As summer 2018 begins, the UBC/UBC curriculum development partnership is gearing up for the busiest month we’ve had to date.
Summer support: First, we welcome three UBC students to our team for summer jobs as undergraduate academic assistants. We aim to support all of the 19 core EES courses as equitably as possible.
Fatima Mannapbokova has just finished her Geography degree (congratulations!) and is working full time for the summer.
Qingyang Liu, 3rd year Geography, is starting mid-May in a UBC WorkLearn position, working roughly 1/2 time for the summer.
Iram Malik, entering 3rd year chemical and biological engineering, also starting mid-May in a half-time WorkLearn position.
They will help conduct background research on important issues related to Earth and Environmental Sciences in Central Asia. Our course development team is looking forward to using the information, resources, case histories, data sets and so on, that our summer team finds. We will also benefit from some support with project reporting, background information gathering and documentation (on this blog and elsewhere), testing and maybe some development of learning tasks, and likely some other contributions
Travel to Central Asia: Chris, Phil, Tara and Brendan (see Personnel) are visiting Tajikistan and Kyrgyzstan between May 4-24. They will meet with NGO, government, academic and AKDN affiliates to discuss educational opportunities. They will also spend a few days exploring the southern Pamirs, and observing some field work being conducted by Kobil Shokirov and Jordan Lavine related to wildlife and conservation programs. Kobil and Jordan have been amazingly welcoming and helpful in arranging for our team to shadow their work.
UCA instructors at UBC: Four UCA instructors from Khorog and Naryn campuses will visit UBC in late May to work with our three prerequisite course developers. These courses will be taught for the first time starting September 2018 and January 2019, and we are looking forward to collaborating with our colleagues to ensure these challenging science courses are as effective and efficient as possible.
Course development: Meanwhile, course developers who are not traveling are working on syllabi and lessons.
Whew! Lots happening! There should be updates on these and other project activities throughout the summer.
University of Central Asia graduates with knowledge and skills in Earth and Environmental Sciences will be making the decisions that will ensure productive and sustainable management of the natural resources in the uniquely beautiful mountainous regions of Central Asia.
This promotional video (in English, with Russian subtitles) was produced during the UBC team’s first visit to the Khorog Campus in Tajikistan, October 2017. They discuss their passions for learning and working in sciences related to Earth and its environmental.
Between March 3 – 6, we had a most productive 4-day meeting with colleagues from Central Asia, Europe, Canada and USA. Here is a brief summary:
Prerequisite course developers at UBC met and discussed curriculum and course details with review committee members visiting UBC from Seneca (Toronto), U. Montana, Universität Siegen (Germany), ZHAW Zurich University, and U. Central Asia (Kyrgyzstan and Tajikistan).
Detailed presentations and discussions about prerequisite courses (chemistry, physics, biology), followed by very productive discussions about courses themselves as well as the review process.
Developers of core Earth and Environmental Sciences program courses attended to meet reviewers. They provided valuable insight and creative suggestions for all aspects discussed during this meeting.
The upcoming visit of UBC team members to Central Asia was discussed with some progress made regarding priorities, timing and potential activities to support contextualization of the courses.
Updates were provided regarding personnel, students, faculty, campuses and curriculum at UCA.
Useful discussions were had regarding aspects of EES curriculum and course scheduling. Details still to be finalized, but meeting face to face has been crucial for helping consider and discuss options, challenges and opportunities in light of all stake holders.
A persistent theme – keep courses manageable – or at least indicate the “minimal” version. New faculty may have to teach with little preparation time (at least for the first time they teach a course).
Pros and cons of 3hr or 1.5 hr classes, and 6wks or 13 wks courses. Schedules for prerequisite and core courses largely determined, although additional circumstances may result in adjustments. Courses developed by UBC can (mostly) be taught in either format.
UCA visitors met with UBC experts to discuss approaches and strategies regarding teaching of mathematics, managing student progress or difficulties, professional development for faculty, supporting educational initiatives, and specifics of running unique aspects of UBC’s Environmental Sciences Programme.
