Description:

Covers introductory and intermediate concepts of Sustainable Development. Explores methods / tools for assessing sustainability (economic, environmental, societal impacts) of current and emerging industrial technologies. Explores relationships between government policies and markets for introducing sustainable technologies into national economies and corporations. Use of life cycle analysis through simulation.  Use of role-play simulation to illustrate the challenges of international cooperation.

 

Readings:

Daily/Weekly assignments on topics from course outline.  Do the readings assigned for the day BEFORE coming to class. 

 

            Required book, Susskind, Environmental Diplomacy

 

Your Grade:

Grade is based on assigned case studies, writing assignments, exams, and a term project.  Distribution of grade:

 

International Negotiation:

Role paper: 10%

Position Paper: 10%

Role play in simulation efforts: 10%

 

Assignments (20%), 2 exams (20%), project (30%). 

 

Explanation of Assignments:

Writing assignments based on readings, lectures and outside research.  Case study analyses of sustainable industrial technologies using comparative life cycle assessment. 

 

Academic Integrity Statement

All students must comply with university policy on academic integrity as found in the student handbook. If you have a question about permissible use of materials, collaboration with students, etc. please ask.  This is a complex topic due to new technologies and the widespread use of teamwork. We are happy to discuss it.

 

ADA Statement

MTU complies with all federal and state laws and regulations regarding discrimination, including the Americans with Disability Act of 1990 (ADA).  If you have a disability and need reasonable accommodation for equal access to education or services at MTU, please call Dr. Gloria Melton, Dean of Students. 487-2212.  For other concerns about discrimination, you may contact your advisor, department chair, or the Affirmative Action office (487-3310). You might also just say something to either of us, so that we can address it ourselves.

 

Course Assignments

Do the readings assigned for the day BEFORE coming to class

 

 

 

LCA Projects due beginning of Finals Week. 

Durfee’s Criteria for grading writing.  Students sometimes ask “what do you want?”  Here’s my best answer so far.

 

* “As” have a strong thesis that does not just paraphrase the question; in graduate work it may be that the student poses the central question. The opening paragraph demonstrates a solid understanding of why the question is important and the general context for the question.  The body of the essay develops and substantiates the thesis.  The argument is clear, logical and persuasive.  It is not a “data dump,” where one is left uncertain that the student knows what’s important about the question and about the relationship of the readings, research, discussion and lecture to the question. The main points are illustrated with relevant facts or examples. The examples are good primarily because the argument is grounded on the most important conceptual features of the question.  Because the essays have such command of the material, these are the best at bringing the student’s viewpoint into the essay. It’s subtle, but the better you understand the material, the better you can present a coherent argument that’s ‘yours.’  These essays are very well written and have few, if any, errors of fact

 

* “Bs” have a thesis, the opening paragraph is less developed in setting out the context and importance of the question than the ‘A’.  The body of the essay substantiates the thesis in the argument and uses relevant examples.  There is considerable evidence that the student understands the materials.  Essays are well-written and may have some minor errors of fact.  In other words, “Bs” are correct answers, but lack depth and sophistication.  Typically, these answers use a couple of relevant readings on the questions fairly well, but they don’t draw on the range of readings and lecture or exhibit the sophistication in research that the “A” answers do. I sometimes get the feeling reading one of these exams that the student is so interested in not being wrong, that he/she hasn’t really thought about where they stand.  I know, that sounds pretty Zen--but it’s the best I can explain it at present.

 

* “Cs” have a weak or implied thesis.  Very often there is little introductory paragraph and little argument--the essay just starts with the first term in the question or assignment and goes on from there.  There is evidence that the student read and understood at least parts of the books/lecture and did some (mostly all Internet) research.  Writing is competent, but lacks structure and detail. Some quote too much from the readings, so I can’t tell what the student actually can do with the material.  More minor errors crop up or one big error.  These, too, are mostly correct answers, but without much argument at all. I can generally help a student do better the next time. 

 

I have further guidelines for “Ds” and “Fs”, but you are grad students or advanced undergrads. I’m not going there.

 

There will be more specific guidelines for the actual papers.  I skim drafts, by the way. So, show them to me.

 

Shonnard out of town

September 7-8 (Raytheon, Tuscon, AZ)

September 15 – 17 – UNR advisory board mtg.

Oct. 29-Nov. 4: AIChE Annual Mtg.

Nov. 6-8: National Academy of Sciences

Department of Energy: something in Fall semester

 

Durfee out of town:

*Sept 1-3, plus one other day later in Sept
*Oct 26-29 (IGERT proposal review). I think there might be an EPA SAB meeting in Oct or early Nov.
*Nov 8-12. If more travel lands in my schedule, I may cut this NCA accreditation training from my schedule. But, I'm currently committed.

 

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