Sustainable Development SOC CD 251 Spring 2009    Course e-mail c3911 Larry Smith, MAC B331,smithl@uwgb.edu Phone 465-2161 message 2355

Sec 001 Jan 28 - May 13 2008 MAC 113 W 5:15 Office (or Phone) Hours: MW 1:20-1:45; M 3:30-4:45;  in classroom before or after class, or by appointment or most anytime, with a lag, by e-mail

As required by federal law and UW-Green Bay policy for Individuals with disabilities, students with a documented disability who need accommodations must contact the Disability Services Office at 465-2841. Reasonable accommodations can be made unless they alter the essential components of the class. Contact the instructor and Disability Services Coordinator in a timely manner to formulate alternative arrangements.

SOME DEFINITIONS OF SUSTAINABLE DEVELOPMENT:

and associated very useful web sites

…meet the needs of the present without compromising the ability of future generations to meet their own needs.

World Commission on Environment and Development, UN, 1987

http://www.un.org/esa/sustdev/and http://www.iisd.ca/linkages/

Act today with concern for the future for seven generations

Many Native American (in Canada First Nation) Cultures

http://www.newhorizons.org/strategies/multicultural/white mountain et al.htm

I have asked the people I work with at Interface to help me create a second industrial revolution because the first one is not sustainable.

Ray Anderson, CEO Interface and keynote speaker Sustainable Green Bay Conference 3/99

http://www.interfaceinc.com/goals/sustainability_overview.html
The future that is not sustainable will be terminal.

Rocky Mountain Institute http://www.rmi.org/

 ...securing people’s quality of life within the means of nature

Sustain Dane, Madison, WI http:/www.sustaindane.org/
Natural capital: natural resources and ecosystem services that make possible all economic activity, indeed all life.    

 Natural Capitalism http://www.natcap.org/

...do what is right, for our customers, employees, communities and environment 

Tom's of Maine http://www.tomsofmaine.com/

Also check the new sustainability initiative at UW Madison

http://www.sage.wisc.edu

The gap between what we need to do to arrest deterioration of Earth and what we are doing continues to widen.

http://www.earth-policy.org/About/index.htm

Redefining Progress's Sustainable Econ Program works to develop and promote creative, market-based policies that protect the environment, grow the economy, and promote social equity.
http://www.redefiningprogress.org

EcoSecurities and ClimateBiz announce the findings of their recent carbon offsetting trends survey 2008.

EcoSecurities - Carbon Offsetting Trends Survey 2008

About This Course:

Sustainable Development is usually taken to mean, or require, balance among Society (or Equity), Ecology, and Economy, which have been referred to as “the three E’s,” and symbolized by a three-legged stool. This course starts with an orientation to sustainability grounded by over viewing several outstanding books, organizations, and other resources. Individual student’s overviews are shared with and reacted to by the class via the D2L discussion tool.

The course will focus on sustainability-related themes like (but not necessarily restricted to) Biomimicry; Trophic Interaction (or Food Webs); Exponential Growth; Societies’ Experiences with Failure and, sometimes, Adjustments to Avoid It; Agriculture, Diet, Health, and Well-being; Architecture; Social Entrepreneurship; Industrial Ecology; Education; Collaboration and many other possible topics. The goal of the course is to encourage you to use powerful tools including systems and historical perspectives and process-oriented timelines; dialogue and scenario-based planning and glossary and scholarly bibliography development as you enhance the power of your own learning skills. Ultimately the course will follow participants’ interests and local opportunities to explore how today’s cultures are managing in regard to sustainability.

This is a General Education Course:

As part of the UW-Green Bay General Education Program, this course provides opportunities to strengthen academic skills, broaden intellectual horizons, develop and explore new academic interests, reflect on personal values, and build a foundation of knowledge and skills to support both future course work and, especially, lifelong learning.

The general education program and this course also emphasize developing

• Ability to communicate effectively through listening, speaking, reading, writing, and the use of computers.
• Ability to think critically.
• Ability to exercise problem-solving skills, such as problem identification and analysis, solution formulation, implementation and assessment, using an integrated, interdisciplinary approach.

