575.763.81 - Nanotechnology and the Environment: Applications and Implications

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course menu. 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. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

Course Goals

To describe the characteristics that make nanoparticles unique and apply that knowledge to investigate applications in different settings, movement through the environment, and potential adverse health effects. To demonstrate critical thinking about these issues through written assignments and journal entries.

Textbooks

Not required. 

Other Materials & Online Resources

Readings will be available online or via eReserves. 

Student Coursework Requirements

It is expected that each module will take approximately 4–7 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 2–3 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 1–2 hours per week), and writing assignments (approximately 1–2 hours per week).

This course will consist of six basic student requirements:

1.   Preparation and Participation (Module Discussions) (15% of Final Grade Calculation) Each student is responsible for carefully reading all assigned material and being prepared for discussion. 

Post your initial response to the discussion questions by Thursday evening of that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; I want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Please respond to at least 2 other student posts.  Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I will summarize the overall discussions and post the summary for the module.

Evaluation of preparation and participation is based on contribution to discussions. Preparation and participation is evaluated by the following grading elements:

1.   Timeliness (30%)
2.   Critical Thinking (70%)

Preparation and participation is graded as follows:

100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].

89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].

<70 = F—Timeliness [rarely participates; some, or all required postings missing]; Critical Thinking

[rudimentary and superficial; no analysis or insight is displayed].

2.   Journals (15% of Final Grade Calculation)

Journal assignments will be brief, reflective, and opinion based writings. These should incorporate what you have learned throughout the module, but do not need specific research or references. Include a cover sheet with your name and assignment identifier. 

All journals are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

There is a specific rubric for journal assignments. They will be evaluated by the following grading elements:

1.   Synthesis of course concepts (30%)
2.   Personal reflections (30%) 
3.   Logic (30%)
4.   Mechanics (10%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards.)

Qualitative assignments are graded as follows:

100–90 = A—All parts of the question are addressed; Writing Quality/ Rationale [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale [substantial information; thought, insight, and analysis has taken place].

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale [generally competent; information is thin and commonplace].

<70=F—Some parts of the question are addressed; Writing Quality/ Rationale [rudimentary and superficial; no analysis or insight displayed].

3.   Assignments (35% of Final Grade Calculation)

Assignments will include a mix of qualitative assignments (e.g. literature reviews), problem solving, and case study updates. Include a cover sheet with your name and assignment identifier. All Figures and Tables should be captioned and labeled appropriately.

All assignments are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructor).

If, after submitting a written assignment a student is not satisfied with the grade received, the student is encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.

Qualitative assignments are evaluated by the following grading elements:

1.   Each part of question is answered (20%)
2.   Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3.   Rationale for answer is provided (20%)
4.   Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies or examples.)
5.   Outside references are included (15%)

Qualitative assignments are graded as follows:

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside

References [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

<70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

4.   Quizzes (10%)

Quizzes will be used to ensure student progress throughout the course and mastery of the material. Quizzes will include: multiple choice, true/false, and short answer questions. Quizzes are due by the end of the module. 

The exams are evaluated by the following grading elements:

1.   Each part of question is answered (20%)
2.   Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3.   Rationale for answer is provided (20%)
4.   Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies or examples.)
5.   Outside references are included, if necessary (15%) 

Quizzes are graded as follows:

100–90 = A—All parts of the question are addressed; Writing Quality/ Rationale [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Majority of parts of the question are addressed; Writing Quality/ Rationale [generally competent; information is thin and commonplace].

<70 = F—Some parts of the question are addressed; Writing Quality/ Rationale [rudimentary and superficial; no analysis or insight displayed].

5. Group Project (5% of Final Grade Calculation)

A group project will be assigned in Module 4 and due in Module 7.

The course project is evaluated by the following grading elements:

1.   Team preparation and participation (as described in Course Project Description) (30%)
2.   Team technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description) (40%)
3.   Understanding of the rationale of the stakeholder perspective (as described in the Course Project Description) (20%)

4.   Presentation quality and technical accuracy (10%) 

Individuals are still expected to respond to other groups during the Module 7 discussion board. 

