In Global Peace Through The Global University System

2003 Ed. by T. Varis, T. Utsumi, and W. R. Klemm

University of Tampere, Hameenlinna, Finland

VIRTUAL ENVIRONMENTS FOR RESEARCH AND EDUCATION IN GLOBAL SUSTAINABILITY

Dean Sutphin

Cornell University

Abstract

Virtual research and education environments provide a new paradigm for higher education that is transformative. The Global Seminar Project developed by the author at Cornell University and now continuing in collaboration with Virginia Polytechnic Institute and State University (Virginia Tech) provides a model system for Global University System using broadband and a full array of technological platforms that support fully interactive videoconferences and Internet based learning. This carefully planned system of over 40 universities is supported by sound educational theories and best practice to create a student centered educational environment. Concurrently, faculty and administrative collaboration in research and professional development are supported by technology-based networks. A reflection on critical events demonstrates an inclusive process involving the key stakeholders in the program design and selection of theories, philosophical underpinnings, strategies, and plans for the future. The lessons learned and organizational infrastructure for future planning demonstrate how a project can evolve from a single idea to a world-wide network of collaborating institutions that has implications for other similar initiatives.

Introduction

Learning and research environments that facilitate an international dialogue among faculty, students and other stakeholders in higher education offer great promise for human sustainability. This type of global forum is necessary to engage scientists and students, our future leaders, in inquiry that enhances knowledge and develops insights into cooperative public policy and human practices for a sustainable future. Collaboration with other institutions will be a priority to support the changing roles and connections among students, faculty, citizens, technologists, administrators, government officials, and vendors (CTAL, 2001).

Electronic venues combined with effective educational systems provide a platform that can transform institutions of higher learning and non-formal education into virtual learning communities that transcend regional, geographical and ideological boundaries. Collaborative learning is crucial to the effectiveness of online learning environments (Hiltz, 1997). While Global learning and research environments are the way of the future, there is much to learn in terms of their theoretical and conceptual frameworks. Current positive outcomes from the practical application of these networks are compelling. Yet, the models for their application are still a work in progress.

The Global Seminar initiated at Cornell University in the late 1990s provides a model system for transnational collaboration in higher education. An initial network of 9 universities now has grown to over 40 educational institutions from around the world. Motivation to create this network grew out of a desire for an international forum to examine international policies and practices that are needed to ensure sustainability of our environment, food supply and humanity.

Intriguing electronic venues offer a fertile ground for creative and experimental virtual seminars that are both fully interactive in real time and asynchronous at the convenience of each individual in the learning community. Teaching and learning require a range of approaches to suit diverse domains and students. In the case of distance learning situation, technology opens the possibility of deploying collaboration learning strategies (Verdejo, 1998). Experimentation has led to a new paradigm for education that enhances institutional capacity, prepares global citizens, and builds a network of faculty collaboration worldwide. Research and educational outcomes not possible on a single campus are actualized in ways that span new frontiers applicable to various areas of science and adaptable to hybrid models suited for a particular setting and use.

An understanding of critical elements of the Global Seminar and lessons learned from experimentation offer insights, which could be useful for other global learning and research networks.

Vision and Direction for Virtual Networks

There should be a compelling reason for using an educational electronic venue that cannot be accomplished by other means. A clear vision provides the motivation for the hard work that is needed for a successful virtual learning and research communities.

While it is important to have sufficient clarity in an initial vision statement to guide the initiative, there needs to be opportunity for refinement as the project progresses. Developing vision and direction for the Global Seminar has been an iterative process of refinement and clarification. Time has been set at an annual meeting to review the initial vision. An advisory committee provides expertise not available on the project team.

Thus, those engaged in the Global Seminar have ownership of a vision to address compelling human, environmental and food security issues challenging the survival of humanity. The vision is to transform institutions and empower global citizens to cooperatively sustain human, environmental and food systems.

Goals provide further clarity of purpose and define specific areas for a successful project. The goal of the Global Seminar is to foster awareness, capacity development, and actions to solve challenging human, environmental and food security issues. Strategies include:

• Forum for research, scientific inquiry and education,
• Programs in education and scientific inquiry,
• Networks for science and education,
• Center for professional development and training,
• Professional and scientific conferences and venues.

