HONCC APPLICATION FOR SUSTAINABILITY DESIGNATION V1.0

Transcription

1 HONCC APPLICATION FOR SUSTAINABILITY DESIGNATION V1.0 INSTRUCTOR: (This is an INSTRUCTOR-based designation) COURSE: (Alpha Number: Title) DESIGNATION TYPE: (Choose the type of sustainability designation you are seeking) S-Related S-Focused Sustainability-related courses incorporate a 10% minimum of sustainability content as a distinct course component or module or concentrate on a single sustainability principle or issue, and must include at least one core-concept or related theme (see Appendix). Sustainability-focused courses concentrate a 60% minimum of sustainability content concerning the concepts of sustainability, including the social, economic and environmental dimensions or examine an issue or topic using sustainability as a lens, and must include two or more core concepts (see Appendix). APPLICATION QUESTIONS: (Use the space provided or attach additional files) Please indicate how the sustainability concepts and/or practices will be implemented in this course by answering the following questions. The Sustainability Designation Review Committee will review applications for S-designation requirements. If needed, the committee will contact applicants for further clarification or to provide assistance. 1. What sustainability terminology, knowledge, and issues will be studied in the course? Explain how these required concepts and issues relate to the main course content.

2 2. What course materials and readings will be used to address sustainability terminology, knowledge, and issues? 3. What percentage of the course time and course materials will be devoted to sustainability terminology, knowledge, and issues? A minimum of 10% is required for S-related designations; a minimum of 60% is required for S-focus designations. Use any of the following measures: days, hours, units/modules, or assignments.

3 4. Present the existing course SLOs that will include and address the sustainability components of the course or present the new SLOs related to sustainability to be added to the course (see Appendix for suggested SLOs). 5. How will you assess the effectiveness of student understanding concerning the sustainability components taught in the course? Include specific methods used to assess student understanding, such as essays (including planning, composing, revising, editing, proofreading), quizzes, homework, mid-term and final exams (in and/or out of class), student presentations, individual student conferences, portfolios--and your plans concerning improving assessments in future courses. SYLLABUS INFORMATION: Attach a copy of the course syllabus that clearly indicates to students how sustainability terminology, knowledge, and issues are incorporated in the course and that accurately reflects your responses above.

4 APPENDIX: (Refer here for core-concepts, related themes, terminology, and SLO samples) I. Sustainability Core-Concepts 1. Sustainable economics: Quadruple Bottom Line, Gross National Happiness 2. Ecosystem Services / Biodiversity 3. Ecological Footprint, Carbon Footprint 4. Cradle to Cradle / Waste Reduction 5. Climate Change Mitigation / Renewable Energy 6. Local First / Food Sovereignty / Food Miles 7. Adaptive Resilience 8. Sustainable Land Use and Development II. Sample Related Themes to Address in a Sustainability Course 1. Sustainability as a Concept - Historical examples of sustainability and costs of environmental destruction - Definitions and theories of sustainability such as strong vs weak sustainability - Sustainable development (economic, urban, agricultural etc.) 2. Sustainability Science - Climate modeling/climate change - Energy, Emergy = alternative, renewable energy sources - Ecosystems - Environmental life cycle analysis 3. Sustainability in Practice - Green House Gas emission audits and assessments - Economic sustainability issues - Food supply and sustainability practices and issues - Recycling and waste reduction - Renewable/alternative energy sources - Social justice issues - Philosophical aspects of sustainability such as functional integrity vs resource sufficiency - Environmental sciences of sustainability - Indigenous cultures, attitudes and practices related to sustainability - Geography and natural systems - Habitat loss/species impact - Ocean science - Pollution - Water Resources - Sustainable agriculture and food production - Sustainable construction practices - Sustainable industrial/production practices - Sustainability system assessment - Urban, regional, rural planning and design - Transformative vs incremental actions 4. Social and Ethical Aspects of Sustainability - Culture, religion and ethics as they apply - Poverty causes and responses to issues of sustainability - Social equity - Effects of human activity on the environment throughout history - Influences of technology on human behavior and impacts on the natural world - Human population and its impact - Tragedy of the commons 5. Economics, Business and Public Policy as Related to Sustainability - Ecosystem services - Sustainability Economics - Environmental law and policy - Sustainable Tourism - Legal frameworks regulations related to sustainability

