SUSTAINABILITY STUDIES

Principles of Sustainability
SUS 101
Professor Chad J. McGuire, JD, LL.M. Office: 128 Chase Road (Center for Policy Analysis), Room 202 Tel: (508) 999-8520 Email: cmcguire@umassd.edu About me: http://works.bepress.com/chad_mcguire/

Course Description
Focusing on fundamental principles of Sustainability. Goal is to provide a larger context for topics covered in sustainability courses. Topics covered include: What is Sustainability? Climate Change and Environmental Challenges Systems Thinking/Systems Analysis Natural Systems and Function Human Interactions with Natural Systems Ethics and Values.

Course Goals
To provide students with a foundation in common themes related to sustainability. The course will provided an overview of sustainability issues, requiring no pre-requisite. Due to the potential broad range of student body taking this course, a general theme of sustainable thinking will be taught in the systems context. The goal is to provide students from various backgrounds with a base from which sustainable principles may be applied more rigorously.

Requirements
1. Attendance: Attendance is mandatory. Attendance consists of assigned classroom meetings (our regular meeting dates and times) and online interactions. An online site will be included for this course where students will interact with assignments that are explained and delivered during the live

Page 2 of 6 classroom experience. Readings, assignments, exams and discussions may take place in this online environment during the semester. 2. Online Access: Necessary course materials will be housed at MyCourses via your MyUMassD login portal. The username is password is exactly the same as your UMass Dartmouth email username and password. All of your online courses are located at this site. Outside Readings/Personal Interests: Students are encouraged to develop a dialogue in the online setting based on outside readings, experiences, or personal interests that are related to the subject matter. Because we are dealing with subjects of sustainability (health, welfare, equity and justice), each student undoubtedly has personal experiences and viewpoints that will add to the discussion. You are encouraged to share your experiences and viewpoints.

3.

Required Readings
McGuire, Chad. (2012). Environmental Decision-making in Context: A Toolbox. CRC Press: Boca Raton. ISBN: 987-1-3498-8575-8 Handouts and Web-postings. These readings will be provided throughout the semester.

Optional Readings
Posted online, and suggested throughout the semester.

Student Behavior/Conduct
UMass-Dartmouth has developed a detailed student handbook to deal with various issues of student behavior. Each student should consult this resource for a better understanding of issues surrounding academic dishonesty. Any perceived negative behavior in this class will result in the student being reported and disciplined. I strive to treat each student as an adult, and will do so unless I am given a reason to act otherwise. http://www.umassd.edu/studentaffairs/studenthandbookintroduction/

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Course Outline
Systems Thinking/Systems Analysis Simple Box Modeling Inflows, Outflows, and Feedback Mechanisms Underlying scientific principles Economic Principles

Natural Systems and Function Ecosystem Principles Biodiversity Ecosystem-Based Management

Human Interactions with Natural Systems Planning and Development Markets and Principles of Growth Political Institutions The Rule of Law

Ethics and Values Ethical and Moral Arguments for Sustainability The Decision-making Process Historical and Cultural Perspectives Environmental/Social Justice

Tentative Schedule
The schedule offered below is meant to provide guidance on what we will cover this semester, but we may divert from this schedule based on the dynamics of the classroom experience. We will be spending about 10 weeks working with materials for understanding. We will then spend about 4 works working on a group problem and presenting it to the class.

Page 4 of 6 Module One Sept. 4 Sept. 15 Two Sept. 16 Sept. 29 Three Sept. 30 Oct. 13 Four Oct. 14 Oct. 27 Five Oct. 28 Nov. 10 Intro to Case Problem Nov. 11 Nov. 17 Group Work on Case Problem Nov. 18 Nov. 24 Presentation of Case Problem Dec. 2 Dec. 8 Topic Introduction to Core Concepts McGuire, Introduction Supplemental Readings, TBA Systems Thinking McGuire, pgs. 39-59. Supplemental Readings: TBA Natural Systems & Function McGuire, pgs. 9-39. Supplemental Readings: TBA Human Interactions with Natural Systems McGuire, Chapter 3. Supplemental Readings: TBA Ethics and Values McGuire, Chapter 4. Supplemental Readings: TBA Sustainability: Setting Priorities Between Today & Tomorrow McGuire, pgs. 185-187. Supplemental Readings: TBA Sustainability: Setting Priorities Between Today & Tomorrow McGuire, pgs. 185-187. Supplemental Readings: TBA Sustainability: Setting Priorities Between Today & Tomorrow McGuire, pgs. 185-187. Supplemental Readings: TBA

Course Evaluation Measures

Component
Discussion Board Interactions Group Projects

Weight
50% 50%

Discussion Board Interactions 50%

Discussion board responses are due for each module of the course. You must submit an original response and at least one comment on another students post in order to receive full credit for the discussion board in question. Grading for each board response is as follows:

Page 5 of 6 o o o o A complete original response and at least one comment A complete original response with no comments A comment with no original response No response or comment = 100% = 75% = 50% = 0%

The grade range given above is based on responses they are fully informative and provide clear evidence the student has read the materials and considered them when providing their response to the prompted question(s). When the response is subpar, the students grade will be lowered accordingly based on the quality of the response given (see next paragraph). Your grade for the discussion interaction is based on the quality of your response given. If you fully answer the question(s) presented with insight and provide meaningful comments to others, then you will receive full credit. If you fail to fully answer the question based on evidence contained in the materials, then you will receive a low score. Simply stating opinions without grounding them in evidence based on the materials will result in little to no points being awarded. Collectively your discussion board interactions will account for 50% of your final grade in the course.

Group Projects 50%

The group project will provide you with the opportunity to apply the concepts we have discussed this semester to a case problem from the required text (McGuire, 2012). You will be randomly assigned to groups of approximately 10 students in size. The group will then choose how to divide into sub-groups to handle different portions of the project. The details of the project are contained in the text, but there will be both a written paper and a presentation of the project. Groups can decide how to break-up the work between the group members. The presentation can be done in a variety of formats, including video preparation and live presentation. The paper portion must adhere to the format identified below, and all of these requirements will be further discussed during the semester. The specific guidelines for the paper are as follows: It must be no longer than 10 double-spaced pages of primary content, 12-point font. (The bibliography and title page if used is excluded from the page count). The paper must utilize the following format: o Specific statement of policy problem (identification of specific question that will be answered in paper).

Page 6 of 6 o Identification of criteria you will apply to answer the stated problem (including statement of assumptions made in the criteria). o Application of the criteria to the problem. o Answering the question, including statement of alternatives in answer if applicable. Your grade on the paper will be based on the following factors: o Adherence to the format and other requirements stated above. o Clarity of writing and reasoning used in application of criteria. o General content and flow of paper. o Use of policy frameworks described in the course to inform the analysis of your paper. END OF SYLLABUS.