SCHOOL OF ENVIRONMENT, RESOURCES AND DEVELOPMENT

 

ACADEMIC REVOLUTION OF SERD

The School of Environment, Resources and Development (SERD) was established by amalgamating the four Divisions, namely: (1) Environmental Engineering Division (2) Human Settlements Development Division (3) Agriculture and Food Engineering Division and (4) Energy Division, in 1993. The name SERD was adopted after the EARTH Summit in Rio in 1992, emphasizing the important co-existence of environment and development.

Prior to the introduction of school structure, the Divisions, responsible for academic as well as administrativeimg_2785 operation, were operated by the Chairman and secretariats. Since its inception in 1993, SERD has been subjected to several reviews on its potential and diversity. The SERD adopted a massive restructuring in 1999 with concrete foci on: poverty alleviation, environmental management and sustainable development. This resulted in reduction of Programs from 11 to 5, and Field of Study (FoS) remaining the same, 19 in number, except STAR which moved to the School of Advanced Technology thereafter. The Programs were responsible for coordinating the FoS activities and administrative operation, while FoSs were responsible for academic activities.

By the end of 2002, the School had 5 Programs and 16 FoSs. The AIT restructuring implemented in 2003 has led to demolishing Programs, and maintaining only the 10 FoSs acting as the academic units, namely: (1) Agricultural Systems and Engineering (ASE) (2) Aquaculture and Aquatic Resources Management (AARM) (3) Food Engineering and Bioprocess Technology (FEBT ), (4) Energy (5) Environmental Engineering and Management (EEM) (6) Pulp and Paper Technology (PPT) (7) Gender and Development Studies (GDS) (8) Natural Resources Management (NRM) (9) Regional and Rural Development Planning (RRDP) (10) Urban Environmental Management (UEM). As a part of the revolution, term system was shifted to semester that facilitate faculty to concentrate more on the research and quality education. There are great potential for project to be implemented under the supervision of faculty. However reduction of intake in number from 3 to 2 has initiated financial instability.

Advisory body for academic, and IT was formed a decade ago. Then committees diversified in 2003 as academic matters, promotion, IT and research laboratory. Academic audit also installed in the development process of school. Collectively SERD emphasizes quality education for students and other stakeholders to assist and address regional needs.

MISSION

SERD responds to regional needs by mobilizing and enhancing capacities for socially, economically and environmentally sound development in partnership with public and private sectors. The School’s interdisciplinary approach integrates technological, natural and social sciences.

SERD VISION

 SERD will continue its leadership role in offering excellent academic programs relevant to regional needs.

 SERD research will be concentrated toward focal area and are to be conducted by core teams

 SERD outreach will be community-service oriented

 SERD Programs will be consolidated and financially viable. The School/Program activities including the students, staff, faculty and curricula, will subject to quality assessment

SERD CORE VALUES

1. Interdisciplinary

2. Innovativeness

3. Excellence

4. Responsiveness

Limelight of school creates linkages among regional, national and international universities not only for academic but also for research purposes. Some of them are interuniversity, inter- disciplinary and executive master programs. Dynamic of students and faculty are facilitating strong connection within the region and outside the world. Gender equality is also one of the aspects that the school concerned. Enrollment of students proves gender equality within the school. Currently 55% of female and 45% of male under take their higher studies in SERD.