The vision, goals and strategies are paved the way for the project to achieve significant national and international recognition and support. The Global Seminar received the national award of excellence by the American Distance Education Consortium in 2001 and recognition at the Science Forum during the United Nations 2002 World Summit on Sustainability in Johannesburg, South Africa.

Scope and Scale

E-learning has become the integral part of modern educational process. It is also known as on-line learning, web-based learning, computer-based learning, and distance learning (Pantazis, 2001; Twigg, 2001). Most of the traditional colleges and universities incorporate separate on-line courses and degree program in their plans (Lee, 2001; McLoughlin and Luca, 2001).

The Global Seminar currently includes 5 separate consortia of 3-7 institutions engaged in a full semester of learning activities together. This typically includes five real-world research-based cases which students study during a three-week learning cycle.

The number of institutions associated with the Global Seminar has grown each year. There are currently approximately 40 institutions that have an association with the project, some of which are just beginning their experience. Others have completed the orientation and another group is at the inquiry stage.

Yet, the Global Seminar design has defining characteristics that distinguish it from other forms of electronic mediated instruction. The initiative provides for continuous improvement of the quality of the educational products and services to support a creative, learner-centered environment. Assessment of the student's reflections and responses from on-line surveys and analysis of their on-line behavior help provides a source of data to make needed changes.

The interactive technology environment enables the Global Seminar to capture the best of online educational practices. This model provides a theoretically grounded approach with a unique twist to a traditional web based on-line courses.

Theoretical and Conceptual Dimensions

Conceptual and theoretical dimensions provide the intellectual basis for the global seminar. Examples will illustrate key selected aspects that have been incorporated into the program at this point.

Active learning

Like many well-known concepts that are used in teaching and learning, active learning does not have a simple definition and is described in various ways. One definition refers to a process by which teachers and students construct a shared community wherein teachers facilitate learning and students become more responsible for their own learning (Berger, 2002, p. 191). Others suggest that the term active learning relies more on intuitive understanding than a common definition (Bonwell and Eison, 1991).

The Global Seminar embraces many of the key attributes of active learning. A few illustrations of concepts integrated into the Global Seminar may be helpful.

1. Active learning implies the power shifts from students passively receiving information to students actively engaged in real life learning experience (Glasgow and Bush, 1995).

2. Students must do more than just listen: they must read, write, discuss, or be engaged in solving problems. (Bonwell and Eison, 1991; Dodge, 1996; Meyers and Jones, 1993).

3. Active learning puts the responsibility of organizing what is to be learned in the hands of the learners themselves (Dodge, 1996).

4. Active learning lends itself to a more diverse range of learning styles (Dodge, 1996; Silberman, 1996; Glasgow and Bush, 1995).

The Global Seminar creates a learning environment where students are active participants, colleagues in learning and solving complex environmental problems. According to Modell and Michael (1993), in such learning environments, students are encouraged to engage in the process of building their own intellectual models from the information they are obtaining. Global Seminar combines three interconnected factors (Berger, 2002) to achieve this goal:

1. Elements of learning involve students talking, listening, writing, reading and reflecting capabilities.

2. Learning strategies include problem solving, discussions, real world or authentic projects, and collaborative work.

3. Teaching tools include technologies, related readings, and invited speakers.

Global Seminar problem-based cases are focused on environmental issues to support and initiate active learning. Students construct their own vision on how to optimize food and environmental resources. Working in international teams, participants discuss their views, and student groups present their project findings. Students are continuously testing the validity of their models in the project chat room and electronic board.

Students in the Global Seminar are engaged in instructional activities that have them doing things and thinking about what they are doing (Bonwell, 1991). According to Glasgow and Bush (1995), collaborative learning, authentic modeling, problem solving, decision-making approaches, and real life content are those basic principles that indicate an active learning environment. All of these elements are present in the Global Seminar.

Collaborative Learning

In the context of the Global Seminar, collaborative learning occurs when groups of students work together to complete problem solving projects. The benefits of the collaborative learning are highly recognized. Whipple (1987) elaborates on the collaborative learning approach:

Collaborative activities lead to emergent knowledge, which is a result (not summation) of interaction of the understandings of those who contribute to its formation (p. 5).

