Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
PCC’s Summer Sustainability Institute 2010
Curriculum Revision Plan
With support from Portland Community College’s Sustainability Training for Technical Educators (STTE) grant,
funded by the National Science Foundation, the Summer Sustainability Institute (SSI) offers high quality and up-todate training to help instructors infuse sustainability into their courses. The SSI is designed to support faculty in
revising their curriculum to integrate current sustainability concepts, theories, practices, and policies to help prepare
students for careers in green building design, construction and maintenance.
Section I: Curriculum Revision Plan Objectives
The SSI Curriculum Revision Plan helps guide participants’ development of new and/or revised course
curriculum, with the following objectives:

Identify how faculty will integrate their SSI experiences and new knowledge into their course curriculum.

Align course revisions with current sustainability concepts, theories, practices, and policies.

Document changes and/or additions instructors intend to make in their courses or teaching practices.

Determine the impact that SSI participants expect from their course revisions. Will students:

o
Develop new knowledge and skills relative to sustainability practices?
o
Apply new knowledge and skills to their school or extracurricular projects?
o
Change their perceptions and/or choices of courses, degree programs, or careers?
o
Improve their awareness and knowledge of sustainability issues, principles and practices?
o
Change their attitudes toward sustainability principles and practices?
Ensure curriculum revision plans contain descriptions of essential elements for effective instruction,
including:
o
Specific outcomes or skills that students will produce or demonstrate
o
Instructional formats to be used (lecture, hands-on learning, demo, etc.)
o
Instructional tools needed (multimedia, technology, equipment, materials, etc.)
o
Assessment plans to determine if students have achieved the set outcomes and skills (test, presentation,
portfolio, observation by instructor, etc.)
The SSI Curriculum Revision Plan also seeks evaluation feedback, to assess participants’ curriculum
revision experiences and to support continual improvement in course revision efforts. Please consider the
following questions when developing your curriculum revision plan.

How has the SSI shaped your curriculum revision process?

How can the curriculum revision process be improved?

What are the major challenges in revising your course(s)?

