575.759.81 - Environmental Policy Analysis

Course Structure

The course materials are divided into 14 modules which can be accessed through the "Modules" link on the left navigation panel. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. All modules run for a period of seven (7) days starting on Wednesday at 12:01 am (Eastern Standard Time) and ending at 11:59 pm (Eastern Standard Time) the following Tuesday. You should regularly check the Calendar and Announcements for assignment due dates. The instructor reserves the right to revise the syllabus as necessary.

Course Topics

Introduction to Environmental Policy Basics: (Drilling in the Arctic National Wildlife Refuge)

Introduction to Environmental Policy Analysis (Climate change and international policy making)

Step 1: Verify, define, and detail the problem (Hydrofracking)

Step 2: Identify alternative policies (Acid rain and Arctic National Wildlife Reserve)

Step 3: Establish evaluation criteria (New England cod fishery collapse)

Step 4: Assess alternative policies (Arctic National Wildlife Reserve, continued)

Step 5: Display and distinguish among alternatives (EPA’s Clean Power Plan)

Writing a policy analysis

Step 6: Implement, monitor, and evaluate the policy (Deepwater Horizon oil spill)

Analytical tools and communications

Policy analysis considerations: Health and ecological, ethics and environmental justice considerations

Engaging stakeholders (Love Canal hazardous waste disposal)

Addressing emerging environmental policy issues

Student–led policy analysis issue discussions

Course Goals

You will learn to evaluate policy alternatives, develop evaluation criteria and apply qualitative and quantitative methods to determine consequences, tradeoffs and potential synergies relating to these environmental issues.  You will then use these skills to create and execute an individual research project that analyzes an environmental policy relating to a specific issue of interest to you, evaluating potential responses to environmental management problems through analyzing the impacts of each policy alternative.

Course Learning Outcomes (CLOs)

• • Apply the various component steps of the policy analysis process to an environmental issue.
• • Evaluate environmental policies and policy decisions for opportunities to improve implementation effectiveness and achieve desired outcomes.
• • Create a policy analysis that will convince a policy maker to take action on proposed policy recommendations.
• Apply critical thinking to an analysis of environmental policy and be able to effectively challenge classical assumptions. Based on sound research skills, you will be able to effectively communicate your thoughts both orally and in writing.

Textbooks

The required textbook for this course is:

 Layzer, Judith A. (2016). The Environmental Case, Translating Values into Policy, 5th Edition, CQ press, Sage Publications, Thousand Oaks, California, 664 pages. ISBN 9781506396965

(The 4th edition may also be used, but will not have the updates from 2016 - on.)

Other Materials & Online Resources

There may be specified readings which will be listed in the appropriate week’s course materials. Readings will be available through e-reserves, which can be accessed through Blackboard, or through the link provided. The readings will not only reinforce the lectures in each module, but they will help illustrate and add perspective to the material presented. It is expected that you will use these assigned readings as references in your writing throughout the semester and you will be able to contribute your insights on the readings and lectures during the weekly discussion posts.

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. Here is an approximate breakdown: assigned readings (approximately 3 – 4 hours per week), listening to the audio annotated slide presentations and watching the videos (approximately 1 - 2 hours per week), and writing assignments, which include discussion posts and specific weekly assignments (approximately 3 - 4 hours per week).

This course will consist of three basic student requirements:

1. Module Discussions (20% of Course Grade)

You are responsible for carefully reading all assigned material and being prepared for discussion. The readings are from a number of sources including, but not limited to the textbook, scholarly journals, international organization reports and research from independent and governmental public policy institutions.

Post your initial response to the discussion question no later than Day 4 (Saturday 11:59 pm) for that module week. Since it is important you post your initial response to the discussion question on time to allow your classmates time to review and respond, a deduction of 5 points will be taken for late initial posts. You are welcome to post your initial response earlier if possible. 