UCA faculty stayed to met with a range of UBC faculty to discuss mutual research interests. UBC instructors also gave generously of their time to discuss evidence-based, student-centric, post secondary instructional practices for science courses. There were also several visits to observe classes and discuss with specialists several aspects of student management.
This whole partnership project is a most rewarding experience, benefiting all who participate, at both personal and institutional levels. Thank you everyone for a very productive time!
Visiting Tajikistan was an important first step to gaining appreciation for the scope and relevance of our UCA curriculum development project. The four of us making this trip were impressed by the amazing, friendly, energetic team building this new university and it’s 3 new campuses from scratch. And it was a privilege to meet the students who will be the first to take our courses in this Earth and Environmental Sciences degree.
Meeting UCA people, and the many organizations involved in related disciplines, has provided us with a whole new level of understanding for the relevance of this program, and the responsibility we have to generate an excellent experience that will prepare students for productive and personally rewarding careers in Earth, environmental or geological sciences that will have significant impacts in the emerging, sustainable economies of the region.
And for the four of us on this trip, the few photos shown here should provide a hint of the amazing impressions we gained for Tajikistan, UCA, and the cities of Dushanbe and Khorog. Next spring and summer we anticipate that two more groups of 4-5 course developers will travel to support the academic, cultural and geographical contextualization of their courses.
One set of 140 photos can be viewed on Flickr here.
We are just setting off for the drive from Khorog to Dushanbe – 13hrs on rough road. Everyone says this will be a highlight, but the work and our one day outside yesterday were pretty hard to beat. This short post can not list all the people and organizations we have met, but suffice it to say, the network of educators, community developers, hazard / risk assessment & mitigation groups, scientists and students is amazing. UCA is growing as just one component of an inspiring wave of regional improvement and it’s a privilege to be a part of it.
Yesterday we visit a major debris flow that cut off power and the main transport route in 2015, and were shown the effects, the mitigations, an efforts to work out permanent solutions. This also gave us a taste for the “country side” – which should be called “mountains side”. We also had a peaceful afternoon exploring the Botanical Garden – second highest in the world after one in China. Very lovely and … many photos taken by everyone!
There are two more days of meetings in Dushanbe starting tomorrow, then home via a 4:00am departure for the 26 hr journey. There are lots of details and lessons learned to write up, share with the team, with colleagues both here in Tajikistan and at UBC, and of course with family and friends.
Hi – we’ve arrived safe but tired, enjoyed 1.5 days to rest, recuperate and see a little of Dushanbe, and began a dense round of meetings this afternoon.
Everyone at UCA organizing our visit is being super-helpful and thoroughly enjoyable company. And thank goodness they speak several languages. You seem to need either Tajik or Russian here to get anywhere other than “standard” locations. Like the museum. We lucked out twice, with awesome guides, first at the phenomenally beautiful Ismaili Centre (https://the.ismaili/dushanbe/architecture-dushanbe), and then at the antiquities museum were a Tajik guide generously shared her boundless knowledge of the region’s archaeology (constantly interesting since neolithic times – including Greek communities established by Alexander), in very good English. Two hours was barely enough! See http://www.afc.ryukoku.ac.jp/tj/tajikistanEnglish/index.html
The objectives related to familiarization with UCA and it’s various components are being met by meeting with contributors to UCA’s various programs, and by the endless patience of staff as they answer our many questions about students, courses in their first two (of five) years, logistics and infrastructure etc. etc. etc. It’s going to be a bit of “cognitive overload” – but there are four of us, thank goodness. Making a brand new university, with three brand new campuses in three different nations, a yet-to-be-completed roster of research and teaching faculty, a second year of undergraduate students well into their first term … I don’t know how they are doing it. But they are passionate, energetic, smart, and phenomenal “diplomats” and communicators. It’s a privilege to be part of the vision.
Maybe some pictures next time. For now I have only a few tourist images of the core of Dushanbe, and some recollections of great food at excellent local places. And it’s warm for this time of year – up to 27deg C. and sunny!
Our little team departs today to spend 3-4 days in Dushanbe and 4-5 days at the UCA Khorog campus (depending on travel arrangements between them). Lucy Porritt, Linda Strubbe, Phil Hammer and Francis Jones (see personnel) are carrying the UBC flag for this visit, and others will hopefully make a trip in late spring or summer.
