SUST 5000-- Sustainability Capstone (Spring 2015)
3 credit hours
Class time: Thursday – 4:00‐6:50 PM
Classroom: Haley 2328
Dr. Dennis DeVries, Professor
Judd Langham, Professor
School of Fisheries, Aquaculture & Aquatic Sciences
311 Swingle Hall
devridr@auburn.edu
Office Hours: by appt.
Tel. 334-844-9322
Landscape Architecture
305 Dudley Hall
langhjm@auburn.edu
Office Hours: by apt.
Tel. 205-335-3761
COURSE OBJECTIVES:
1) To deepen students’ understanding of sustainability and thriveability
2) To apply sustainability principles and concepts to students’ disciplinary majors and future jobs
3) To appreciate the application of sustainability principles and concepts to disciplines outside of
each student’s area of study or interest
4) To enhance professional skills in research, team building, oral presentation, and leadership.
The class will discuss one book dealing with sustainability, as well as possibly additional readings that
address sustainability from different perspectives. Each team/individual will discuss research‐based
literature related to their project‐idea with the class, design or co‐design a project proposal for instructor
approval, research and seek out information and experts to support the planning of projects, keep track of
project progress through periodic progress reports, and complete a project of choice along with presenting
it to the class. Remember: students are responsible for checking class e‐mail and Canvas. Also, if normal
class is disrupted due to illness (e.g., H1N1 flu) or a crisis situation, the syllabus and other course
assignments may be modified to allow for completion of this course. The AU Classroom Behavior Policy is
followed in this course in accordance with the Student policy eHandbook at
http://www.auburn.edu/student_info/student_policies.
STUDENT LEARNING OUTCOMES:
1. Students will demonstrate nuanced understanding of sustainability and thriveability at
both local and national/international levels.
2. Students will be able construct logical arguments about sustainability issues based on
critical reading of texts.
3. Students will be able to work in teams to create sustainable solutions that can serve as
models and/or potentially become operational in the future.
REQUIRED READING:
● Edwards, Andrés R. (2010). Thriving Beyond Sustainability: Pathways to a Resilient
Society. New Society Publishers, Gabrioloa Island, BC, Canada.
● Auburn Downtown Master Plan Update (2014). City of Auburn, AL Planning
Department. Available online:
http://www.auburnalabama.org/planningDocs/ADMP_FinalReport_LowResolution.pdf
●
Auburn University Master Plan 2013 Update (2013). Auburn University Facilities
Management, Office of the University Architect. Available online:
http://www.auburn.edu/administration/facilities/organization/university‐architect/cpsm/master‐plan/
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GRADED COURSE REQUIREMENTS:
Class Participation, Reading Questions, Discussion:
50 points
Literature/Resource Review:
100 points
Project Proposal:
100 points
Written Project Report:
150 points
Oral Project Presentation:
100 points
TOTAL
500 points
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Class Participation (50 points)
The success of this class depends in large part on the full participation of each student and the
exchange of ideas. Individual students must complete reading assignments that form the basis of
class discussion during the first half of this course and come to class with questions prepared to
help contribute to/generate discussion. In addition, each student will take turns leading group
discussions of the readings. Dates for leading discussion will be assigned alphabetically with 2-3
students assigned per week. Being prepared for class also includes having project writings,
reviews, literature, etc., ready to share with colleagues when scheduled, and the on-time
submission of project updates and reports.
Participation is also critical to give feedback and supportive ideas to colleagues to improve group
projects. It most often takes the form of oral contributions to class discussion, but can also
include: asking relevant questions, verbally examining a concept, listening actively, and
contributing helpful ideas. This course may challenge a student’s point of view. Please be open to
ideas that may seem outside your comfort zone.
The assignment of the individual class participation grade, though subjective by nature, will be
guided by the following rubric. The nature of your contributions will be evaluated in all course
meetings. Your submission of written questions on assigned readings will be used in part to assess
how well prepared you are for each class.
Class Participation Rubric:
45‐50 points = highly prepared; regular knowledgeable contributions; highly insightful or
helpful contributions
40‐44 points = highly prepared; frequent knowledgeable contributions, generally insightful
or helpful contributions
35‐39 points = prepared; some knowledgeable contributions; fairly insightful or helpful
contributions
30‐34 points = somewhat prepared; few knowledgeable contributions; few insightful or
helpful contributions
Less than 30 points = unprepared, few to no contributions; contributions are rarely
insightful or helpful
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Literature/Resource Review (100 points)
The literature/resource review is an annotated bibliography that will include a minimum of 5
sources per person written from a disciplinary and applied perspective (i.e., one’s major). It
should lay the foundation for the proposed project through highly related resources. Only one
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review should be submitted per project team. The project title and short description should be
written at the top of the bibliography. Team members’ names should be listed with their
individual contributions. Each team member must show an equal contribution in order to share in
the full score for this grade, or individual scores will be downgraded appropriately. For example,
business majors might share literature/resources on the cost‐benefit analysis as it applies to their
sales ideas; engineering majors might share literature/resources on the feasibility of construction
and production of required equipment; human science majors might share literature/resources on
the acceptability of sustainable practices or products by a current culture; English majors might
share literature or ecocritical scholarship that link ways of reading and writing to sustainable
cultural practices. The annotated bibliography portion of the assignment will include each
reference citation along with a brief description of the cited paper and how it is expected to
contribute to the overall project.