This course also meets the General Education Program's SS-2 (second level social science), world culture and writing emphasis requirements. The course specifically addresses the first three (communication, critical thinking, problem solving), the sixth (social science concepts, seventh (social institutions and values) and twelfth (global issues and problems of ethnocentrism) items in the UW-Green Bay General Education Student Learning Outcomes General Education Program -- Learning Outcomes http://www.uwgb.edu/lasdean/genEd/learning.html

The broad goals and topic of this course lead to a diverse and somewhat unconventional approach. This approach requires your active engagement in selecting (1) topics you will focus on and (2) how you will proceed in relation to timely local opportunities and class participants’ interests and contacts both (a) in and outside of the class and (b) in interacting with some work or focus groups that may evolve as the class, each iteration of which is different, develops. Because the class is Internet based it is essential that you stay in touch with and post your own questions and messages to the class D2L discussions, which can be accessed from the Internet, regularly. This is so important that you are required to interact with other class members through class D2L interactions at least three, and preferably at least four, different days per week.

The primary goals of the course, which need not be actualized in exactly the same way by each participant, are to:

• Expand her or his learning skills including especially:

• developing and using scholarly (or peer-reviewed source based) bibliography
• using timelines to summarize interactions among historical and bibliographic contexts and processes related to any topic(s) of interest
• using team “reading” including sometimes learning from others’ reports on reading material you have not, yourself, read and, in this case internet-supported, dialogue-based collaborative (or team) learning
• choosing, developing and sharing results, in this case mostly with internet tools, of personal learning projects,
• self-evaluation and formulation of strategies of self-directed learning improvement

• And, especially to experience the power and pleasure of effective, self-initiated and directed, collaborative learning.  That is, to learn how to learn and to have fun doing it!

Textbooks:

Required

Brown, Lester.  Plan B 3.0: Rescuing a Planet Under Stress and a Civilization in Trouble. NY, NY: Norton.  2008 (Abb B)

Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. NY: Penguin. 2005.  (Abb. D)

Edwards, Andres.  The Sustainability Revolution: Portrait of a Paradigm Shift. Gabriola Island, CA: New Society Publishers. 2005. (Abb. E)

Optional You should plan to “read” at least one of these, with the last three the most strongly recommended since the web sites and video are good alternatives for the first two your purchase of them for your library is a good idea.

Benyus, Janine:  Biomimicry: Innovation Inspired by Nature. NY: Quill, William Morrow. 1997.  (Abb JB)

McDonough, William and Michael Braungart. Cradle to Cradle: Remaking the Way We Make Things.  NY: North Point Press, Farrar, Straus and Giroux.  2002.  (Abb M&B) This book is mostly redundant with the video The Next Industrial Revolution that we will watch the first night of class.

McKibben, Bill.  Deep Economy: The Wealth of Communities and the Durable Future. NY: Times Books, Henry Holt and Co. 2007.  (Abb M)  (Open the link above and go to books then to Deep Economy.)An interesting review of this book and a related bestseller called The Omnivore’s Dilemma is available in June 28, 2007 issue of The New York Review of Books.  Here’s an overview of that review (http://www.nybooks.com/articles/article-preview?article_id=20333). And the full review is available at http://www.uwgb.edu/library/nyreview.pdf .

Kuttner, Robert. Obama's Challenge: America's Economic Crisis and the Power of a Transformative Presidency. White River Junction, VT: Chelsea Green. 2008. Here’s a similar but shorter statement (http://www.rollingstone.com/politics/story/25456948/what_obama_must_do) from Paul Krugman, the most recent winner of the Nobel Prize in Economics.

Peter Senge, Joe Laur, Sara Schley and Bryan Smith, Learning for Sustainability. Cambridge, MA: Society for Organizational Learning. 2006. (Abb S) Here’s a link to continuing work in this direction Learning and Leading for Sustainability with Peter M. Senge | GreenBiz.com

Tools and Skills

Each student should seek to expand her or his skills in each of these areas, including learning from other’s commentary on book chapters or other materials you, yourself, may not have read. But no one need pursue exactly the same set of activities.