What resources do you need to help your students reach their learning objectives?
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
Section II: Curriculum Revision Plan
Revision of at least one course is a requirement of the SSI program. The overall purpose of the Curriculum
Revision Plan is to help you organize your ideas in a way that will facilitate integration of your sustainability
training into your courses. Revisions should include some new content and instruction techniques.
You will have an opportunity to share your ideas with each other during the week, at the follow-up Summit on
August 30, and via our web page at www.ppc.edu/stte. We request that you submit your completed Curriculum
Revision Plan by August 30 to Kim Smith, the SSI Training Coordinator, at kdsmith@pcc.edu. Note that parts of
your plan may be combined with other faculty input for use in evaluation reports, but names and other forms of
identity will be removed to ensure anonymity. We appreciate all suggestions to help us improve the STTE SSI
program.
Table 1. Course(s) to Revise
Identify the course(s) you plan to revise using knowledge and skills gained from the SSI.
College/School
St. Louis Community College
Course Number & Title
Home Energy Auditor Training to be revised to
Energy Efficiency and Conservation: SKT 100
St. Louis Community College
Construction Methods CE 108 to be revised to Sustainable
Construction
Why did you choose this/these course(s) for revision?
SKT 100: With Home Energy legislation pending “Recovery through Retrofit”, we anticipate considerable interest
from our community, from both traditional students and incumbent workers/contractors who want to acquire new
skills and certifications in this area. While there are short-term courses available and we have offered the course in a
continuing-education format, we believe that the necessary skills are more than achieving BPI certification-what some
have termed “a clipboard audit”. The coursework should reflect a deeper understanding of various issues around
energy efficiency, energy conservation and building science with a strong emphasis on whole house performance.
CE 108: The greater St. Louis area has not yet experienced a robust demand for residential “green built’ homes, but we
anticipate students need to learn and successfully employ sustainable construction methods-in preparation for the near
future. Several new buildings in the area have recently earned LEED certifications, (including the College’s new
Wildwood Campus-a LEED Gold building). With its collaboration with the local USGBC, the College has engaged in
environmental scans to gauge further interest, including conducting several focus groups and we see the public
awareness and interest is growing. From this collaboration and others currently with trade and union groups,
contractors and trades people, the College wants to position itself as an educational leader in the field. Offering the
Sustainable Construction class is the first of many courses that we are planning around Green Technologies, including
Green Design, Sustainability Foundations, etc.
Table 2. Impact of Curriculum Revisions on Students
Describe the type of impact you expect your curriculum revisions will have on your students.
Circle “Yes” or “No” for each type of impact. Then, briefly explain your expectations.
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
Will your course revisions help students:
Develop new knowledge and skills of sustainability principles and practices relevant to
the course(s) and discipline?
Apply new knowledge and skills to their school or extracurricular projects?
Change their perceptions and/or choices of courses, degree programs, or careers?
Improve awareness and knowledge of broader sustainability issues within their
communities and the world.
Change their attitudes toward sustainability principles and practices?
Be better qualified for jobs.
Rationale:
These courses will give students new skills and knowledge through targeted exercises and
field experiences, allowing them acquire better understanding of sustainability and why it
is important.
The revised courses, which eventually will be integrated into a new associate degree plan,
will give students work-relevant skills. And through proposed articulation initiatives with
other four-year schools in the region, the new course work will provide a career path for
those who chose to continue towards four-year degrees.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Explain why you expect this/these impact(s) to occur. See above
Section III: Curriculum Revision Description
Use the following guidelines and tables to identify the learning objectives and instruction techniques you plan
to revise in your course(s). They are designed to help you organize your plan for adding content and/or new
student learning activities to the course(s) you teach.
Please copy and paste additional tables, if needed for multiple courses.
Table 3a. Learning Objectives
New or revised learning objectives are essential for effective curriculum revisions. Write student learning
objectives that describe exactly what you expect students to be able to do related to sustainability after taking your
course. Writing these as measurable actions, using action verbs, rather than in general terms like “understand”
(which is hard to assess) is important. Reference the Verbs for Measurable Learning Objectives (at the end of this
document) for help in setting specific outcomes for student knowledge and skills.
Course Number and Title: Sustainable Construction 208
Required Text: Charles Kibert: Sustainable Construction: Green Building Design and Delivery,
Second Edition
Students completing this course will be able to:
1
Describe the salient features of high performance green buildings & sustainability, using the
vocabulary associated with green buildings’ design and construction
2
Explain and enumerate the advantages and limitations of selected sustainable building
materials with respect to local region
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
3
Describe and differentiate among mechanical, electrical, and plumbing systems, &
appropriate materials for a green building
4
Define the characteristics of healthy indoor environmental factors and their relation to
sustainable construction
5
Describe the methods and rationale involved in reducing the ecological footprint of the
construction project
Compare and contrast the USGBC LEED-NC and Green Globes rating systems and explain
6
how these rating systems impact various aspects of a building and its components and
systems
Course Number and Title: Energy Efficiency and Conservation SKT 100
Required text: John Krigger and C. Dorsi, Residential Energy Saturn Publishing, 2004
Students completing this course will be able to:
1
2
3
Define the principles of energy as they relates to the Laws of Thermodynamics, energy
transformation and heat flow in a whole house system
Articulate the functionality of electric circuits, control circuits, wiring, along with
appliances and lighting and the integration of these in a residential energy system and the
related conservation factors involved
Describe the issues relating to energy efficiency and common construction methods,
including building shell heat flow
4
Demonstrate the correct usage of building diagnostic tools, including blower doors,
combustion testing, refrigerator and hot water heater metering, etc. while
observing and maintaining safety and comfort for the homeowner
5
Define the main characteristics of insulation, types of materials, facings and barriers, along
with window and door types and discriminate among their features for those most efficient
in energy conservation
6
7
Identify and categorize forced air systems, heating controls, hot water and steam systems,
electric heaters, hot water heaters, and discriminate in terms of efficiency and energy
usage, while extrapolating their uses for different climatic zones.
Utilize ACCA load calculations and systems sizing for determining more efficient
appliances while using the software associated with energy auditing
Conduct an accurate energy audit which generates information for the homeowner on the
ways and modifications that may be made to reduce energy usage
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
Recommend appropriate remediation relating to weather stripping, caulking, insulation,
new appliances, windows, doors, etc.
Table 3b. New Teaching/Learning Methods
Describe any new teaching or learning methods you plan to use as a result of your SSI experience (multimedia,
technology, lecture, hands-on learning, demo, etc.) to help achieve your new learning objectives.
New Methodology: Identify any new teaching/learning technique(s) you plan to integrate into
your course(s).
Energy conservation course will employ frequent hands-on learning, using tools, setting up
1 diagnostic equipment, etc. It will also utilize field experiences, in actual houses, where
students will practice and demonstrate their competencies
Sustainable construction course will utilize project-based learning modules, small group
2 exercises, oral reporting, site visits and a charette exercise to demonstrate the processes
utilized by design teams in construction projects
How do you expect the new teaching/learning method(s) increase your students’ knowledge or skills or change
their attitudes?

