two weeks prior to departure. Internet access is
required for the online component. Internet access is not consistently available during the
two week international immersion portion of the course, so be sure to review all links
prior to departure.
Together the students, instructor, guides, and local community members co-generate
learning. Students will be appointed to lead the dialogue circles and provided with
appreciative inquiry techniques for enriching the conversation.
Instructions on how to utilize Canvas will be provided once the students have registered
and received their pin number.
Course Rational: This course is based on a transformative service-learning pedagogy
that delivers a precise sequence of activities (contextual border crossing, dissonance,
personalizing, processing, reflection, and integration). The design is generated to elevate
the student’s personal experience while enriching it academically.
Learning opportunities are embedded in activities throughout the program’s itinerary and
enhanced through methods typically associated with service-learning: cross-cultural
engagement, field notes, dialogue, reflective journaling, and a cumulative analysis of how
the experience will be integrated into the students’ personal, academic, and professional
aspirations.
Course Objectives
1. Identify sustainable development imperatives in relation to cultural,
environmental, and economic frameworks.
2. Analyze and evaluate challenges and opportunities associated with sustainable
projects in the context of the destination community.
3. Synthesize how limited resources and multiple impacts are experienced and
reconciled at the community level.
4. Describe the personal impacts of international experiential learning and how
these affect future career path decisions and life goals.
Required Reading:
How the city farang came to love the forest and other stories Paperback – April 9, 2014
by
Danny Campbell (Author)
And
A Comparison of Thai and U.S. American Willingness to Communicate
http://www.asn.csus.edu/coms/faculty/Pages/Research%20&%20Publications/Knutson/A
%20Comparison%20of%20Thai%20&%20U.S.%20American%20Willingness%20to%2
0Communicate[1].pdf
Resources:
http://www.iisd.org/generata/?page_id=2116
https://sustainabledevelopment.un.org/topics/sustainabledevelopmentgoals
Required materials:
You will need two notebooks. One notebook is for your field notes. The ideal notebook
for this purpose is a 6 in. x 9 in. center ruled Steno Book. These can be found in most
college bookstores. The center line assists in putting your observations on one side and
your corresponding interpretation of your observation on the other. You’ll also need a
notebook or some type of writing journal for your reflective journal. A ziplock bag may
be useful in protecting your notebooks from the elements. Bring several pens as they can
be difficult to find in our host communities.
Assignments:
Assignments are described in the course outline and evaluation section of this syllabus.
Additional details for the assignments will be provided via Canvas. One principle of
sustainable development is quality over quantity. Likewise, I am more concerned about
the quality of your assignments as opposed to the quantity. Therefore, while assignments
may be brief in length they require genuine depth of thought.
Course Outline:
The dates and activities for the experiential GIVE portion of this course are subject to
change. In fact, while traveling in these destinations one should be receptive to change as
it is often unavoidable. During the GIVE portion, the modules’ assignment section
provides prompts for your dialogue circles, field notes, and reflective journaling. The
reflective journal assignment (extracting key ideas and exemplar quotes) isn’t due until
after your return.
Date
Prior to
departure
Prior to
departure
Topic
Self-assessment
Students will complete the selfassessment survey on Canvas under
the assignment section.
Principles of international sustainable
development.
Link
http://www.unep.org/training/progra
mmes/Instructor%20Version/Part_1/r
eadings/Principles_%20of_Sustainabl
e_Development.pdf
Assignment
Submit self-assessment survey
via Canvas.
Due no later than one day prior
to departure
Review the link in the topic
section.
After reviewing link, identify
and select two principles
(central tenets) of international
sustainable development.
In two pages (double spaced),
explain how your major and/or
interests relate to the two
principles of international
sustainable development that
you’ve identified. What might
be the greatest obstacles to
realizing these goals? Do you
anticipate your experience
contributing to the realization of
these goals (explain)?
Due no later than one day prior
to departure. (All assignments
will be turned in electronically
in Canvas).
Prior to
departure
Context building for the three
imperatives of sustainable
development:
Explore the links below.
Research issues and facts for
Thailand.
1. Socio-cultural
2. Economic
3. Environmental
To access information in link
#1, go to the references tab,
scroll down to the Guide to
Country Profiles link. From
For example:
there you can quickly navigate
1) Socio-cultural: Child labor and one to topics of interest.
more facts/issue.
2) Economic: Average income and
Link #1
one more..
3) Environment: Coastal erosion and https://www.cia.gov/library/pub
one more…
lications/the-worldfactbook/geos/tz.html
Link #2
http://unpan1.un.org/intradoc/gr
oups/public/documents/ungc/un
pan048145~1.pdf
Identify two facts/issues
associated with your destination
for each of the three imperatives
(socio-cultural, economic,
environment). Explain why
you found these facts/issues
most interesting and
significant.