• Reading: In this course “reading” means spending some time, whatever is available, with a chapter, or other part of, or maybe even a whole book or other relevant material and writing a brief reaction (see one-pagers below) to the entire chapter, book or whatever is being “read.” In this course “reading” does NOT MEAN LOOKING AT EVERY WORD (Who remembers every word anyway?) or “reading” the whole book or article in every case, however satisfying that might seem. Though, in some cases you may want to reread especially relevant material more closely or for pleasure but this course is about learning, including learning more about how to learn, NOT about enjoying reading every word of each book, or other material, in sequence.
• One-Pagers: I strongly recommend developing the habit of summarizing issues raised by reading or over-viewing material on a single sheet of paper with lots of white space. This is especially useful if you work in a group setting, as you likely will in future employment contexts. While D2L provides latitude to share such insights with statements of whatever length, I still recommend practicing keeping your reactions to a single page, with enough white space to encourage comments, as a good habit for the time you may be working on paper and need to make and keep track of copies shared among a work team. Don’t worry that your one-pagers may seem redundant with those of others. They are “openers” to give you access to the discussion that follows and naturally since most read the same material there is redundancy.
• Computer skills will be exercised extensively since this is an internet (D2L) based course. In this regard, please always follow these suggestions.

• When ever possible enter your D2L interactions directly into the D2L boxes. You can copy and paste from other software if you want to use such software, to check grammar or spelling or for other reasons, to develop the statements you send to D2L. Putting brief comments directly into the D2L boxes will reduce the time it takes to open messages, especially for those, like your instructor, who often work with dial-up Internet access, and make the statements available to the widest possible array of software.
• If you need to use attachments for word processor documents please save the file in Rich Text Format (.rtf) before attaching it. Using .rtf format allows attachments to be opened with most any word processing software and computer operating system. This will give all course participants the greatest and easiest access to your input and vice versa. Unfortunately .rtf is not an option for spreadsheet files like many timelines use, but there is an MS Word based timeline template you can access and save in .rtf format as is discussed below.

• Timelines: You should begin immediately to work on at least one timeline focused on sustainable development in general and at least one focused on a topic of your own choice that presumably either is, or is related to, your personal project. (Recent students recommend that you start working on the general timeline right away -- Edwards’s and Brown’s, and for earlier issues Diamond’s, books are especially useful here -- and on your personal project timeline as soon as possible.)
  Please do not treat or think of your timeline activity as separate from “reading”. Just capture interesting events and associated dates as you “read” and later enter them into you timelines.
  Timelines are best done in landscape (I call it horizontal) orientation on the page and long timelines may require three or four linked sheets of paper if printed. Break-in-scale indicators, often a pair of slashes (//) showing that, for instance, in the early part of most extensive timelines small amounts of space indicate lots of time that passed while in more recent periods, when there are more events to record on the timeline, a comparable amount of space indicates a shorter span of time, are essential to provide appropriate space and keep the visualization of the flow of time accurate. As you work with both timelines and bibliography you will come to see a strong interrelationship between these two critical scholarly activities. Here is the link to an easy-to-use MS Word Timeline Template that you can download if you use Word (http://office.microsoft.com/en-us/templates/TC010162651033.aspx?CategoryID=CT101172751033). There are also timeline templates available for other software, including Excel, but timelines based on the Word, or other word processor, template can be saved in Rich Text Format (.rtf) and thus opened in nearly any word processing software which will make your work most widely accessible to your instructor and classmates.
• Scholarly, primarily peer-reviewed journal article based bibliography development (see linked statement) and documentation is perhaps academia’s most important skill. Please enhance your skill and experience in this area and practice it extensively in this course and plan to use it in your future. Here’s a UW-Green Bay Library based orientation developed specifically for this course to assist you in this practice Sustainable Development, Cofrin Library | University of Wisconsin Green Bay .  This tool (Distinguishing Scholarly From Non-scholarly Periodicals - Cofrin Library - University of Wisconsin - Green Bay) is especially useful for learning to recognize and utilize peer-reviewed materials and this site is now the standard for associating bibliographic citation styles and realms of work and research Research and Documentation Online. This exercise will take you step-by-step through the process of locating and documenting peer-reviewed / scholarly sources Using Scholarly Articles Exercise-Cofrin Library-University of Wisconsin Green Bay - Cofrin Library - University of Wisconsin - Green Bay . As you work with both timelines and bibliography you will come to see a strong interrelationship between these two critical scholarly activities. Other bibliographic skills to focus on include:

• Locating over-view materials (book reviews, article abstracts, web site critiques….) on potential readings is another important skill to practice. The Cofrin Library Sustainable Development Tool linked above can also help you with this, especially regarding finding book reviews and article abstracts.
• Choosing among, by over-viewing or annotating, potential readings is yet another tool to exercise as you proceed with this course. See above for this too.

• Vocabulary is critical to expanding your understanding of any topic. Vocabulary growth is to be demonstrated in this course by your developing and adding regularly to glossaries (see linked statement) on both the general topic of Sustainable Development and on the topic of your personal project. If you view your evolving timelines, bibliographies and glossaries, for both sustainable development in general and for your personal project topic, as aspects of a single exercise rather than as six separate tasks you will be more comfortable and successful with this course.
• System Dynamics, and system thinking, is another powerful tool; please try to utilize it in at least some aspects of your explorations of Sustainable Development. You can learn more about this in many places. The Sustainability Institute (http://www.sustainer.org/) and especially its climate change and papers sections with this paper on public participation in the climate change debate offering an especially accessible introduction and most anything by Donella Meadows the, sadly recently deceased, virtual "Dean" of popular system dynamics writing, and the Institute’s founder including especially Dancing With Systems and Places to Intervene in a System are great places to start. Many of the columns written by Donella over many years that are accessible in the Donella Meadows Archive are also useful and especially accessible. This article on public understanding of global warming (http://web.mit.edu/jsterman/www/cloudy_skies.html) provides another accessible systems approach to sustainability and especially to thinking about global climate change. A very broad introduction to business and education applications of system dynamics can be found at stewardshipmodeling.com.. You can also add to your system dynamics understanding by exploring the websites of some of the major system dynamics software vendors. Among such software Stella (the most intuitive and user friendly SD software) and Vensim (which offers the most useful "free" SD software in its PLE (personal learning edition) version that can be downloaded from the website) are the most accessible.
• Dialogue is also a very useful tool for moving toward Sustainability. Check it out at dialogue a proposal (http://www.david-bohm.net/dialogue/dialogue_proposal.html) and Bohm dialogue and many other web resources you can easily find about this important tool. Business applications of System Dynamics and Dialogue are explored in Senge et.al. Learning for Sustainability.
• Following relevant current events related both to the general topic of sustainable development and to at least one focused topic of your own choice is yet another valuable tool you should exercise as you proceed.

Some Comments from A Few Recent Students:

This course has been eye-opening for many students. Here are some abbreviated quotations from some of their responses to the course. Most are from Adult Degree Program Students.

As I move on from this class I know it's going to stick with me. Not just the general ideas, but the postings, the riveting discussions of a wide range of topics, the feedback, and the names I found myself looking forward to seeing in the discussion forums. This class has already seeped into my work as a journalist and writer, my lifestyle, and my interactions with others. It's always in the back of my head, like a second conscious guiding my actions and purchases.
I leave this semester with the feeling this course has been one of the most important decisions I've made in my educational career.

Every timeline, glossary, bibliography, and website visited led to more information. It seemed to snowball before I'd even settled down to work on it. The sense of exhilaration replaced my reluctance to do the work. Can't say I'd ever enjoyed "homework" before.
I was never fully comfortable in academic settings before—always feeling like I wanted more information than the instructors were able to give, like a scuba diver standing in a wading pool. There was a complacency that set in which I didn't even know was there until this course blew it out of the water. I never realized what discomfort was until adjusting to self-guided learning—which I thought I had been doing for years, reading and following my own interests—and, once adjusted, felt completely at home.
Sustainability is now my driving motivation for even the simplest things.

I have lived a sustainable life, practicing simplicity (sometimes out of necessity, other times not), recycling, reusing, re-educating, and rewarding myself and others who practice the same craft. But, this course opened the door for so much more untapped potential waiting to be released.

