575.723.81 - Environmental Sustainability and Next Generation Buildings

Course Structure

Details on the course structure can be found in the Course Outline, the Student Coursework Requirements Section of this Syllabus, and in the Calendar. Each course module runs for a period of seven (7) days, i.e., one week. Due dates for readings and other assignments are referred to by the day of the module week in which they are due. For example, if a reading assignment is to be completed by Day 3 and the module started on Monday, then the reading assignment should be completed by Wednesday or the 3rd day of the module. Please refer to the course Calendar for the specific start and end dates for each module in this course. 

Course Topics

TBD

Course Goals

In this course we will examine ecosystems and their importance in the natural world. What they are, how they work, and how they change. We will evaluate the impact of human populations on ecosystems. 

There will be an assessment and comparison of renewable resources and an investigation of global energy sources and pollution prevention technologies and impacts. With this background we will evaluate the application of the Leadership in Energy and Environmental Design (LEED) methodology to the design of next generation sustainable buildings. 

Course Learning Outcomes (CLOs)

• Assess and compare what ecosystems are and their relationship to sustainability.
• Apply ecosystem functional relationships to sustainability issues.
• Consider and evaluate human population characteristics and development impact assessments of human activity and technology on local and global sustainability.
• Evaluate and demonstrate the application of the Leadership in Energy and Environmental design (LEED) method to the design of more efficient, environmentally friendly and sustainable buildings.

Textbooks

Required 

Wright, R. T., Boorse, Dorothy, F., (2017). Environmental science: toward a sustainable future (13th ed.). Upper Saddle River, N.J.: Pearson.

ISBN-10:13-401127-9 

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website at http://bookstore.mbsdirect.net/jhu-ep.htm. 

Additional course material will be provided by the instructor during the semester. 

Required Software

The course will use the Canvas online education program through Johns Hopkins University Engineering for Professionals program. Canvas provides a full range of core support material on a module by module basis including assignment submission functions and grade distribution. During office hours Adobe Connect will be used to allow all students attending to exchange information in a live environment amongst the class members. Students are expected to become familiar with Canvas and also to have basic skills in using the Internet, PowerPoint, Excel and Word. 

Student Coursework Requirements

It is expected that each module will take approximately 5–8 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), participating in the discussions and completing assignments (approximately 2–3 hours per week). 

This course will consist of five basic student requirements: 

Preparation and Participation (Class Discussions) (10% of Final Grade Calculation) 

Each student is responsible for carefully reading all assigned material and being prepared for discussion. Most readings are from the course text, which consists of over 600 pages. The course will cover all topics in the text (e.g., project planning, sustainability principals, environmental protection and stewardship, cultural change, and LEED criteria and methodology). Additional reading may be assigned to supplement text readings. 

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

Part two of your grade for class discussion is your interaction (i.e., responding to classmate postings and presentations with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question or presentation is not sufficient; we want you to interact with your classmates in the discussion area and during office hours. Be detailed in your comments and responses to your classmates. Feel free to agree or disagree with your classmates. Please ensure that your postings and comments are civil and constructive. 

Another aspect of class participation and preparation is attendance and active participation during office hour meetings. Class members are expected to attend a minimum of five office hour meetings during the semester. It is best to attend more than five; however, recordings are made of each office hour meeting so if schedules prevent attendance you can catch up later in the week. 

The references listed in the annotated bibliography in the course text present supporting or contrasting views of concepts discussed in the text. In some cases, these references present a detailed discussion of topics not treated in depth or only touched upon in the course text. 

The annotated bibliography also provides web sites that can provide additional information on topics covered in the course. 

I will monitor class discussions and will respond to some of the discussions as they are posted. I will also summarize the overall discussions during office hours 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 (50%) 
2. Critical Thinking (50%) 

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]. 

Paper Review Summaries (20% of Final Grade Calculation) 

There will be technical papers provided to the class for review and preparation of a summary report. The reports will be single spaced in Times New Roman 12 font and between one to two pages in length. A format for the summary reports and an example summary report are provided under Syllabus and Course Information in the menu of the course. Summary reports will be evaluated on the following grading elements: 

1. Timeliness (20%) 
2. Accuracy of summary (50%) 
3. Critical thinking (30%) 

Technical Paper Summaries are graded as follows: 

100–90 = A—Title, author and reviewer is provided in full; Report is rich in content and full of thought, insight, and analysis (Writing Quality/ Rationale/ Examples/ Outside References). 

89–80 = B—Title, author and reviewer is provided in full; Report provides substantial information showing thought, insight, and analysis has taken place (Writing Quality/ Rationale/ Examples/ Outside References). 

79–70 = C—Title, author and reviewer is partially provided; Report is generally competent, but information is thin and commonplace (Writing Quality/ Rationale/ Examples/ Outside References). 

<70 = F—Title, author and reviewer is not provided; Report information is rudimentary and superficial; no analysis or insight (Writing Quality/ Rationale/ Examples/ Outside References). 

