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7.4 Self-evaluation of the Cambodia Unit
The Cambodia Unit was successfully conducted twice in 2011 and 2012, respectively. The Unit was found to be satisfactory for students according to our selfevaluation. The following sections discuss the evaluation of the Unit.
7.4.1 The Improvement on Lecture Preparation
The theme of this Unit was too broad for them to approach from a holistic viewpoint.
As a consequence, in 2011, students found it diffi cult to initiate group work with a
concrete idea under severe time pressure. Therefore, in 2012, we offered the preliminary lectures using a teleconferencing system. This enabled students to have clear ideas
about the environmental issues in Cambodia in advance of the actual fi eld visit.
In addition, through the collaboration with many organizations, the lectures were
carefully chosen from different stakeholders; government sector, foreign governmentrelated organization, non-governmental organization, profi t and non- profi t organization. The topics included various environmental issues, such as solid waste
management, urban fl ooding, water management and urban development. As is mentioned earlier, one of the characteristics of the development in Cambodia is that it does
not depend on a solo stakeholder. The lecture which cover various aspects relating to
environmental problems were essential to let the students think from holistic
viewpoint.
On top of the scientifi c knowledge, the lecture from a real environmental leader
based on his experience was added in 2012, which enriched the program contents.
This lecture highly motivated the students and let them think about the qualities of
an environmental leader, including the sense of responsibility, braveness, transparency, vision and passion. Lots of positive feedbacks were given by students on this
lecture.
7.4.2 Reschedule of Site Visit and Lecture
One of the differences between the Cambodia Unit 2011 and 2012 was that the
program components within 1 day. In 2011, the contents of a lecture and a site visit
in the same day were not necessarily related to one specifi c issue while those were
in 2012. In other words, in each day in 2012, the students gained the knowledge
from classroom lecture and site visit on a specifi c issue and had a time for group
discussion on that issue in the same day. In this case, ideas and impressions of students were well exchanged and students were able to integrate their new knowledge
with their background knowledge step by step.
H. Hamasaki and H. Katayama
7.4 Self-evaluation of the Cambodia Unit
The Cambodia Unit was successfully conducted twice in 2011 and 2012, respectively. The Unit was found to be satisfactory for students according to our selfevaluation. The following sections discuss the evaluation of the Unit.
7.4.1 The Improvement on Lecture Preparation
The theme of this Unit was too broad for them to approach from a holistic viewpoint.
As a consequence, in 2011, students found it diffi cult to initiate group work with a
concrete idea under severe time pressure. Therefore, in 2012, we offered the preliminary lectures using a teleconferencing system. This enabled students to have clear ideas
about the environmental issues in Cambodia in advance of the actual fi eld visit.
In addition, through the collaboration with many organizations, the lectures were
carefully chosen from different stakeholders; government sector, foreign governmentrelated organization, non-governmental organization, profi t and non- profi t organization. The topics included various environmental issues, such as solid waste
management, urban fl ooding, water management and urban development. As is mentioned earlier, one of the characteristics of the development in Cambodia is that it does
not depend on a solo stakeholder. The lecture which cover various aspects relating to
environmental problems were essential to let the students think from holistic
viewpoint.
On top of the scientifi c knowledge, the lecture from a real environmental leader
based on his experience was added in 2012, which enriched the program contents.
This lecture highly motivated the students and let them think about the qualities of
an environmental leader, including the sense of responsibility, braveness, transparency, vision and passion. Lots of positive feedbacks were given by students on this
lecture.
7.4.2 Reschedule of Site Visit and Lecture
One of the differences between the Cambodia Unit 2011 and 2012 was that the
program components within 1 day. In 2011, the contents of a lecture and a site visit
in the same day were not necessarily related to one specifi c issue while those were
in 2012. In other words, in each day in 2012, the students gained the knowledge
from classroom lecture and site visit on a specifi c issue and had a time for group
discussion on that issue in the same day. In this case, ideas and impressions of students were well exchanged and students were able to integrate their new knowledge
with their background knowledge step by step.
H. Hamasaki and H. Katayama