I approached this class as I had others in the past. When I discovered it was different, self-directed, I was confused, surprised and happy. I always thought having a self-directed class would be great. The biggest problem was to get rid of the expectations I had. Though I thought I wanted freedom, when I got it I didn't know what to do with it.
I tell myself that the grade doesn't matter. I'm in this to learn. I'm not working towards a better job. I enjoy learning and in the end I want a degree. The trouble is, I find that I do enjoy getting good grades, so when I found myself confused at the beginning of this class I started to panic. When I relaxed and set to work, reading and researching, I felt better about myself and about the class.

My education in this class expanded my ability to research using the library Internet system and the Internet itself. I've researched term papers before, but this went beyond that kind of search. There was no end to my sustainability research. It continues today and tomorrow, because I continue to look for and find sustainability information.

I remember the beginning of this class and the feeling of being tremendously overwhelmed by the looming workload that awaited me. I was almost catatonic; I could not possibly meet the required expectations in the class to get an A. I called Larry and had a wonderful conversation about the class that assuaged my fear and put a new perspective on course work that I would have never obtained had I not taken this class. I understood what he meant when he said that there is no absolute, concrete directions for a reason, that reason being that in the working world we are often given raw data and left to decide what to do with it. The bold realism is what makes it so overwhelming at first and generated so much anxiety in me and my fellow classmates. After my discussion with Larry, I realized that there was a tremendous amount of flexibility in the class and that there are several ways to do well in the class. I have learned to compile a scholarly bibliography and use valid research materials from journals and research papers. I have learned how to work independently without the convenience of a concrete structure that typically accompanies most college classes. The comfort of having step by step directions does not hold much applicability in real world situations. This translates into the field of sustainable development quite well because it is a new field which demands radical ideas to redirect the future of our global civilization.

Sustainable development is linked with growth. I definitely grew this semester!  I have learned so much through the readings, the websites and the posts by my fellow classmates.  I have made lifelong changes and will benefit from this class, not only intellectually but health wise as well.  I have learned about different cultures and attitudes.  I not once thought that logging on to D2L was a chore for this class, as matter fact, I look forward to reading everyone's thoughts. 
There has never been a dull moment.  This is definitely a class that I will take with me in the future and hope to educate others on as well.  This class is addicting and once exposed to it, can't let go.  I want to fight for many different causes that I never cared to know enough about in the past.

Course Expectations and Grading:

Expectations:

· regular class attendance and engagement including circulation at least three, and commentary on several other’s, one-pagers before and at the start of each class and active participation in and one-pager reflection on class dialogue

· continuous work on separate scholarly bibliographies, timelines and glossaries for both sustainable development in general and, for those seeking grades of B or A, a personal project 

· regular interaction via D2L at least three times per week with course and theme-oriented discussions, including at least some interaction with and posting to the other, all Internet-based, section of this course’s D2L; and

· the personal research project required for grades of B or A MUST be grounded in scholarly literature though material utilized may include other, less scholarly, literature that you document having found by following bibliographic leads or authors originally accessed from course materials or scholarly literature.  Note, general Internet, newspaper or popular magazine sourced material that you do not document having been led to by a scholarly source will detract from not add to the grade for your personal project.

Grades will be based on your D2L accumulation and a portfolio that accumulates other things like one-pagers circulated in class, current events items, bibliographic items, and whatever course products you choose not to post to D2L, a mid-term “exam," presented at the end of this syllabus and due on D2L by April 1, will give you a chance to reflect on your early progress in the class, and a final “exam” invites you to look back over all of your work in the course.

You should plan on interacting with the course at least every other day and not just one or two times per week. And, you should set a strategic plan early in the course and revise it as needed. You are encouraged to post your responses to the mid-term and final “exams” to the appropriate D2L discussions so that others can learn from your reflections as you will learn from some of theirs.  If you simply cannot bring yourself to share your answers with the class you can share them privately with Larry but if you do so your response should include reflection on the value of sharing of learning styles and related information to support the evolution toward a sustainable culture.

