130
“Regarding the development of leadership, although SNU students might have a
high level of academic understanding, there were times when I was skeptical about
whether they had the capability for leadership in this era of climate change and
sustainability.”
8.4.4.3 Suggestions
“At SNU, there is a similar program called the Green Leadership Program (GLP) at
the undergraduate level to increase the students’ environmental awareness and leadership skills. GLP is provided for 5,000 undergraduate students at the university,
regardless of their major. Sixteen new courses have been created for the program.
At the end of 4 years, when a student takes 15 credits, or fi ve courses, which corresponds to about one-tenth of the total 140 credits required for graduation, the
student will receive a green leadership certifi cate along with a bachelor’s degree.
After graduation, we expect the student can be not only a philosopher, economist,
sociologist, and architect, etc., but also a green leader. It has been 3 years now since
we began this program. By the end of the 2012 academic year, it is expected that we
will begin to produce the fi rst students to receive the green leadership certifi cate.”
“Although of a different character, I believe GLP at SNU and APIEL at UT can
learn from each other. Of relatively recent birth, I think GLP can learn a lot from the
maturity of APIEL. On the other hand, though a great program already, APIEL may
want to seek to improve the present program towards a greater diversity in terms of
the students and subjects the students are taking. Although the two programs may
seem to be different, I think they provide possible future directions on how each
program could evolve into. Therefore, the character of each program could be complementary, and as a result, I think the two can learn from each other.”
8.5 Comments from Alumni
8.5.1 Impact of APIEL on Academic and Professional
Development
9
Nothing else but an apple grows on an apple tree. Likewise, everything in this world is interrelated and one becomes a root cause of another.
Metaphorically, the author considers APIEL as an “apple tree” of her current
progress, as it has grown an “apple seed” inside her. This is because the author has
9 This subchapter was written by one of authors, Bayarlkham Byambaa, graduated from Graduate
Program in Sustainability Science, Graduate School of Frontier Sciences, The University of Tokyo
in Year 2011.
N. Baromey et al.
“Regarding the development of leadership, although SNU students might have a
high level of academic understanding, there were times when I was skeptical about
whether they had the capability for leadership in this era of climate change and
sustainability.”
8.4.4.3 Suggestions
“At SNU, there is a similar program called the Green Leadership Program (GLP) at
the undergraduate level to increase the students’ environmental awareness and leadership skills. GLP is provided for 5,000 undergraduate students at the university,
regardless of their major. Sixteen new courses have been created for the program.
At the end of 4 years, when a student takes 15 credits, or fi ve courses, which corresponds to about one-tenth of the total 140 credits required for graduation, the
student will receive a green leadership certifi cate along with a bachelor’s degree.
After graduation, we expect the student can be not only a philosopher, economist,
sociologist, and architect, etc., but also a green leader. It has been 3 years now since
we began this program. By the end of the 2012 academic year, it is expected that we
will begin to produce the fi rst students to receive the green leadership certifi cate.”
“Although of a different character, I believe GLP at SNU and APIEL at UT can
learn from each other. Of relatively recent birth, I think GLP can learn a lot from the
maturity of APIEL. On the other hand, though a great program already, APIEL may
want to seek to improve the present program towards a greater diversity in terms of
the students and subjects the students are taking. Although the two programs may
seem to be different, I think they provide possible future directions on how each
program could evolve into. Therefore, the character of each program could be complementary, and as a result, I think the two can learn from each other.”
8.5 Comments from Alumni
8.5.1 Impact of APIEL on Academic and Professional
Development
9
Nothing else but an apple grows on an apple tree. Likewise, everything in this world is interrelated and one becomes a root cause of another.
Metaphorically, the author considers APIEL as an “apple tree” of her current
progress, as it has grown an “apple seed” inside her. This is because the author has
9 This subchapter was written by one of authors, Bayarlkham Byambaa, graduated from Graduate
Program in Sustainability Science, Graduate School of Frontier Sciences, The University of Tokyo
in Year 2011.
N. Baromey et al.