Alavi (1994) states that:

Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussion and information sharing during the problem-solving process (p. 162).

All of these elements at play in Global Seminar educative events. Other selected characteristics of collaborative learning included in student learning during Global Seminar are described.

(a) Positive interdependence (Hathorn and Ingram, 2002; Johnson et al 1990). Each student working in a group is responsible for contributing to others information base and the group project. In a collaborative group individual goals can not be achieved independently of the goal (Johnson et al., 1998; Kaye, 1992).

(b) Individual accountability (Slavin, 1989; Johnson et al., 1990). In the project individual accountability is ensured through the system of individual grades.

(c) Independent from the instructor input (Hathorn and Ingram, 2002; Kaye, 1992). Project participants are collaborating to seek the sources of information to solve problem without direct intervention of the instructor. The instructor's role is to navigate and serve as a facilitator of learning (Gokhale, 1995), as well as "strike the desired balance of motivator, mentor and mediator, which can affect the success or failure of a learning group (English and Yazdani, 1999)."

(d) Social skills. English and Yazdani (1999) state that learning groups need to be cultivated in their growth of mutual trust, understanding, respect for others and honesty. In the project students build up their collaborative work through enhancing their communication, leadership, and conflict management skills.

Engagement Theory

Engaged learning is a process noted by Kearsley and Shneiderman (1999).

...all student activities involve active cognitive processes such as creating, problem solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities

(Retrieved on August 5 2003; http://home.sprynet.com/~gkearsley/engage.htm).

Global Seminar learning activities include the basic engaged learning components described by Kersley and Shneiderman as "Relate-Create-Donate". In brief engaged learning (a) occur in a group context (i.e., collaborative teams); (b) are project-based (c) have an outside (authentic) focus (Kersley and Shneiderman, 1999).

Student work in the Global Seminar relies on successful collaborative teams engaged in case studies, that are meaningful to learning community in which they are engaged worldwide.

Situated Cognition

Theoretical aspects of situated cognition challenge the common separation of knowledge as an integral, self-sufficient substance that is independent of the situations in which it is learned (Brown, et al., 1998).

The activity in which knowledge is developed and deployed, it is not argued, is not separable from or ancillary to learning and cognition. ...It is an integral part of what is learned. Situations might be said to co-produce knowledge through activity

(Brown, et al., 1998, p. 32).

Situated learning environments provide meaningful learning and transfer of knowledge to real life situations (Hannafin and Hannafin, 2003). Global Seminar activities follow aspects of situated cognition:

• Provides problem-rich environment, open for diversity of perspectives,
• Promotes coherent and purposeful learning activities,
• Presents environmental concepts through various contents in diverse locations,
• Promotes highly interactive, non-directive facilitation.

The Global Seminar creates learning situation by involving faculty and students from around the world in synchronous interaction via technology to discuss sustainability. This creates a unique experience for the participants that they cannot replicate on their individual home campuses.

Contribution Oriented Learning

Contribution oriented pedagogy is a relatively recent approach to teaching and learning developed as a theoretical base for web based educational projects. According to Collis, et al. (2001) the key idea of contribution-oriented pedagogy is shifting the focus from the presentation of content to the facilitating of learners making contributions to the course (Collis, et al., 2001). In the Global Seminar, students contribute to the materials using the project website, e-mails, and on-line live discussion. Students share their own understanding and experiences and resources and assess each other's work. This design is not only more flexible and open for all the participants, but it adds richness to the learning environment.

Paradigm Shift and Re-Engineering

The impact of technology suggests that the institution of education is in process of a "paradigm shift" in the way educative events occur and the institution is structured to address learning. Thomas Kuhn in 1962 presented the idea that science does not "evolve gradually toward truth", but instead undergoes periodic revolutions, which are called paradigm shifts (Wikipedia, 2001).

Collis and Moonen (2001) offers a concept of "pedagogical re-engineering" to identify the way to construct a flexible on-line learning environment. Pedagogical re-engineering is built on the principle of changing sequences and combinations of the web-based course components through the technology. Technology is a key element that helps to adopt new learner-centered pedagogies and new forms of assessment for the course enhancement (Collis and Moonen 2001). The existing infrastructure of the Global Seminar resides on a re-engineering of education by using a technological platform.