Literature/Resource Review Rubric:
90‐100 points = Minimum of 5 annotations per person; Annotations are highly informative
and clearly linked to the project; Consistent and correct bibliographic format; Few to no
grammar and spelling errors; Reads logically and fluently
80‐89 points = A minimum of 5 annotations per person; Annotations are informative and
linked to the project; Mostly consistent and correct bibliographic format; Few to no
grammar and spelling errors; Reads fairly logically and fluently
70‐79 points = Slightly fewer than 5 annotations per person; Annotations are somewhat
informative and somewhat linked to the project; Somewhat consistent and correct
bibliographic format; Some grammar and spelling errors; Reads somewhat logically and
fluently
60‐69 points = Fewer than 5 annotations 5 per person; Annotations are not informative or
linked to the project; Inconsistent and/or incorrect bibliographic format; Frequent
grammar and spelling errors; Reads illogically and hard to understand
Less than 60 points = Fewer than 5 annotations per person; Annotations are not
informative or linked to the project; Inconsistent and/or incorrect bibliographic format;
Frequent grammar and spelling errors; Reads illogically and hard to understand
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Project Proposal (100 points)
A project proposal must be approved by the course instructors before proceeding with the project.
Once approved, the proposal becomes an agreed upon ‘contract’ for what will be produced and
submitted for the final project. Any changes must be re‐negotiated with course instructors for re‐
approval. – One proposal must be submitted per project team but clearly note what individual
completed each section. Sample or model proposals will be available on Canvas. Each team
member must show how they contributed to the project. The proposal will include:
1. Name(s), project title, course number (required)
2. Purpose (introduction) and goals (one page);
3. Sustainability rationale for specific project describing how the project will address
sustainability issues and including cited literature within the text (and including a reference
section at the end; any cited reference Style Manual may be used (1‐2 pages);
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4. Project resources, consultants, and/or equipment needed and specific names and contact
information (1 page listing);
5. The detailed methodology and process or steps for implementing the project with brief
explanations for each (1 page);
6. A proposed means for evaluating or benchmarking the successfulness of the project – with
listed short term (this semester) and long term benchmarks of success (½ page);
7. A detailed week‐by‐week timeline or calendar of activities (and team meetings if
applicable) to be accomplished for the project during the semester (1 page).
8. A description of the project product, artifacts, or materials submitted or completed for the
final project (1 page).
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Written Project Report (150 points)
The written project report could include any number of creative forms, but the core text will
evolve from the approved project proposal (See Project Proposal guidelines above). Each project
should make clear its: (1) goals and/or purpose, (2) justification or rationale based on research, (3)
method or process for implementation, and (4) final outcomes, products, or recommendations. A
hard copy of the written project report and any accessory materials must be submitted. Written
reports should include an Executive Summary, followed by a full description of the project
(expanded from the Project Proposal). Completed reports should address important criteria
written and approved in the project proposal, and need not be restricted to written outcomes, but
could also include non‐written outcomes (e.g., an art piece, apparel designs, architectural plans).
Individual team members will each submit a Confidential Contribution Form to the instructors
along with the written report {see the last page of this document}.
There must be clear documentation of how each member contributed toward the completion of
the group project in order for group members to share equally in the project grade. Members
who do not contribute equally risk being scored on the report based on a percentage of what
they have contributed, as assessed via the confidential contribution forms.
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Project Presentation (100 points)
The project presentation will be a 10‐minute PowerPoint presentation followed by a questioning
period. All team members will be expected to share in the delivery to share in the score. One’s
presentation should include:
1. An introduction, including the team members’ names, credentials or brief biographies,
project title, description, and purpose/goals or issue addressed;
2. A brief, research‐based, sustainability rationale for the project, including key references
cited;
3. The benchmarks of the process or approach in carrying out and completing the project,
including pertinent resources (people, places, materials);
4. The short‐term (immediate) and long‐term projected outcome(s), successes, and evidence
supporting them (use of visual images, models, artifacts of project);
5. A conclusion, including a possible project summary, new learning, or next steps. In
addition, one’s presentation will also be evaluated for written and oral communication –
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i.e., grammar/spelling; clarity of voice, volume, and annunciation; eye contact with one’s
peers; and a focused, logical presentation.