In both cases, the content matter lends itself to field exercises, site visits and hands-on learning
experiences. These will enhance and strengthen the learning activities-providing opportunities to
accommodate different learning styles and preferences. In general, attitudinal change about the learning
of new material happens more slowly and occurs after the student has a time in which to reflect upon
and process new information. Meta-cognition activities structured as discussion groups, and feedback
and debriefing sessions can assist in this.
Describe how each new activity will be set up. What must the instructor and/or students do to prepare for the
activity? Identify set-up tasks, equipment, materials, and/or supplies needed to complete the activity. Describe
what students must do to prepare for the activity when appropriate (e.g., reading, studying, forming teams, etc.).
Energy Efficiency and Conservation:
Instructor’s activities and preparation:

Identify and ensure necessary equipment is in good working order, (blower doors, nanometers,
combustion safety monitors, portable drills, etc.)

Ensure access to a computer lab for several course components, including identification of
practice houses for field practice, access to local taxing records for preliminary information on
square footage, construction type, etc.

Preliminary identification of utility bills for usage monitoring

Assemble climatic data for region, i.e. average daily temperatures and any other pertinent
weather conditions for region

Facilitate small group discussion and problem-solving activities

Create and share with students the competency check list that will be used in field exercises
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
Students’ preparation

Memorize common terms and acronyms associated with energy auditing

Perform accurate calculations, square footage, volume, etc.

Utilize formulas to calculate load, efficiencies, etc.

Use technology, including computers, for data collection relating to energy audits

Form study teams to prepare for external certification processes (BPI certifications)

Model the behaviors and competencies of successful energy auditors by displaying
appropriate customer communication techniques, ability to describe to a customer the
pertinent findings of an energy audit conducted at a residence
Sustainable Construction: Instructor activities