The question of whether electronic-mediated instruction is making a difference needs to move beyond the comparison of on-line vs. traditional higher education approaches. Instead, there should be an examination of new attributes to learning made possible by new innovative approaches. The Global Seminar while embracing contemporary educational strategies, theories and concepts provide a novel twist that is changing the way institutions engage in learning. Sound educational theory applied to a new context and strategies for learning provide exciting possibilities for the future.

Program Strategies

Program strategies complement the vision and goals of the Global Seminar. Selected strategies are described to portray the approach for global networking. Many of these attributes parallel those described for Global University System (GUS).

Sustained International Dialogue

The highest priority for future development is to recruit more non-US participants, particularly third world institutions to enhance the international dimensions. One or two US institutions per cohort of 4 to 6 educational institutions are ideal. This provides for cultural differences and other regional perspectives.

Scientific Base for Student and Faculty Dialogue

Learning activities are based around case studies. For each case, students engage in analyses and discussions from six perspectives. These perspectives include social/cultural, economic, political, technological, ethical and environmental.

Reducing the Learning Curve

Experienced institutions will reduce the steep learning curve during the first semester for new institutions by playing the role of coach and mentor.

There are repeated tests and problem solving to ensure the usable infrastructure, along with training and operational support to bring these sites up to a level where they are self-directed. Ideally, there will be a site visit to new locations by the project director or a faculty leader from an experienced institution. New institutions should only be added if there is sufficient support for a successful experience. Monthly conference calls along with Internet discussion boards provide continuous planning and problem solving.

Manage International Differences in Semester Scheduling

Differences in participating institutions start and ending dates for the semester can spread across 6 weeks. For example, there are southern and northern hemisphere differences as well as different systems comparing China, Europe, US and Indonesian that must be managed.

Managing Regional Representation and Time Zones

Institutions are recruited to provide representation in Central America and Caribbean, South America, China, Indonesia and the Philippines, Africa, North America, Australia, Europe and all over the world. This requires careful attention to orchestrate fully interactive videoconferences because of time zone differences.

Institutional Identity and Regional Representation of Scientific Cases

Generally a strong interest in developing cases at the respective universities emerges at participating after a year of experience. Each institution wants personal identity injected into the course, which develops a sense of pride and ownership in the contributions they make to the cohort.

Team Teaching vs. Single Teacher

More than one faculty member at each site is desirable to provide a hedge against staff losses or sabbaticals. In addition it enhances the range of expertise on the teaching team.

Equality of Membership

The original founding institutions must embrace new institutions through shared vision and equal ownership. A climate and culture to welcome future members is essential.

Marketing Video Productions

Marketing videos are produced every two years. For example, the spring 2002 production "Join Us in Traveling the Globe II" describes the Global Seminar Project while the "Institute for Global Learning" explains the Training Institute for new partners. Both of these videos were viewed and critiqued by the Advisory Board member and Partners. Video production is in digital format to facilitate upgrades at affordable costs. Five to ten minute videos have proven highly effective marketing strategies that are very popular at research and educational conferences.

Advisory Board

An Advisory Board has been very helpful in clarifying the vision, goals and addressing future needs of the project. Members are selected to represent areas of expertise and networking potential to help ensure a viable future for the Global Seminar.

Virtual Library

Supplementary reading materials for case studies are placed on electronic reserve accessible by all students enrolled in the Global Seminar. The resource library continues to develop. The Global Seminar Virtual Library is housed at Cornell Mann Library using Zope/Plone technology. This technology is a standard that will make materials accessible to our partner institutions and is well known among libraries.

Networks Services

Bridging services are provided for videoconferences, web streaming, archiving and indexing videoconferences, and site testing with all Global Seminar participants. There is a learning process for all parties involved. The success has been very positive. Cornell computer services conduct site tests for all new participants. Control measures contain costs at the lowest possible level. The model has been refined to the level that it requires minimal operational management from the project director.

