I treat this class as another part of your job. If you work competently, you receive full credit for your work (graded with a ✔). If you fail to produce work or if what you produce does not show care, attention in class, and/or effort outside of class, you will receive less than full credit (a ✔-). If your work is excellent, you will receive extra credit for your work (a ✔+). This is the equivalent, in a job, of being good enough to remain hired (✔), doing work that will move you up to a higher position (✔+), or doing work that may not be adequate to keep your job (✔-). A ✔ represents full credit (you have done enough to keep you hired to do this work).
Student assessment of group members will also be on a check, check-plus or check-minus basis. When you assess another student, you are doing the same thing: A check means you would want to work with this person again; you were not tempted to kick them out of the group. A check minus means the person did not contribute significantly to the group. A check plus means that this person made significant contributions to the group.
A check-minus is the equivalent of 1% of your grade. A check plus is extra 1% credit.
Attendance and Participation – (10%) students who do not attend a class will receive a check-minus for that class. If, in class, you make thoughtful comments that show you are engaged in the conversation, have done the reading, and are paying attention you will receive a ✔+ for your class participation. Students who receive ✔- for participation are those not paying attention: they tend to be playing on their computer, sleeping, staring into space, checking email or texting under the table during class. (I do see this stuff.) In the peer assessment, students will evaluate the participation of peers in class as well as in their group.
Reading – there is not a lot of group reading each week, but it must be done in order to perform well during class time. If it becomes obvious, during the class, that you have not done the reading, you will receive a check-minus for that class.
Area of Expertise -- A major part of your work in this class, and for your final paper, will be to develop an "area of expertise." Look at the possible areas (and a beginning list of readings), pick one, start with the readings listed and then expand out from there. You will be expected to be an expert in one of these areas and will be called upon in your group and in class to share this expertise (especially in your presentations). The "Background" section of your paper should give an overview of your area of expertise, including its history and major issues.
Student assessment of group members will also be on a check, check-plus or check-minus basis. When you assess another student, you are doing the same thing: A check means you would want to work with this person again; you were not tempted to kick them out of the group. A check minus means the person did not contribute significantly to the group. A check plus means that this person made significant contributions to the group.
A check-minus is the equivalent of 1% of your grade. A check plus is extra 1% credit.
Attendance and Participation – (10%) students who do not attend a class will receive a check-minus for that class. If, in class, you make thoughtful comments that show you are engaged in the conversation, have done the reading, and are paying attention you will receive a ✔+ for your class participation. Students who receive ✔- for participation are those not paying attention: they tend to be playing on their computer, sleeping, staring into space, checking email or texting under the table during class. (I do see this stuff.) In the peer assessment, students will evaluate the participation of peers in class as well as in their group.
Reading – there is not a lot of group reading each week, but it must be done in order to perform well during class time. If it becomes obvious, during the class, that you have not done the reading, you will receive a check-minus for that class.
Area of Expertise -- A major part of your work in this class, and for your final paper, will be to develop an "area of expertise." Look at the possible areas (and a beginning list of readings), pick one, start with the readings listed and then expand out from there. You will be expected to be an expert in one of these areas and will be called upon in your group and in class to share this expertise (especially in your presentations). The "Background" section of your paper should give an overview of your area of expertise, including its history and major issues.
Labs (15%) – most of the lab work will be done in class. Labs are designed to both teach you substantive technical information about sustainability as well as train you to write your research paper. While students will work in groups, each student will turn in a separate lab worksheet at the end of every lab activity.
Week Three Presentation -- This is a warm up. In this presentation you will present 3 Powerpoint slides that show you have gained expertise in your area of focus. Slide 1 will cover background, Slide 2 challenges and Slide 3 controversies in your area of expertise. You will receive comments from me on how to improve your presentation but this will not be graded.
Week Four Presentation and Write-up -- This is a big deal. In particular, you need to show me and the class that you have gained significant both expertise in an area and have accomplished significant work on Steps 1-3 of your research design. This will include significant library research and preliminary conversation with me, possibly your boss at work, and other people you work with or other experts in your area. On this day, you will submit a draft introduction and lit review (15%) of your paper. Students will also have the opportunity, after input, to rewrite and re-submit their proposal during the following two weeks. You will also do a short 5 minute presentation (10%) on your area of expertise and how you carried out the first three Research Design Steps. You will receive both comments and grades on this presentation from me and from the rest of the class.
Here's a slide deck of what you need to cover in your presentation. This is only a suggested set of slides, but it should give you some clarity as to what I am looking for.
Here's a slide deck of what you need to cover in your presentation. This is only a suggested set of slides, but it should give you some clarity as to what I am looking for.
Students will do a presentation on their work the last day of class (10%)