5 III. Sample Terms to Address in a Sustainability Course - Alternative and renewable energy - Biodiversity - Conservation - Cultural Heritage - Climate science and Climate Change - Carbon footprint - Carbon neutral - Carbon sequestration - Carrying capacity - Composting - CO 2 offsetting - Deforestation/reforestation - Energy efficiency - Endangered/Threatened Species - Ecological footprint - Ethical consumerism - Externalities - positive and negative - Fair Trade - Global Warming - Greenhouse Gas/Effect - Greenwashing - Habitat Loss - Intergovernmental Panel on Climate Change (IPCC) - Invasive alien species - Keeling curve - Life cycle environmental assessment - Population issues (e.g. Malthusian catastrophe) - Potable water - Ozone layer - Recycling - Renewable Energy - Resource Sufficiency - Sustainable Tourism - Tragedy of the commons - Waste Management IV. Sample SLOs (from KapCC) 1. Define sustainability on local, national, and international levels. 2. Identify the personal values and attitudes that can facilitate sustainable living. 3. Describe how the individual relates to the wider issues of sustainability. 4. Measure one s impact on the triple bottom line: People, Planet, Profit. 5. Identify the sociocultural values and attitudes that facilitate sustainable living at the local, regional, and global levels. 6. Apply concepts of sustainability to local, regional and/or global challenges. 7. Demonstrate how concepts of sustainability are connected to local, regional and global issues. 8. Describe how traditional and indigenous perspectives inform practices of sustainability.

6 GEOG 122: GEOGRAPHY OF HAWAI I: ONLINE: FALL 2016 Instructor John K. DeLay Office BLDG 7, 619 Hours M, T, W, TR: 10:00-11:00 Phone (during office hours) Course Description In this course, you will be introduced to the physical and cultural geographic elements of Hawai i and their relation to other places in the Pacific and Asia where combinations of tectonic and atmospheric processes, geographic isolation, and human migration have resulted in an extraordinary array of environmental and cultural diversity. The physical (location, volcanoes, climate, water, natural hazards, biota) and cultural geography, (settlement, pre-contact society, the monarchy, economic change, agriculture, tourism, energy, population, religion, land use, transportation) of Hawai i are unique but has been influenced by historical and contemporary connections and similarities with other places in the Pacific and Asia. Polynesians discovered and settled the Hawaiian Islands by A.D The uniquely Hawaiian culture developed by their descendants included the most sophisticated hierarchical social structure in Polynesia and was intimately connected to the environment. Drastic cultural and environmental transformations followed contact with European and American interests after the late 18 th Century, including extensive immigration from Asia and other places in the Pacific, and the annexation of the archipelago by the United States. Recent decades have been characterized by a renaissance of Hawaiian culture and calls for self-determination. Although the circumstances are unique, today Hawai i faces similar social and environmental challenges to other locations in the Pacific and Asia. It fulfills the Social Sciences diversification (DS) in general education and the Hawai i, Asia, Pacific (HAP), two requirements for an associate degree at Honolulu Community College and a baccalaureate degree at the University of Hawai i at Mānoa, and the Sustainability Related (SR)-related designation, an option for students who are interested in sustainability issues. Student Learning Objectives 1. Identify principal locations in the Pacific, and physical and cultural features in Hawai i by their Hawaiian names 2. Explain the unique aspects of Hawai i`s natural history, and the relationship between Hawaiian environments and their flora and fauna, and the human impact on the environment 3. Trace the migration of people and culture across Oceania, through Polynesia, and to Hawai i 4. Describe the connections between traditional Hawaiian culture and the environment as related to settlement, land tenure, agriculture, economics, and religion 5. Illustrate the influence of key historical events such as annexation on political, economic, environmental and social conditions in Hawai i especially as they relate to native Hawaiians 6. Discuss the contemporary demographic, economic, environmental, social situations, and challenges that characterize Hawai i in the 21st Century

7 Text Juvik, S., and Juvik, J.O. (Eds.) Atlas of Hawai i. University of Hawai i Press Available free online at: Videos There are 29 video lectures which include presentations at locations across the state and traditional lectures with PowerPoint presentations in the studio. You can access the videos through YouTube using your UH username and password. The URL is provided below. Evaluation Your grade in the course will be determined from your performance on three proctored exams, two term project presentations, and three quizzes. Scores for individual assignments are kept as percentages equating to the same scale as the final letter grade (Table 1). Each evaluation category is weighted (Table 2). Individual evaluations are of equal weight within categories (Table 3). Table 1: Letter grade equivalents. Letter Grade A B C D F Score (%) Table 2. Category and weighting. Proctored Exams (3) Projects (2) Quizzes (3) 66% 22% 12% Table 3. Individual evaluation order and weight. Evaluation Percent of Course Grade (%) At-Home Laulima Quiz 1 4 Proctored Laulima Exam 1 22 At-Home Laulima Quiz 2 4 Proctored Laulima Exam 2 22 At-Home Laulima Quiz 3 4 Laulima Project Presentation 11 Laulima Project Presentation 11 Proctored Laulima Exam 3 22 Each exam focuses on the material covered since the last exam but does require that you build upon previous concepts. Exams and quizzes will be administered via Laulima. Exams will be password protected and must be taken in a proctored environment at a UH campus or education center, or through an online proctoring service. Exams are closed-book and are to be taken without any aids but quizzes can be taken at home online through Laulima and are open-book. The term projects will consist of brief individual PowerPoint presentations given to your classmates. One is an individual effort focusing on a course-related topic of interest to you and one will focus on a group topic. As part of your projects, you will be required to submit brief descriptions of your project ideas and citations of peer-reviewed sources earlier in the semester. Examples and specific requirements regarding the projects and their subcomponents will be provided. All students are responsible for adhering to UH policies regarding academic honesty.

