575.710.81 - Financing Environmental Projects

Expanded Course Description

Prerequisites 

NONE. For those students with no knowledge of financial markets, it is beneficial to review a number of Prospectus products for major mutual fund or similar organizations, such as T. Rowe Price or TIAA- CREF. For those students unfamiliar with business writing, it is helpful to review formats for proposals and similar documents. The Purdue “OWL” and the Hopkins Lib. Are good sources. 

Course Structure

The course materials are divided into modules. The Modules can be accessed by clicking Modules on the menu. A module will have several sections including the overview, content, readings, discussions, and assignments. Students are encouraged to preview all sections of the module before starting. The first and last module are of one week’s duration; the other four modules extend for 3 -weeks each. 

Course Topics

TBD

Course Goals

The goal of the course is to give engineers, utility managers and environmental policy makers a firm grounding in the principles and practices that obtain of finance for major environmental projects. Another major goal is to equip students with the ability to advocate for those projects and financing that they support. 

Course Learning Outcomes (CLOs)

• Analyze environmental projects.
• Explain the consequences and value of undertaking long-term debt.
• Discuss the municipal bond market and the time-value theory of money.
• Explain the value and proper application of financial tools like grants and loan/bond guaranties.
• Advocate adoption of a particular using established best practices data managers and environmental policy specialists employ in evaluating various project finance options.

Textbooks

Required

The course will be making use of a number of open source online materials and thus there is no required text to purchase. You must however download and be familiar with the following:

1. US EPA 2008 Guidebook to Environmental Finance Tools 
2. WSGR White Paper 
3. Syracuse University Funding Guide: http://www.syracusecoe.org/coe/sub1.html?skuvar=67 
4. Performance Glossary 

 Please note you will also be responsible for the materials posted within each Module. 

Student Coursework Requirements

It is expected that each module will take approximately 10-14 hours per week to complete. Here is an approximate breakdown: reading the assigned materials (approximately 2–3 hours per week) as well as some outside reading, discussions (2-3 hours per week ),listening to the audio presentation (approximately 1 hour per week), and writing assignments (approximately 1 –2 hours per week). 

This course will consist of three basic student requirements: 

Course Discussions (30% of Final Grade Calculation) 

You are responsible for carefully reading all assigned material and being prepared for discussion. In addition to the EPA Guidebook noted above, other key references will be posted in the virtual classroom for which you are responsible. 

Please note that a rubric for these discussions is available for you (posted in each discussion assignment). 

Post your initial response to the discussion questions by the evening of day 3 for that module week. Posting an initial response to the instructor’s discussion question is part one of your grade for module discussions. 

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. 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. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive. 

Participation in the Canvas classroom discussions are a vital part of building and maintaining a dynamic, interactive classroom. I will actively participate in these discussions. 

Evaluation is based on your contribution to discussions according to the rubric posted in each module discussion. 

Assignments (35% each of Final Grade Calculation, or 70% total) 

You will be asked to prepare two detailed, professional quality proposals along the lines commonly accepted in the business and professional/governmental contexts. Each proposal will be approximately 8-10 pages in length exclusive of charts, graphs and budgets (these items are expected to be present on an as-needed basis). You will be asked to provide an annotated bibliography for these proposals. One proposal will focus on enhancing or modifying an existing environmental project, whereas the second will focus on a potential new program or policy. 

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

PLEASE NOTE: The two projects are described in detail complete with expectations for this assignment in the modules where the projects are assigned (Modules 1 & 

ORAL PRESENTATION GUIDELINES: Using the PowerPoint and/or other materials you create you will present a short (5-10 minute) briefing for your projects. You may create any audience and existential reality you wish for purposes of this exercise. The grading criteria are provided in a rubric posted in the assignment item in Canvas. 

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

Qualitative assignments are evaluated by the following grading elements (greater detail provided in rubric): 

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 versus examples). 
5. Quality of references (15%) 

Grading Policy

Student assignments are due according to the dates in the Calendar and Assignments items in the corresponding modules. 

Writing skills are a key element of grading. Spelling, syntax, sentence structure and all of the conventional elements of composition and communications are all germane to an evaluation of your grade. Both content and the method of communicating this content are highly esteemed! 

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. 

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10). You should contact your Program Chair for guidance on the breakdown used by your program. 

Example: 

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.