Ensure variety of buildings available for site visits, and provide the appropriate background data
including utility costs/usage for students to compare and contrast
Identify guest speakers with appropriate credentials and working experiences to address class
Create opportunities for students and instructor/guest speakers to interact in forums and other
interactive venues
Identify and distribute selected additional reading lists and reference sites for students wanting or
needing more information
Ensure that students understand the parameters of LEED certifications and the processes required
to obtain external certifications
Student activities:
o
o
o
o
o
Form teams for class projects
Work collaboratively in groups
Perform research as directed by instructor
Give oral presentation, and illustrate with slides and charts on selected topic
Demonstrate knowledge of content on tests and final exams
Table 3c. Student Assessment
Student assessment should be closely aligned with each learning objective. Try to ensure that students demonstrate
active use of new knowledge by solving problems, making critical decisions, or creating new information or
products from what they learn. Assessment of new skills may require only a few new test questions or they might
require direct observation of new tasks or collaborative work. To make your observations consistent and accurate,
you may wish to create a checklist or rubric that enables you to assign ratings of student performance (e.g.,
excellent, good, acceptable, poor).
Describe assessment methods to determine achievement of specific learning objectives.
For activities that require defining and describing, the assessment techniques and methods will
1
include instructor critique of short written summaries, students’ oral presentations, peer
grading of short quizzes and instructor grading of final examinations
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training
Coordinator, July, 2010.
2
3
For the activities that require comparing and contrasting, learning outcomes will be assessed
by class and instructor critique of oral presentations and instructor grading of research
reports
For those activities that require that the student to conduct a test, utilize appropriate
equipment, or demonstrate a competency, the instructor will monitor the activity to ensure
that the actions are performed correctly and safely. The instructor may utilize a checklist or
film the individual’s actions for class critiques. (Note: an external monitoring of student
knowledge, capability and performance could be attained by having students take the BPI
certifications for Building Analyst. The certification involves a computer-generated test of 100
questions from a bank of 1,500 and the satisfactory performance of an energy audit, proctored
by a BPI certified proctor.)
How are these methods different than previous methods used in your course(s)?
These methods are more interactive and involve many different locations where the learning may occur, rather than
just the traditional classroom setting. In addition to the location of the activities, the methods involve group and
peer learning opportunities, instances where students will need to “think on their feet” to problem solve, trouble
shoot and respond to questioning by fellow students and instructor. The students, in both of these classes, will be
be encouraged and coached on their ability to speak about the subject persuasively, and in the case of the Energy
Efficiency and Conservation Class, the students will practice communication and customer service skills, since they
may be dealing with homeowners as a result of this class.
Section IV: Curriculum Revision Plan Feedback
How has the SSI shaped your curriculum revision process?
It has helped me think of the key elements in a course, and how these can be introduced, reinforced and assessed in
a variety of ways.
How can the curriculum revision process be improved?
It may be useful to continue to use these templates that assist teachers frame their coursework in more meaningful
and orderly ways
What are the major challenges in revising your course(s)?
Creating the right balances of book knowledge with the physical competencies required (using the tools for
auditing, etc.)
What resources do you need to help your students reach their learning objectives?
More resources such as other curriculum models and approaches, along with the connections to others in the field
so that we may share best practices, etc.
The SSI was a tremendous opportunity to do the above and the framework of the week and the variety of
learning opportunities it provided, really modeled good instructional practices.
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
Verbs for Measurable Learning Objectives
add
alter
analyze
apply
arrange
articulate
assemble
build
calculate
calibrate
categorize
chart
check
choose
classify
collect
combine
communicate
compare
compile
complete
chart
compute
conduct
connect
construct
contrast
convert
coordinate
correct
criticize
critique
decrease
defend
define
demonstrate
derive
describe
design
designate
detect
develop
diagram
differentiate
discriminate
dissect
distinguish
distribute
divide
document
draw
duplicate
eliminate
employ
estimate
evaluate
execute
expand
explain
express
extend
extract
extrapolate
find
finish
formulate
generate
group
guide
identify
illustrate
include
increase
indicate
insert
integrate
isolate
label
list
locate
manipulate
map
mark
match
measure
modify
name
number
order
organize
outline
paraphrase
perform
place
plan
plot
position
predict
prepare
present
propose
prove
provide
rearrange
recall
reconstruct
regroup
relate
remove
reorganize
rephrase
replace
report
reproduce
restate
restructure
score
select
show
signify
sketch
Recommendations for Setting Learning Objectives and Planning Student Assessment
Understanding: It is challenging to assess if students
“understand” a particular concept or principle, so try to
create a task that will verify their understanding.
Students should be able to demonstrate their capability to
use new knowledge to make decisions or communicate
information to others. Some examples: apply a principle
in a particular context, find a solution to a problem,
compare and contrast ideas, assess a sustainability plan or
practice, or perform a new skill and explain why it is
important.
Standards: If you are using
established industry or educational
standards, please list them as part of
your learning objectives. Include a
reference citation (publication or
Internet URL) where the standards
may be found.
Quality and Value of
Assessment: Regardless of
your chosen method for
measuring student learning, try
to insure your outcomes can be
measured. Use specific criteria
to grade students, while
providing feedback that
supports improvement.
New Teaching Methods and Strategies: You may
decide to use a new teaching method or change your
student learning environment as a result of your SSI
experience. New methods can be simple or complex,
but consider the purpose and how best to integrate the
method(s) into your course.
solve
sort
state
structure
suggest
summarize
support
translate
troubleshoot
verify
write