Course Project is graded as follows:

100–90 = A—Team Preparation and Participation [team roles and responsibilities well defined and understood; team well versed in use of Adobe Connect; team work product(s) agreed to, well prepared and available to all team members/ instructors];/ Team Understanding [rich in content; full of thought, insight, and analysis].

89–80 = B— Team Preparation and Participation [team roles and responsibilities well defined and understood; team well versed in use of Adobe Connect; team work product(s) agreed to and prepared]; Team Understanding [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Team Preparation and Participation [team roles and responsibilities agreed to; team well versed in use of Adobe Connect; team work product(s) prepared]; Team Understanding [generally competent; information is thin and commonplace].

<70 = F—Team Preparation and Participation [ team roles and responsibilities not well understood; team has difficulty with use of Adobe Connect; team work product(s) partially prepared]; Team Understanding [rudimentary and superficial; no analysis or insight displayed].

6. Individual Project (20% of Final Grade Calculation)

An individual course project will be assigned several weeks into the course. The project includes a short paper (60%) and a presentation (35%). Submission of a rough draft in Module 9 is worth 5% of the individual project grade. The next-to-the-last week will be devoted to the course project.

The course project is evaluated by the following grading elements:

1.   Student preparation (as described in Course Project Description) (20%)
2.   Technical understanding of the course project topic (as described in the Course Project Description) (35%)
3.   Each part of question is answered (20%)
4.   Writing quality and technical accuracy (10%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
5.   Outside references are included (15%)

Course Project is graded as follows:

100–90 = A—Student Preparation and Participation; Student Understanding [rich in content; full of thought, insight, and analysis].

89–80 = B—Student Preparation and Participation; Student Understanding [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Student Preparation and Participation; Student Understanding [generally competent; information is thin and commonplace].

<70 = F—Student Preparation and Participation; Student Understanding [rudimentary and superficial; no analysis or insight displayed].

Grading Policy

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Course Policies

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 available at: https://ep.jhu.edu/wseacademicmisconductpolicy

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.  You may request a paper copy of this policy at this by contacting Mark Tuminello

Phone 410-516-2306

E-mail mtumine2@jhu.edu     

Policy on Disability Services

Johns Hopkins University (JHU) is committed to creating a welcoming and inclusive environment for students, faculty, staff and visitors with disabilities.  The University does not discriminate on the basis of race, color, sex, religion, sexual orientation, national or ethnic origin, age, disability or veteran status in any student program or activity, or with regard to admission or employment. JHU works to ensure that students, employees and visitors with disabilities have equal access to university programs, facilities, technology and websites.

Under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990 and the ADA Amendments Act of 2008, a person is considered to have a disability if c (1) he or she has a physical or mental impairment that substantially limits one or more major life activities (such as hearing, seeing, speaking, breathing, performing manual tasks, walking, caring for oneself, learning, or concentrating); (2) has a record of having such an impairment; or (3) is regarded as having such an impairment class. The University provides reasonable and appropriate accommodations to students and

employees with disabilities.  In most cases, JHU will require documentation of the disability and the need for the specific requested accommodation.

The Disability Services program within the Office of Institutional Equity oversees the coordination of reasonable accommodations for students and employees with disabilities, and serves as the central point of contact for information on physical and programmatic access at the University. More information on this policy may be found at http://web.jhu.edu/administration/jhuoie/disability/index.html or by contacting (410) 516-8075.

Disability Services

Johns Hopkins Engineering for Professionals is committed to providing reasonable and appropriate accommodations to students with disabilities.

Students requiring accommodations are encouraged to contact Disability Services at least four weeks before the start of the academic term or as soon as possible. Although requests can be made at any time, students should understand that there may be a delay of up to two weeks for implementation depending on the nature of the accommodations requested.

Requesting Accommodation

New students must submit a Student Request for Accommodation      form along with supporting documentation from a qualified diagnostician that:

Identifies the type of disability

Describes the current level of functioning in an academic setting

Lists recommended accommodations

Questions about disability resources and requests for accommodation at Johns Hopkins Engineering for Professionals should be directed to:

Mark Tuminello

Disability Services Coordinator

Phone 410-516-2306

Fax 410-579-8049

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.