575.750.81 - Environmental Policy Needs in Developing Countries

Course Structure

The course materials are divided into 14 modules which can be accessed by clicking Modules on the left menu of our Canvas class site. 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 at 12:01 am Wednesday 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 update and revise the syllabus as necessary.

Course Topics

• Environmental Policy and the Developing World
• Stage 1-Problem Recognition and Issue Identification
• Stage 1-Policy Agenda Setting
• Stage 2-Policy Formulation
• Stage 3-Policy Adoption
• Stage 4-Policy Implementation
• Stage 5-Policy Analysis and Evaluation and Stage 6-Policy Change or Termination
• Maneuvering Institutions: The structure of the United Nations and its programs
• Participants in the Policy Making Process
• Conflict Resolution and Environmental Policy Making
• Impact of Sustainability on Policy Actions
• A Closer Look at Sustainability Challenges in Developing Countries: Providing enough energy and food for an increasing population
• Convergence of Emerging Issues in Developing Countries: Urbanization and climate change
• Student-led Module: Applying the policy making process to environmental issues in developing countries
  
  

Course Goals

The primary objective of this course is to provide an overview of environmental policy making in developing nations. In doing so, you have to understand the distinctive characteristics of developing countries that may advance or limit their ability for sound environmental decision/policy making, including their economic structure (almost always natural resource-based), governance, cultural history, demographics, urbanization, and other factors. You will review the fundamentals of environmental policy making and will also become familiar with international initiatives relevant to both environment and development policies in the developing world. You will also cover the basic rationales for environmental policy making, major types of approaches for environmental policy making, and how a good policy analyst would approach each stage of environmental policy cycle, including problem definition, policy alternatives formulation and comparison, as well as policy impact assessment.

Course Learning Outcomes (CLOs)

• • Examine the social, economic, and environmental issues that challenge the developing world as they move toward developing environmental policies in conjunction with advancing their economies, infrastructure and governance systems. And, describe how these challenges affect the various stages of the policy cycle and the successful implementation of development projects involving water supply, drinking water, air quality and energy in these countries.
• • Evaluate the environmental issues affecting the developing world today, analyze how the various issues are interconnected and discuss how this interconnectedness may affect environmental policy making and sustainable development.
• • Identify the various entities involved in environmental policy making and the role each plays and analyze the role of international organizations, including the United Nations, and how multilateral environmental agreements promote international cooperation.
• • Apply critical thinking* to an analysis of environmental policy and be able to effectively challenge classical assumptions. Based on sound research skills, effectively communicate your thoughts both orally and in writing. *Critical thinking is the independent analysis of the issues. You are expected to ask questions such as: Is this statement or analysis true? How do I know it is true? Are there other factors involved? Is the author basing this statement on faith, opinion, scientific method, or something else? Given the facts, do I reach the same conclusion? What criteria are appropriate here? The simple acceptance and repetition of previously written or spoken material is not critical thinking. To be successful in this course, you must use and demonstrate critical thinking in written work, presentations, and class participation. To help you achieve this goal, a critical thinking rubric is included in your course materials for your reference.

Textbooks

There is no required textbook.

Other Materials & Online Resources

Each week there will be specified readings which will be listed in the appropriate week’s course materials, including e-reserves. The readings are from a number of sources including, but not limited to, scholarly journals, international organization reports and research from independent and governmental public policy institutions.  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.

You should consider the following questions when reading these articles:

- Who are the authors?  What is their discipline and affiliation?

- Is this from a peer-reviewed journal? A government publication?  An opinion piece?

- What are the key points and messages?

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 narrated slide presentations and watching assigned 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 (26% of Course Grade)

Post your initial response to the discussion question no later than the evening of Day 4 (Saturday 11:59 pm) for that module week. It is important you post your initial response to the discussion question on time to avoid a deduction of 5 points which will be taken for late initial posts. Posting on time also allows time for an exchange of ideas with your classmates

Posting a response to the discussion prompt 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, preferably more, of your classmates.

Your responses to your classmate’s post are due by Monday night to give the authors a chance to see your comment and respond before the module closes on Tuesday night.

You also are required to respond to/acknowledge to any comments made on your initial post.

Just posting your 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, 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.

I will monitor and engage in module discussions and will respond to some, but not all, of the discussions as they are posted. A rubric for discussion posts is included to help illustrate how your participation grade will be calculated. I encourage you to become familiar with this rubric to guide your discussion posts.

2. Assignments (32% of Course Grade)

Assignments will include a mix of qualitative assignments such as critical reviews, blog, proposal writing, and responses to technical questions. You should apply the concepts learned in the course and include them in your writing to better understand the environmental policy process. 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).

If an assignment is a team project, make sure the final product is edited.  You should negotiate team member responsibilities up front.

All assignments, listed in the table above, are due according to the dates in the Calendar posted in Canvas. Specific instructions on each of the assignments will be posted in the appropriate module in Canvas. Please note the grading policy below for late assignments.

3. Environmental Issue Paper (42% of Course Grade)

Your environmental issue paper is your opportunity to delve deeply into an environmental policy issue affecting developing countries that is of interest to you. The environmental issue paper topic will be submitted for approval during Module 3. The issue selected will relate to a specific environmental policy-making issue affecting a developing country or region.  Specific requirements for this assignment are listed in the Environmental Issue Analysis Paper document located in Mod 3 and under “under the “Course Information” section in Canvas.

This project consists of 7 parts. All parts will be graded separately:

• 1) Issue topic description
• 2) Research outline and 10 or more credible references, including annotations (at least 5 from scholarly/peer reviewed journals)
• 3) Report 1: Background; checklist
• 4) Report 2: Policy discussion; checklist
• 5) Report 3: Policy considerations; checklist
• 6) Final report, incorporating information gathered in Report 1, 2 and 3, along with edits based on your instructor’s comments.
• 7) Class presentation: 15-minute narrated VoiceThread summary of your policy issue. You should be prepared to answer questions from members of the class on your issue

Due dates for all assignments are posted on the calendar in Canvas.

All rubrics are posted in the “Project and Rubrics” page in Canvas.

A word about word limits:

Most of your writing assignments and final paper components will have word limits.  These limits are to help you keep your writing concise and to the point.  The limits will help you exclude extraneous material.  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. Do not use appendices unless directed to.

Grading Policy

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.

Very important: 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 Final project components:

Unless instructor’s approval for late submission is granted before the deadline:

Deduction of 10% of available points if submitted up to 1 day late.

Deduction of 25% of available points if submitted up to 2 days late.

Deduction of 50% of available points if submitted up to 3 days late.

Deduction of 75% of available points if submitted up to 4 days late.

No credit will be given if submitted after 4 days late.

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.

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

Grading scale:

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.