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-to-date 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.
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.

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?
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
Course Number & Title
Building Construction Level 1
Molalla High School
Why did you choose this/these course(s) for revision? These are the students that will eventually be in the advanced class to build an energy star/ earth advantage
qualified house and therefore, this would be the best time to introduce and educate them about sustainable building practices and concepts along with the other building
methods they will learn.
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
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.
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.
Other: Please describe. I would say yes to all of the above as I feel this is the way of the
future in building practices and the public’s awareness.
Yes
No
Yes
Yes
No
No
Yes
No
Yes
Yes
No
No
Yes
No
Explain why you expect this/these impact(s) to occur.
Since our youth are often more aware of cutting edge news and current topics I believe they will already have background of these subjects and may
even be more concerned as they are the next in line for our future global environment so they will likely be more open to learning about such
subjects. Also, I can definitely correlate that such knowledge will make them more skilled/ knowledgeable and better prepared to compete in the job
market.
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
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
“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: Building Construction Level 1
Students completing this course will be able to:
1
Identify solar orientation on lot site/ help to select appropriate house plan for best passive
solar design
2
Discuss green construction materials and list materials that might be used to help facilitate
energy conservation
3
Study advanced framing techniques
4
Study energy star and earth advantage requirements and make a timeline/ list of what will
be needed at school construction site
5
6
7
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).
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
1
Have students build a scale model house using advanced framing techniques. Have them
identify how their house would be built to use passive solar design when feasible.
2
Have representative from energy star come out for lecture on envelope sealing and air quality
issues when building houses.
3
Possible guest lecture from Leonard Barrett of Barrett Ecological Services regarding his view
of “beyond low impact”
4
How do you expect the new teaching/learning method(s) increase your students’ knowledge or skills or change their attitudes?
Integration of more sustainability building techniques in my course will help to encourage discussion regarding the impact we can have on our building
industry and will help them to become aware of the difference they can make if they utilize any of these techniques in their future careers or lives.
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.).
Building model homes: each student studies house plan and makes a material takeoff list.
Instructor has prepared building materials from shop lumber. Scale is 1inch equals 1 foot.
Table 3c. Student Assessment
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
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.
Evaluate model homes for scale accuracy
1
Assess utilization and creativity for using advanced framing techniques
2
Create new skill tests questioning understanding of sustainable vocabulary words and concepts
3
4
5
How are these methods different than previous methods used in your course(s)?
Section IV: Curriculum Revision Plan Feedback
How has the SSI shaped your curriculum revision process?
Helping me to become more aware and more educated regarding sustainability in the building industry. Encourging me to utilize more of these techniques when
we build our construction house. Inspires me to feel that I can make a difference.
How can the curriculum revision process be improved?
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
Overall I find the course interesting and enlightening. Always appreciate when we get to go on field trips.
What are the major challenges in revising your course(s)?
Not much, as I am in charge of construction curriculum.
What resources do you need to help your students reach their learning objectives?
Lists of resources for guest lecturers or field trip ideas.
Lists of resources for media/ film sources for low to no cost!
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.
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.
solve
sort
state
structure
suggest
summarize
support
translate
troubleshoot
verify
write
Summer Sustainability Institute Template Description: STTE, NSF Project No. 0812576, J. Mattoon, External Evaluator, and Kim Smith, SSI Training Coordinator, July, 2010.
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.
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.