Posting a response to the discussion question is one component of your grade for module discussions. The second component of your grade for module discussions is your interaction with at least two of your classmates. Just posting your initial response to a discussion question is not sufficient; I want you to interact with your classmates by providing thoughtful responses to their posts and engaging in an asynchronous dialogue. Be detailed in your postings and in your responses to your classmates' postings. Provide references, including class readings if appropriate, to support your ideas and proposals. Feel free to agree or disagree with your classmates, however, please ensure that your postings are civil and constructive. Provide your comments on your classmate’s posts no later than Day 6 (Monday 11:59 pm) so the author of the post has the opportunity to respond to your comments/questions before the module ends on Tuesday evening.

I will monitor and engage in module discussions and will respond to some of the discussions as they are posted. A rubric for discussion posts is included as a reference.  I encourage you to become familiar with this rubric to guide your discussion posts.

2. Assignments (40% of Course Grade)

Assignments will include a mix of qualitative assignments that you might be assigned to do in the course of your work, such as defining an issue, preparing a fact sheet, graphically presenting large amounts of data and developing policy options and evaluation criteria.  You should apply the concepts learned in the course and include them in your writing to better understand how environmental policies are analyzed. I expect your writing to improve as the semester progresses based on the comments and edits you receive on your graded assignments.

A grading rubric for writing assignments is included in your course materials for your reference. I encourage you to become familiar with this rubric to guide your writing assignments. All figures and tables should be captioned and labeled appropriately. References should be properly cited (use APA style).

All assignments are due according to the dates in the Calendar available in Canvas. All assignments should be submitted in Word, not .pdf.  Graphics may be submitted in .pdf format. Specific instructions on each of the assignments will be posted in the appropriate module on Blackboard. Important: Please note the grading policy below for late assignments.

3. Policy Analysis Report (40% of Course Grade)

Your Policy Analysis Report is your opportunity to delve deeply into an environmental policy issue of your choice to determine what policy options will be more effective and will have the greatest chance of achieving the desired outcomes. The Policy Analysis report topic will be submitted for approval during Module 3. The topic selected will relate to a specific environmental policy-making issue and must be a topic that is currently unresolved.  Since you will be researching this topic throughout the semester, it is suggested you pick a topic that is of interest to you. Specific requirements for this assignment are listed in the Policy Analysis Report document located under the “Course Information", "Project and Rubrics” tab.

This project consists of 4 parts. All parts will be graded separately:

1. Topic description - 50 points
2. Outline and annotated reference list - 100 points
3. Policy analysis report - 150 points
4. Final presentation to class - 100 points

Due dates for all assignments are posted on the class calendar
All rubrics are posted under the “Course Project and Rubrics” tab in Canvas.

A word about word limits:

Most of your writing assignments and final paper components will have specific word limits.  These limits are to help you keep your writing concise and to the point and to help you exclude extraneous material. This will help you provide only the information the policy maker needs to make his/her decision.  The word limits only apply to the text, including any quotations. The limits do not apply to tables, graphics, figures, or the reference list, so consider using tables and graphics to organize your data and explain complex data. Do not use appendices unless directed to.  A title page and table of contents are not required, or expected, for weekly assignments, although you should include them in your final report.

Grading Policy

VERY IMPORTANT: The date and time for submitting the assignments are clearly stated on your Canvas course site. You may check these due dates in the Course Calendar or the Assignment section in the corresponding modules. I will attempt to post grades within one week after assignment due dates.

I generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

Unless you have received approval from me in advance, any late submissions received after the due date and time will graded accordingly:

Initial discussion post:

Deduction of 5 points if posted late (after Saturday 11:59 pm).

Assignments and plan/report components (unless you have been granted an extension by your instructor):

Deduction of 20% of available points if submitted up to 24 hours late.

Deduction of 40% of available points if submitted 24-48 hours late.

Deduction of 60% of available points if submitted 48-72 hours late.

No credit will be given if submitted after 72 hours (3 days)

Important note: I realize we are all professionals with multiple responsibilities. All I ask is that you communicate with me as early as possible if you are going to have difficulty meeting a deadline. If you don’t let me know before the deadline, it reduces my flexibility to work out an alternative deadline, if appropriate. My goal is to be fair to all the students in the class.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

NO changes to any grade will be made after final grades are submitted, unless there is an error on the part of the instructor.

Course Evaluation

Course evaluations can be found at :

https://ep.jhu.edu/student-services/academic-services/course-planning/

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.