8 Tips for Success You should watch two programs a week and log into Laulima at least twice a week. In addition, you should develop a schedule for working on your individual and group topic projects. Watching the lecture is a good start but it helps to read the appropriate material from the text before we cover it. Try to answer the things to consider I post as an announcement for each program as you watch it. This will help the most. After we cover it, and before exams, read the summary at the end and study the maps and figures. Due to the physical and spatial nature of geographic phenomena, concepts, processes, and patterns are well described by graphical representations. So this is one subject in which looking at the pictures will genuinely help you gain a better understanding. If you have a question, do not hesitate to send me an or ask it in the Questions section and I will post a response promptly. In summary: keeping in touch with Laulima, developing a project schedule, watching the lecture, doing the reading, studying the figures, paying attention, asking questions, and reviewing the subject matter before exams should serve you well. Course Schedule and HAP Relationship The schedule indicates the intended scope and timing of materials presented and evaluated in the course. In the event that scheduled topics have not been covered prior to an evaluation date, subject matter covered in the evaluation will be limited to the material covered in class. Evaluation dates and deliverable due dates will not be changed. A separate, detailed reading schedule is available in Laulima. Topics, readings, and activities in the schedule are accompanied by superscript to indicate their relationship to Hawaiʻi, Asia, and Pacific Hallmarks (A, B, C, D) as outlined below, and the primary regional associations (H, A, P). A. The content should reflect the intersection of Asian and/or Pacific Island cultures with Native Hawaiian culture. B. A course can use any disciplinary or multi-disciplinary approach provided that a component of the course uses assignments or practica that encourage learning that comes from the cultural perspectives, values, and world views rooted in the experience of peoples indigenous to Hawai'i, the Pacific, and Asia. C. A course should include at least one topic that is crucial to an understanding of the histories, or cultures, or beliefs, or the arts, or the societal, or political, or economic, or technological processes of these regions; for example, the relationships of societal structures to the natural environment. D. A course should involve an in-depth analysis or understanding of the issues being studied in the hope of fostering multi-cultural respect and understanding. Course Schedule and Sustainability Related Relationship Topics, readings, and activities in the schedule are accompanied by superscript to indicate their relationship to sustainability issues.

9 Course Schedule Week Program Readings: Topics: Assignments and Evaluations 8/22-8/28 8/29-9/4 9/5-9/11 9/12-9/18 9/19-9/25 9/26-10/2 10/3-10/9 10/10-10/16 10/17-10/23 10/24-10/30 10/31-11/6 11/7-11/13 11/14-11/20 11/21-11/27 11/28-12/4 12/5-12/11 12/12-12/15 None* None* Introduction to Geography 122 Online, Class Introductions Due 8/28 2 The Main Hawaiian Islands H 3 Landscape Features and Northwestern Hawaiian Islands H C, H, A, P 4 Geology 5 Geology C, H, A, P, Quiz 1 Period Begin 9/11 6 Term Project Discussion 7 Climate C, H, A, P, (S), Quiz 1 Period End 9/18 8 Climate C, H, A, P, (S) 9 Paleoclimate H, A, P, (S), Project Idea Due 9/25 10 Hawai i and Climate Change C, H, A, P, (S), Exam 1 Period Begin 9/26 11 Natural Hazards C, H, A, P 12 The Ocean H, Exam 1 Period End 10/3 13 Water 14 Water, Quiz 2 Period Begin 10/10 15 Soils H 16 Biogeography and Evolution H, A, P, (S), Quiz 2 Period End 10/17 17 Marine Ecosystems 18 Terrestrial Ecosystems, Project Citations Due 10/24 19 Terrestrial Ecosystems 20 Native Plants 21 Native Plants 22 Birds, Tree Snails, Insects and Their Kin, Exam 2 Period Begin 11/7 23 Alien Species and Threats to Native Ecology C, H, A, P, (S) 24 Endangered Species and Protected Areas C,, Exam 2 Period End 11/14 25 Archaeology A, B, C, H, A, P, (S) : The Navigators Video A, B, C, D, H, P 26 Archaeology A, B, C, H, A, P, (S) : Quiz 3 Period Begin 11/21 A, B, C, H, A, P, (S) 27 History 28 History A, B, C, H, A, P, (S) Quiz 3 Period End 11/28 29 Government H, Projects Due 12/4 30 Agriculture and Energy A, C, None Project Commentary 12/11 None Exam 3 Period Begins 12/12 None Exam 3 Period Ends 12/15