Your personal project can address any issue related to sustainable development. You should to have a topic in mind and to begin to research it, including working on a scholarly bibliography, a glossary and a timeline outlining key points in the history and evolution of the issue(s) your personal project addresses within the first three weeks of the class. You are also expected to utilize and interact with at least some dialogue and system dynamics related perspectives and to explicitly note this interaction in course products like one-pagers, timelines, bibliographies and glossaries and in your personal project. Obviously it will be most useful to you if your personal project interacts with your personal and career aspirations. I strongly recommend that you engage the Career Services office or at least some of the many useful tools available on their web site http://www.uwgb.edu/careers in conjunction with your personal project topic selection.

Guidelines for particular grades in terms of a minimum number of items produced each week. This is meant as a general guide. No one student’s work week is expected to be exactly like any of these templates or like any other but you should have values like these in mind as you use your weekly work summaries / self-evaluations to build the case for the grade you feel you earned each two-week period in the course. The numbers below are guides to try to reach for the second through fifth weeks of the course. During the first week you will not be expected to reach these numbers except for “reading” as you get oriented to the class and during the last two weeks all class members will focus on learning from and reacting to each others’ personal project reports more and previous kinds of class interactions less.
Grade and associated minimum number of days of D2L interaction per week	Minimum number of D2L postings initiated by you per week	Minimum Number of D2L responses to other’s postings per week..	Approximate minimum number of interactions on, or entries or other additions to, expected course products and activities per week
Grade			Reading 1	Timelines 2	Bibliog’s 3	Glossaries 4	Internet 5	Planning 6	Self-Eval 7
A-3	8	6	Overview or “read” 80 or more pages	10 items	At least 8 entries /at least 4 scholarly	At least 8 new words, entities or people	Visit 4 or more new Web sites and comment in D2L	Add to your plan for the rest of the course and your life .	Seriously assess your work for the previous week .
B-2.5	6	4	70	7	5 / 3	6	3
C-2	4	2	60	5	4 / 2	4	2
D	Less that the values above for a grade of C

Preliminary scholarly bibliography of at least 8 entries for your personal project topic, even if it is on a “dummy” topic you may not ultimately pursue, must be posted to D2L by Feb 13 with a serious project statement and a start on an annotated bibliography and draft timeline posted by Feb 27. Use the resources and bibliography sections of Edwards’ The Sustainability Revolution and Brown’s Plan B 3.0 and McKibbens’ documentation from Deep Economy if you are reading it to help you find a personal research topic if you have problems making a choice.  See, and use, library data bases from the Cofrin Library web sites listed above will help you with immediately to help you meet these expectations.  You simply cannot produce a proper scholarly bibliography without using a research (not a general public) library web site more and the general Internet, even relatively good tools like Google Scholar, less. If you find the materials on the Cofrin Library web site inadequate to help you get started on a serous scholarly bibliography contact a reference librarian immediately at http://www.uwgb.edu/library/research/assistance.html or by phone at (920) 465-2303 for help. A draft final project bibliography, timeline, glossary and a reflective statement on your project experience, and another statement on your experience using the Cofrin Library web sites suggested above, must be posted by April 15.  A class “report” on your personal project must be posted by April 29 and may be presented in class for up to one-half letter grade of extra credit.  Several examples of previous student “reports” will be offered on the course D2L.  Failure to meet any of these reporting dates for personal project related work or failure to engage seriously scholarly, NOT IN GENERAL PUBLIC INTERNET or popular media, resources will automatically eliminate your eligibility for an honor grade of A or B in this class.