Due no later than one day prior
to departure.
Module 1
Travel day
Module 2
Culture shock. Where am I and what
am I doing here?
An act of optimism….
Welcome to the class.
Introductions. Overview of field
notes, dialogue circles, and
reflective journaling with
guides.
Dialogue circle
Key observations and
interpretations from your field
notes (your observations and
interpretations will be shared at
the beginning of every dialogue
circle. A dialogue circle student
leader will be appointed and
provided with instructions for
leading the conversation).
Reflective writing --- how are
you experiencing the transition
from your cultural comfort zone
to your new setting?
Module 3
Dialogue circle – how does the
GIVE project relate to the
principles of sustainable
https://sustainabledevelopment.un.org development you identified
/topics/sustainabledevelopmentgoals prior to arriving?
Theory and practice of sustainable
development.
Issues and challenges. What
would it look like if it
“worked”?
Module 4
Socio-cultural, economic, and
environmental dimensions.
Reflective writing: how does
your academic experience
connect to your experience on
the ground? What are you
looking forward to?
Dialogue circle --- how have
you experienced the people,
places, and programs you’ve
seen? Moving from the
Macro-level foreign aid and micro
level initiatives.
What do they have, what do they
need, and who decides?
objective research you
conducted to the subjective
experience, what have you
discovered?
Reflective writing: how do you
perceive the role of your
government impacting your host
country? Is “westernization”
progress?
Module 5
Module 6
Education and human rights.
Dialogue circle --- how do the
local children perceive
education? How do your peers
Developing and delivering an English perceive education?
language after-school program
Reflective writing: how is your
education preparing you to
achieve your personal goals?
How are you adapting to this
experiential learning course?
Dialogue circle --- what are
Economics, issues of equity, and
some of the economic factors
social justice.
you identified prior to arrival?
How have you experienced
Consider the cultural context of
those issues thus far on the
development:
ground? How are you, through
your participation with GIVE
Characteristics of the iconic U.S.
and this course addressing some
farmer. Characteristics of Thai
of these issues?
farming.
High context and low context cultural Reflective writing: What do you
have and what do you need?
differences in practice.
Module 7
Handprint vs. footprint.
The “footprint” concept seeks to
minimize your environmental impact.
The “handprint” concept is a
proactive approach to improving
conditions.
See video at:
https://environmentaljusticetv.wordpr
ess.com/2014/05/22/carbonhandprint-vs-carbon-footprint/
Dialogue circle --- how are the
sustainable development goals
being realized at the local level?
Reflective writing: What
handprints are you leaving
here? How might you continue
making a positive difference
when you return?
Module 8
Lese Majeste’
http://theglobalobservatory.org/2014/
11/understanding-thailandsmonarchy-problem-2/
Module 9
Dialogue circle --- what do you
revere?
Reflective writing: how do your
values drive your actions? What
are the obstacles that you need
to overcome to live your
values?
Cultural Ecology
The role of rice in Thai culture
Dialogue circle --- what
environmental issues did you
identify prior to arrival? How
do you interpret the impact the
activities you had today have on
the natural resource?
Reflective writing: what
innovative sustainable ideas
have impressed you? Any
thoughts on how some of these
principles could be better
implemented in your
community?
Module 10
Rivers and borders.
The geopolitics of energy
“When elephants fight, the ground
suffers”
http://www.consiliencejournal.org/in
dex.php/consilience/article/viewFile/
243/99
Module 11
Dialogue circle --- what is the
greater good? What is lost when
removing rural villages to
accommodate growth?
Reflective writing: what have
you experienced that you
believe needs to be preserved?
Elephants, economics, and
anthropomorphism.
Dialogue circle --- elephants
and the larger issues at play.
The role of elephants in Thai culture
Reflective writing: can you
appreciate what you don’t
understand?
Module 12
Initiative, resilience, and personal
fortitude. How is culture shaping
you? How is this experience
challenging you?
Dialogue circle --- how is your
culture shaping you?
Your role in the GIVE program
Closing circle
Carry on --- advocacy.
Reflective writing: how have
you experienced your fellow
classmates? Do you feel any
differently about yourself since
you first arrived?
Module 14
Travel Day
Post trip
Reflective
journal
Processing
Reflective writing: you are
writing your own personal
history. What’s the next
chapter?
Reflective journal assignment
Module 13
Post trip
online
portfolio
assignment
Extracting key content from
reflective journal.
Integration
Generate a multi-media presentation
(annotated Powerpoint, photos and/or
video) how this experience impacted
you professionally, personally, and
Reflective writing: Identify one
personal “victory”.