Spin-off Added Value

Several student exchange agreements are emerging from the Global Seminar. Graduate student internships are emerging across institutions. Faculty members are planning sabbaticals as a result of the global seminar experience. Some institutions, such as one in Uppsala in Sweden, are planning to establish global seminars in their respective region in subject areas other than environment and sustainability.

Staffing

Staffing costs are potentially the most burdensome long-term financial obligation that could affect sustainability of a global network such as the Global Seminar. Decentralization of leadership, service contracts that not have long-term commitments, graduate assistants, student hourly assistants and in-kind contribution partner institutions are proven effective strategies to sustain staffing.

Project Management

As director I focus on solidifying new partners to carry out the vision for the Global Seminar. Staff responsibilities are clustered into eight enterprise areas: project management, advisory board, curriculum development, research, publication and evaluation, training and support, marketing and distribution and technology.

Curriculum Development

A Request for Proposals (RFP) is used to solicit case studies for the Global Seminar. A curriculum model provides a list of topics for case study development. An experienced curriculum writer has been hired to write cases. There are volunteers from new partners to develop case studies that capitalize on their respective areas of institutional and faculty member expertise. Thus, there is a two pronged approach central curriculum writer and institutional partner case writing.

Evaluation and Research

The Computer Assisted Survey Team (CAST) at Cornell conducts quantitative and qualitative assessment of project activities. It has been very useful to have an independent unit conduct an assessment. On-line data collection supplemented with phone interviews have proven very effective to provide findings for enhancing the Global Seminar. Graduate student and faculty staff research also enrich the experimental aspects of the project. These finding are presented at refereed conferences and in publications by the project director and other members of the Global Seminar team.

A thorough analysis of key variables associated with the global seminar provides a base line for research programs to emerge. This broad listing is very helpful to focus graduate student thesis on selected variables. For example, a current PhD student, Michael Simmons is studying faculty and student participation and interaction. Findings will be presented at the Global Seminar Annual Conference to foster program refinement and define additional research.

Training and Support

The Institute for Global Learning is held annually as the primary vehicle for training and development. In addition, there is a technology support team at Cornell and Virginia Tech to provide daily consultation to our participating institutions. Model facilities and strategies from the project are adapted to fit new institutions that are compatible with the Global Seminar network.

Administrative Support

In addition, as project director, I have personally visited or communicated with university partner presidents and deans to establish the global seminar as an institutional priority for global education. Thus, the networks that are established are receiving the highest-level institutional support. Moreover, these chief administrators realize that the network we are establishing will provide a base for a wide variety of administrative, research and instructional networking which is the way of the future.

Lessons Learned and Implications for Project Objectives

The project conceptual base is proven and continuing to generate increasing interest from potential new partners. There has been a natural evolution of the project resulting from experiences, monthly conference calls with partners and annual meetings. It is important to maintain this type of interaction and input from participants. At the end of spring 2003 we will have a solid core of universities with experience to confidently carry out the seminar in the future. Lessons learned provide helpful guideposts for the future.

• An electronic mediated global forum is valued and sustainable in higher education.
• Related agency interest is strong as demonstrated by the United Nations support.
• Original basic principles and the operational model remain sound.
• As institutions gain experience, they have interest in increasing their ownership and self-management.
• Project directorship is as a coach, facilitator and leader rather that autocratic.
• Shared decision-making and leadership among participating institutions enhances infrastructure and faculty engagement.
• Recognition of institutional differences in funding and administrative structure is required to foster full participation in the network.
• Declining communication costs make global network access affordable to an increasing number of areas in the world.
• Experienced institutions should partner with new institutions.
• On site visits by the project director to new sites and pilot testing is essential to ensure an adequate infrastructure.
• Students quickly adapt to this new learning environment and prefer active learning where they present their ideas rather than listen to faculty lectures.
• Faculty members serve as mentors and coaches rather than lecture in a global seminar.
• More than one faculty member should be associated with the Global Seminar at each institution to avoid disruptions of staff changes and to add another area of expertise.
• A pilot year or two is essential to allow institutions to experiment before signing full participation agreements.
• A three-year commitment is preferable for new institutions to ensure stability; yet, institutions should have flexibility to take a year off due to staff changes, curriculum approval processes and other institution specific situations.
• The overwhelming interest in networking is among institutions from different countries rather than within country.