Our main objectives are to meet UCA / MSRI colleagues, stake holders, students and locals with interests in Earth or environmental sciences, and to reach further consensus on curriculum, course scheduling and other program-specifics that influence the way this EES program is developed.
With amazingly well organized UCA support, we look forward to a productive time – they have created a very full itinerary, and we are bound to come away much better informed about our role and opportunities for collaboration.
We’ll try to post here as the visit progresses – we’ll see 🙂
August 29th 2017, a lunch time meeting with 9 EEGS faculty (two sending regrets) served to introduce UBC-O faculty and the UCA/UBC curriculum project coordinator to each other. Many thanks to Raina Reddecliff and Craig Nichol for their kind and efficient help in setting up and running the meeting.
In a nutshell, our goal is to generate 22 courses for the University of Central Asia’s new Earth and Environmental Sciences EES degree. The first students at UCA have already begun their 5-year program, and they will be taking our EES courses starting in September 2019 (or 2018 for 3 basic science prerequisites).
We hope faculty will be able to engage as consulting subject experts, and to share teaching and learning resources or strategies with our team of 11 course authors (who are themselves experts in their own geoscience or environmental science subject areas).
Course authors (or science education specialists – SESs) will be doing all the work, and faculty subject experts need only meet or exchange communications occasionally (perhaps an hour per week or less on average) over the 2-year duration of this project. And yes, there are some monetary incentives – please ask for details.
Project personnel may contact you with a request for an initial conversation sometime in the Fall of 2017. Of course there are no obligations, but we believe this may be an awesome opportunity to connect with researchers working in Central Asia, and to make a significant contribution to education in the Earth and environmental sciences, both at UCA, and here in BC, for our own students.
If you have graduate students and/or post-docs or RAs with an interest, by all means please put them in touch with Francis Jones, <firstname.lastname@example.org>
AND, if you have questions or ideas, again, please contact Francis by email.
Thank you everyone for your interest and the friendly welcome. Hopefully we can move forward with further interactions between UBC-V and UBC-O faculty who have common interests in Earth, Environmental and Geographical Sciences.
By the way, if you have concerns about intellectual property (or any other formalities), please ask for details – we have a contract covering all such concerns that was carefully crafted by UBC’s legal council and signed by President Ono and UCA’s chairman of the board of trustees, Dr. Kassim-Lakha on Jan. 10, 2017.
With the kind support from Andrea Han of CTLT, 8 team-members met to begin an ongoing discussion about program-level curriculum. Two principal objectives were (1) to kick-start the project as a whole by getting as many team-members as possible together at the start of the 2017 school year, and (2) to begin mapping common conceptual or skills-related learning threads that will occur throughout the 3-year EES program.
Here we see the group attempting to articulate learning outcomes for specific courses under the banner of individual “program level outcomes”. This proved challenging, and led to several useful discussions. For example, it may be that this kind of mapping may be more appropriate for curriculum “review” rather than what we are doing here which is curriculum “design” – from scratch.
At this early stage of curriculum design, we do not yet have anything specific to map onto those program-level outcomes. In contrast, in a program “review” situation, there is an existing suite of courses that can be mapped onto the objectives, or pedagogic strategies, or assessment practices, or whatever.
As a next step, we will try having course authors (as experts in their disciplines) articulate key concepts and skills for each course WITHOUT regard for overarching goals. Then we can look for threads, and begin mapping results onto overarching outcomes later. This could be thought of as “bottom up” as opposed to “top down” thinking. Both will be important, and this first workshop was very helpful for getting the thinking started. We will most likely benefit from a sort of “yin and yang” approach that incorporates both perspectives.
Andrea also exposed us to several different types of “mappings” and provided an excellent “curriculum mapping primer” written by staff at CTLT. It’s contents are:
What is curriculum mapping and why do it?
Data which can be included in curriculum mapping
Approaches for collecting the data
Questions to ask yourself to help organize the curriculum mapping process
Relevant Resources (a short bibliography)
Appendix 1: Curriculum map examples
Appendix 2: Example of a survey to instructors, less details
Appendix 3: Example of a survey to instructors, more details