Detailed Paper Review Summary and Presentation (5% of final grade calculation) 

There will be a class member assigned to a technical paper provided in the course. That class member be assigned to complete a detailed summary on one of the technical papers and prepare a PowerPoint presentation that will be delivered during an office hour meeting of the class.

Guidelines for technical paper presentations and detailed summary reports are provided in the Syllabus and Course Information. Detailed summary reports and related PowerPoint presentations will be evaluated on the following grading elements: 

1. Accuracy of detailed summary (35%) 
2. Conformance to format (10%) 
3. Quality of power point presentation (35%) 
4. Critical thinking (20%) 

Detailed Team Review and Presentation are graded as follows: 

100–90 = A—Title, author and reviewer is provided in full; Report is rich in content and full of thought, insight, and analysis (Writing Quality/ Rationale/ Examples/ Outside References). 

89–80 = B—Title, author and reviewer is provided in full; Report provides substantial information showing thought, insight, and analysis has taken place (Writing Quality/ Rationale/ Examples/ Outside References). 

79–70 = C—Title, author and reviewer is partially provided; Report is generally competent, but information is thin and commonplace (Writing Quality/ Rationale/ Examples/ Outside References). 

<70 = F—Title, author and reviewer is not provided; Report information is rudimentary and superficial; no analysis or insight (Writing Quality/ Rationale/ Examples/ Outside References). 

Mid-Term Exam (25% of Final Grade Calculation) 

You will have one week to complete the exam. The exam will be due by 11:59 PM one week after being posted. You may use the course text and assigned readings to complete the exam. 

The Mid-Term Exam is evaluated by the following grading elements: 

1. Question is repeated in full (5%) 
2. Each part of question is answered (20%) 
3. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all homework assignments will be graded on grammar and style as well as content.) 
4. Rationale for answer is provided (15%) 
5. 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.)
6. Outside references are included (15%)

Mid-Term Exam is graded as follows: 

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

89–80 = B—Question is repeated in full; 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—Question is repeated in full; Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace]. 

Course Research Project (40% of Final Grade Calculation) 

The course research project consists of two deliverables: a research paper, and a PowerPoint presentation. 

You will select a course research project topic by module 4 of the course. The last two modules will be devoted to completion of the research paper and student presentations. 

The Course Research Project is evaluated by the following grading elements: 

1. Student preparation and presentation of course research paper to class (20%) 
2. Course research project conforms to specified format including referencing (20%) 
3. Quality and technical accuracy of the course research paper (40%) 
4. Student technical understanding of the course research project topic as demonstrated in the content of the paper and response to questions during the presentation to the class (20%) 

Course Research Project is graded as follows: 

100–90 = A—Course Research Project is of a high quality and is prepared in full compliance with the Course Research Project format guide. Presentation is well prepared and available to all team members/ instructor two days before the presentation and discussion; Student Understanding of the Course Research Project that is rich in content; full of thought, insight, and analysis. 

89–80 = B—Course Research Project is of a good quality and is prepared in full compliance with the Course Research Project format guide. Presentation is well prepared and available to all team members/ instructor on the one-day before the presentation and discussion; Student understanding of the substantial showing thought, insight, and analysis has taken place. 

79–70 = C—Course Research Project is of a acceptable quality and is prepared in compliance with the Course Research Project format guide. Presentation is well prepared and available to all team members/ instructor the day of the presentation and discussion; Student understanding is generally competent; information is thin and commonplace. 

<70 = F—Course Research Project is not of acceptable quality and is not prepared in compliance with the Course Research Project format guide. Presentation is not well prepared and available to all team members/ instructor following the presentation and discussion; Student Understanding is rudimentary and superficial; no analysis or insight displayed. 

Grading Policy

To master the stated learning objectives, you should read all required material, view the module content, lectures, and additional resources, participate in the discussions, and complete and submit all assessment items.

Student assignments are due according to the dates in the Calendar and the Assignment item in the corresponding module. I will post grades one week after assignment due dates. 

Timely feedback on students' performance is an established learning tool, every effort will be made to grade and return to you, as quickly as possible, all material that you submit. 

Assignments will normally be graded and returned in Canvas before the next assignment is due. If you do not receive a grade on homework that you have turned in, please ask of its whereabouts; it may need to be resubmitted. 

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. 

Course Policies

All assessment items will be submitted in Canvas on the website as indicated in the corresponding module; it will be considered late if it is received after that time. Special circumstances (e.g., temporary lack of internet access) can be cheerfully accommodated if the student informs the instructor in advance. Submissions that are unjustifiably late will have the grade reduced for lateness. 

Students are expected to participate/submit the following to receive a grade for the course: 

• Preparation and Participation (Class Discussions) 
• Technical Paper Summaries and other assignments 
• Technical Paper Presentation and detailed summary report 
• Semester Research Project 
• Midterm Exam 

Generally, there is not direct grading of spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade. 

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.