Immediate Future Goals

There are five primary goals for the immediate future in order to provide long-term sustainability for the Global Seminar. Plans were developed during the June Annual Global Seminar Conference at Punta Cana in the Dominican Republic in June 2003 to complete these goals.

Goal 1: Decentralized Management

Fully implement a decentralized management system that includes clearly defined leadership roles for faculty and staff in partner institutions.

Faculty members who are experienced with the Global Seminar for two or more years are prepared for leadership roles that reduce the need for central administration. Moreover, they take responsibility to recruit new institutions in their region of the world, provide them with support, assist in training, and guide these new institutions through their first year.

Each cluster of 4-7 institutions in the global seminar selects a faculty coordinator to lead monthly conference calls and coordinate activities during the semester. Faculty members in each institution agree to lead a case study in rotation throughout the semester. In addition, general course responsibilities are delegated to those with sufficient experience. Videoconferences and audio phone conferences should be part of institution operational budgets.

Decentralization is a natural evolution as faculty members gain experience and confidence, declining costs of technologies, institutional buy-in, strong training programs and cooperation across institutions develop through our annual conferences.

Annual conferences and regular video and audio conferences provide the venue for a balanced central and decentralize operational framework. An annual meeting provides a time to debrief on the previous year and develop firm plans for next year. These plans include all activities, dates, times locations, syllabi, learning experiences, instructional materials, group leaders and rotation of case study leaders. In effect, the annual meeting is a time to complete plans, thus avoiding significant planning during the year that would require central staff support.

An annual training program provides an orientation to key staff from new member institutions. Experienced staff members provide educational programs and materials. On-line registration systems provide a smooth operating structure.

Goal 2: Sustainable Central Support

Essential central service will be provided through a small membership fees from participating institutions, revenue from training programs and annual conference fees.

Central staff members administer the Global Seminar in the following roles:

• Project Director
• Project Coordinator
• Communications Specialist
• Technology Staff Support

These are the core activities required to maintain the Global Seminar initiative. Each institution has responsibility for the teaching staff and clearly defined leadership roles within their consortium.

Goal 3: Expansion to New Institutions

Expansion to new institutions will be carefully planned and systematic through a train-the-trainers model supported by experienced institutions.

New institutions participate in an orientation program in fall and engage in pilot experiences the following spring.

Faculty from continuing institutions recruit new universities where they already have an affiliation and a strategic linkage, ideally in developing countries that are part of their outreach mission. Such relationships are advantageous for the Global Seminar because they often bring existing institutional funding and linkages.

Expansion will be incremental at approximately 5 to 10 institutions per year depending on capacity for support and the endorsement of continuing member institutions. New institutions will be integrated into clusters with experienced institutions.

Goal 4: Maintenance of Electronic Infrastructure

Maintenance of electronic infrastructure will provide continuous support and compatibility with participating institutions.

The project is evolving from a very expensive satellite communication system to Internet (for free) communications systems (ISDN lines required for some developing countries). Core support infrastructure includes:

1. Electronic platforms and standards for course management,

2. Contract bridging services to host multiple institution videoconferences,

3. Operational technology maintenance support provided centrally and at each institution as part of their infrastructure,

4. Cornell Mann Library server with a virtual library of cases and references with links to other libraries in the consortium.

Virtual library functionality will include a repository for core materials and ability to submit case studies and bibliographies for addition to the core materials repository. Other functions will include refined case attributes, administrative, communication, authentication, search and help. These are intended to be robust enough to eliminate the need for constant one-on-one assistance. Eventually these help pages may be translated into a variety of languages, including Spanish, German, Chinese, French, Italian, Dutch, and Swahili.

Goal 5: Library of Cases and Resource Materials

Continuous enhancement and upgrade to the library of cases and resource materials will ensure an expanding comprehensive source of teaching materials.

Case study writers are identified from various regions of the world to complete a well-rounded virtual library of cases. A schedule is established to update the cases by the original writers to provide long-term curriculum sustainability. Additional case study writers are volunteering and indicating interest in developing cases from their region of the world, building off the case study model we have developed.