You will submit a summary of
your reflective journal by
identifying and sharing the key
emergent themes from your
journal. These themes are the
distillation of the moments,
experiences, observations,
issues, impacts, and insights
that you found most significant
or meaningful. Do so by finding
quotes and excerpts from your
journal that best reflect these
critical experiences. In addition
to the theme(s), provide an
excerpt from no less than 10 of
the 14 modules (days).
Details on Canvas.
Portfolio
The portfolio presentation is
designed to be shared with
groups of interest. Students will
identify three opportunities to
share their presentation.
academically. Share the story of your
journey and its impact.
Portfolio is due within two
weeks after your return (if you
have an add-on or additional
travels, submit the portfolio
within two weeks of your return
from your extended stay).
.
Evaluation: There are 100 points available for this class. Letter grades will be assigned
based on the following point system:
1) Pre-departure on-line assignments --- 25 points
a) Self-assessment survey to frame the preconceptions of the upcoming experience
in light of each student’s own cultural context. (5 pts)
b) Principles of international sustainable development. Identify two principles, i.e.
foundational concepts, which drive international sustainable development
activities. Briefly explain each. (5 pts)
c) Navigate and discover information pertaining to the sociocultural, economic, and
environmental dimensions of their destination country and community. Students
select topics within each of the three dimensions to identify and understand issues
that reflect their interests and academic field of study. (15 pts)
2) Participation --- 25 points
a) Experiential learning requires a commitment to fully and positively participate in
all programs, projects and activities. Participation will be evaluated by the on-site
GIVE lead guides. A rubric for evaluating participation will be explained on site.
3) Processing and Reflective Journal --- 25 points
a) Students shall keep a double entry field journal noting key observations and their
interpretation of those observations. These notes will be shared as part of
regularly scheduled group dialogues. The notes and group discussions will
enhance the students’ ability to process and reflect on their experience. Each
student will generate a reflective journal. Reflection is a critical dimension of
experiential learning. Excerpts and emergent themes from the journal will be
shared with the instructor. .
4) Final Project --- 25 points
a) The culminating project synthesizes the experiences and assignments above into a
presentation that communicates the impact of the course personally, academically,
and professionally. The students may select from a variety of mediums (video,
annotated Powerpoint) to convey their findings. Students will identify three
groups for sharing their presentation. This may include presenting the portfolio in
a class, to a club, or at a conference.
Letter grades will be assigned based on the total points earned out of the 100 available
points.
Instructor Policies:
The instructor reserves the right to add or delete assignments. The course outline is a
tentative schedule and may be modified to meet class needs.
A note regarding international experiential learning:
Experiential learning in a foreign country is demanding physically, emotionally, and
intellectually. In order to ensure a more positive experience for all involved, please
consider the following:







Be prepared. As the GIVE itinerary outlines, you will be
traveling in challenging environments. A positive attitude is
essential to a positive experience.
Not only complete your online assignments prior to departure,
but capture the meaning so you can share your findings with
the group.
The course is designed to generate opportunities for
observation, engagement, and personal reflection. These
objectives can be enhanced through positive group dynamics.
Your willingness to participate, work as a member of a team,
and be respectful of one another and all those we encounter is
essential to a positive learning experience.
When traveling, there are many variables that can influence a
trip; transportation delays, weather, etc. It is essential that we
remain adaptive to changing circumstances and be patient with
ourselves and those around us.
Your attention, engagement, participation, and intellectual
contributions are essential. You will be in a beautiful and
sometimes challenging environment. Don’t lose sight of your
commitment to the course and the corresponding respect for
those guides and guests who are facilitating your learning
experience.
Communicate. Communicate with your instructor,
communicate with your guides. Be proactive and timely in
conveying any information that may impact your performance
in the course.
We are responsible for co-generating learning. Ultimately, the
quality of your experience largely depends on your willingness
to invest yourself in the learning process.
Finally, congratulations! You are taking the road less traveled.
Central Washington University Information:
Academic Honesty – Your Responsibility
The University is an academic community which values academic integrity and
takes seriously its responsibility for upholding academic honesty. All members
of the academic community have an obligation to uphold high intellectual and
ethical standards.
Accommodations for a Disability:
If you are a student with a disability and wish to request accommodations,
please contact the Office of Student Disability Support Services at 963-2171.
Information regarding your disability will be treated in a confidential manner.
Because many accommodations require early planning, requests should be
made as early as possible.
Diversity:
Central Washington University is dedicated to the affirmation and promotion of
diversity in its broadest sense. Our mission requires that people of every
background be able to study and work here with an expectation of respectful
treatment. We seek to establish standards of behavior which honor the dignity
and worth of individuals regardless of their gender, ethnicity, race, age,
physical or mental abilities, religious beliefs, sexual orientation, or
socioeconomic status.