“Reading,” discussion and self evaluation schedule by week NOTE: you should “read” (which does NOT mean r-e-a-d every word, but does mean “spend some quality time with and form an opinion of”) and produce D2L commentary on each assigned or chosen chapter.  You should also comment, based on others’ D2L comments, on nearly every chapter in all four books and as indicated on the topics of Dialogue and System Dynamics even for the chapters you chose not to “read”.  Also note: empty or shallow comments like “I read that too” or “Good job” or “I agree…” or the like will detract from, not add to your course grade.  Post a personal introduction to the class including a discussion of why you took this course and topics you may want to explore by Jan 31. Post commentary on optional book(s), other than M&B and bring some one-pagers on such books to class regularly.  The table below provides bi-weekly guidelines for when to “read” and post reactions to parts of the three required books and other required topics. Do not initially read more than the suggested numbers of chapters in Diamond and Brown before you read the more hopeful material toward the ends of these books because the early chapters in both can become overly depressing.
Month  / Date	Edwards The Sust. Rev	Diamond Collapse	Brown Plan B 2.0	Dialogue From web sites	System Dynamics From web sites
1 / 1-28 – 2-10	pp xi – Chap 3	Prologue & C 1 & at least 1 or 2  of Chs 2-8	Pref & C 1 & at least 1 or 2 of Chs 2-6	See web sites suggested above and look for others for material on these topics.
1 / 2-11 – 2-24 2/18 Careers / Linda Peacock-Landrum.	Chs 4-6	At least 1 or 2 more of Chs 2-8(D) and  2-6(B) (min 3 total for each of D and B) and comment on each chapter not “read”  based on others’ comments.		Preliminary Scholarly Personal Project Bibliography Due Feb 13 Initial D (Dialogue)  and SD (System Dynamics) comment due by Feb 18
2 / 2-25 – 3-10	Ch 7 and Res.	D Chs 9 and at least two of Chs 10 – 13 and B At least 3 of Chs 8-11 and comment on each chapter not “read”  based on others’ comments.		Personal project statement, preliminary annotated bibliography and personal project oriented draft timeline due Mar 4 Continued  D (Dialogue) and SD (System Dynamics), comment  due  by March 11
2 / 3-11 – 3-30		D chs 14  or 15 and 16  and B Ch 12 and 13.		Mid Term exam, see below, due by April 1.
3 /  4-1 – 4-14 4-8 generations and careers with Phil Gardner	Overview commentary on each of the 3 required and any optional  books you spent time with due by April 29			Draft final personal project bibliography, timeline and reflective statements on your project and on your experience using the Cofrin Library resources Due April 15.
3 / 4-15 –  4-28				“Final” comments on D and SD due by April 27. Pers. Proj. Report Due April 29
4/ 4-29 - 5-13	Commentary on at least 7 other student’s personal projects due by May 12. Your final “exam” answer must be posted to D2L or sent by e-mail to Larry by 7:00 p.m.  May 13.

Mid-Term Exam: Answers due on D2L by April 1.

Sustainable Development Classroom Section

Note:  You are encouraged to copy and paste from bibliographies, timelines, glossaries or other work already done for the course in developing your responses to the following questions.

1. List and define, in your own words, at least five terms that you have learned because you are studying sustainable development in general or your personal project topic and relate these terms to materials you have explored for this course.
2. In your own words define sustainable development or sustainability and compare it to at least two other subjects or courses you have studied.  Use at least three of the terms defined above in developing your definition.
3. Provide a preliminary timeline of at least 25 issues and events relevant to sustainability or sustainable development in general.
4. What topic have you started to explore for your personal project for this course?

1. What have you done so far to start exploring this topic?
2. How is your use of scholarly bibliographic sources progressing?

i. What library databases have you used to access scholarly resources related to your topic?  Which databases do you find most useful?

ii. How do you plan to include consideration of the tools of Dialogue (D) and System Dynamics (SD) into your personal project?

iii. What do you plan to do to find more and especially more relevant scholarly resources related to your topic?

iv. List at least three authors of scholarly resources and the areas they write in that you have identified as potentially significant for your personal project.

5. Do you have any suggestions for improving this course either for the rest of the semester or for future versions of the course?

Here is the Final Exam Question.  Your answer is due during the final exam time 5:15 p.m. or on D2L by 7:00 p.m. May 13. Your answer can improve but will not reduce your otherwise earned grade for the course.

Review your engagement with the course and the products you produced in it.  Did your D2L accumulation adequately and effectively demonstrate your work in the course?  What might you do differently in the course if you could start it again?  Discuss how you will or might continue to engage with issues of sustainable development, system dynamics and dialogue as your proceed through your education and on into your life after graduation.