Standing Committees for Global Research and Education

There are a range of bilateral collaborative projects emerging and ideas for regional collaboration. Standing committees are appointed in the Global Seminar for long-term program growth and development.

• Professional Development

A concept paper for Global Seminar Orientation and Continuing Professional Development will guide future faculty development.

• Curriculum Development

Recommendations for case study development and curriculum organization will provide a framework for scope and sequence of learning.

• International Student Groups

A model and recommendations for the international student group participation and future development will guide collaborative learning in the Global Seminar.

• Program Development in Education and Outreach

A strategy for international collaboration among institutions within and across global seminar consortia will outline a framework to sustain the core group and guide future expansion.

• Research and Evaluation

A plan should be refined to review and further develop strategies and instrument to evaluate success, conduct inquiry into key aspects of the Global Seminar and publish results.

Annual hosts for international conferences have volunteered in Italy, Mexico, and the Philippines. Institutions from Peru, Germany, Honduras and Austria have also expressed interest in hosting future meetings. A conference committee may be needed to guide future events.

Conclusion

Although, initially funded by an external grant from a combination of sources (most notable, The Atlantic Philanthropic Society), the Global Seminar will be institutionalized through a combination of central and decentralized services supported primarily by the respective institutions. It has lead to an internationally recognized model for networking institutions. Moreover, it has produced a network of institutions that are committed to a "virtual electronic international university system" to gain efficiency, build capacity and generate an on-going long-term platform for collaboration in teaching, research and outreach that is exceeding our initial expectations.

The collaboration and faculty network with the Global Seminar is spawning program and project development that will continue to expand. The annual meetings demonstrated a level of commitment, enthusiasm and endorsement that will continue to grow and development. Lessons learned, the conceptual and theoretical base and continuing research provide an intellectual underpinning that is essential for the future.

It engages leading faculty and leaders of tomorrow (students) in thinking and acting on critical sustainability issues using the latest technology infrastructure that is deployed after systematic testing. The activities are trans-cultural, global wide, supportive of academic freedom, committed to quality, responsiveness to student needs and aspirations, accessible and culturally sensitive. In effect, the Global Seminar is a working example of the principles proposed for a Global University System.

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Footnote: I would like to recognize Tamara Savelyeva, Graduate Assistant at Virginia Tech for her assistance in developing a literature review that was instrumental in developing the manuscript.

Author Biographical Sketch

H. Dean Sutphin Associate Dean and Director of Academic Programs College of Agriculture and Life Sciences Cornell University 1060 Litton Reaves Blacksburg, Virginia 24060 Tel: 01 540 231 6503 Fax: 01 540 231 6741 Mobil: 01 540 357 0244 E-mail: sutphind@vt.edu Web: http://www.cals.vt.edu/ Professor Emeriti Cornell University

H. Dean Sutphin obtained his B.S. degree in Agricultural Education from Virginia Tech in 1972 and his masters degree in agricultural education and horticulture from the same University in 1975. In 1982 he received his PhD from Ohio State University in Agricultural and Extension Education with minors in educational administration and research. Dean is serving as Associate Dean and Director of Academic Programs at Virginia Tech and previously served as Associate Dean in the College of Agriculture and Life Sciences at Cornell University, 1995-2002; Dept Chair of Education 1992-95. He has authored over 75 referred articles, professional presentation and scholarly manuscripts.

As Professor at Virginia Tech and Professor Emeriti from Cornell University, Dean developed and currently directs the Global Seminar Project on the Environment and Sustainability that has received national and international recognition. The project won the U.S. 2000-01 national award for excellence from the American Distance Education Consortium. Dean was invited by the Vice President of the UN and Conference Chair for the UN World Summit on Sustainability in Johannesburg, South Africa to demonstrate the Global Seminar. He was responsible for electronic infrastructure development, visioning, and implementation of distance learning in the College of Agriculture and Life Sciences at Cornell. Dean has served as session chairs, invited presentations and facilitation roles with the International Council for Distance Education. He has numerous national and regional leadership responsibilities including membership on the General Administration Board of the Graduate School, Department of Agriculture (USDA), New York State Director and Cornell Institutional Director, Mid Atlantic Consortium for Food Systems Professions, W.K. Kellogg Foundation, and numerous other professional associations and membership.