Project Presentation Rubric:
90‐100 points = Presentation stayed close to the time limits; included slides addressing
each of the 5 bulleted points above; slides were highly effective in supporting talking
points with judicious use of words and images; few to no spelling or grammar errors;
voices are loud and clear; delivery is very logical and fluent (conversational style, not
reading); frequent eye contact is made
80‐89 points = Presentation stayed closely to the time limits; included slides addressing
each of the 5 bulleted points above; slides were effective in supporting talking points
with judicious use of words and images; few to no spelling or grammar errors; voices are
mostly loud and clear; delivery is logical and mostly fluent; eye contact is made
70‐79 points = Presentation was too long or too short, included slides addressing most of
the 5 bulleted points above; slides were somewhat effective in supporting talking points
with possible wordiness or overuse/underuse of images; few to no spelling or grammar
errors; voices are not always loud or clear; delivery is somewhat logical and fluent; some
eye contact is made
60‐69 points = Presentation was too long or too short; included slides addressing some of
the 5 bulleted points above; slides were not very effective in supporting talking points
with possible wordiness/lack of words or overuse/underuse of images; some spelling or
grammar errors; voices are not always loud or clear; delivery is not very logical or fluent;
little to no eye contact is made
Less than 60 points = Presentation did not stick to the 10 min. time limit; included slides
addressing few of the 5 bulleted points above; slides were not effective in supporting
talking points; multiple spelling or grammar errors; voices are not loud or clear; delivery
is not logical or fluent; little to no eye contact is made
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FINAL GRADES will be based on the following scale out of a possible 500 points:
A (90%) = 450‐500 points
B (80%) = 400‐449 points
C (70%) = 350‐399 points
D (60%) = 300‐349 points
F (less than 60%) = less than 299 points
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CLASS POLICIES:
Attendance: Attendance for scheduled meetings is required in this course. The nature of this
capstone course requires student attendance in order to receive and share important ideas. Poor
attendance will affect one’s class participation grade. Any unexcused absence or missed
appointment without prior notice and instructor permission will result in a grade penalty to be
determined later.
Assignments: Completion of reading or viewing assignments before the appointed class is
required. All course assignments are due on time. All submitted written work for instructors and
peer consideration is considered formal work and should be typed, not hand‐written, and follow
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conventions of standard English. Late assignments may be penalized one letter grade per business
day without prior notification and instructor permission (or university‐approved and documented
excuse). University excused documentation MUST be submitted no later than one week after an
excused absence.
Email and Telephone Communications: Auburn University has recognized university email as the
official form of communication. Students must regularly check their university
(tigermail.auburn.edu) accounts for communications about the course; make sure to send emails
to both course instructors. Student emails will typically be answered within one business day.
One will be asked to come during office hours to discuss complex issues at a mutually convenient
time.
Students with Disabilities: Students needing accommodations should arrange a meeting the first
week of class. Come during office hours or email for an alternate time. Bring the Accommodation
Memo and Instructor Verification Form to the meeting. If one does not have an Accommodation
Memo but needs special accommodations, one should make an appointment with The Office of
Accessibility, 1228 Haley Center or call 844‐2096.
Academic Honesty: Cheating, forged excuses, or plagiarism will result in disciplinary action, which
can range from a lowered grade, to failing the course. The offense will also be reported to the
University Academic Honesty Committee, which has the power to remove a student from the
university. Students should become familiar with the policies regarding plagiarism in the Student
Policy eHandbook at www.auburn.edu/student_info/student_policies/. It is very important to
understand that plagiarism when working on any writing assignment. The instructors will gladly
assist any student who is unclear about what constitutes plagiarism in using another’s written
work, ideas, or resources.
Size of Group: Each group must have a minimum of 3 members and a maximum of 5.
We respond to e‐mails usually the same day we receive them.
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CLASS SCHEDULE:
Week 1: January 15, 2014
● Get Acquainted
● Review of Syllabus
● Project Introductions
● Presentation by Greg Schmidt (AU resource librarian for sustainability)
Week 2: Jan. 22
● Presentation by James Massa about a potential group project (Sustainable Essentials
Enterprises)
● Thriving Beyond Sustainability – chapters Introduction, 8
● City of Auburn Master Plan- Introduction (pages 1-5), Part I (pages 8-20)
● More discussion about project ideas and possible groupings (some breakout time)
● Talk about initial guidelines and resources available for the annotated bibliography
Week 3: Jan. 29
● Thriving Beyond Sustainability – chapters 1, 2
● City of Auburn Master Plan- Part I (pages 21-31)
● More discussion about project ideas and possible groupings (some breakout time)
● Talk about initial guidelines and resources available for the annotated bibliography
Week 4: Feb. 5
● Due: Group Members and Written Project Idea(s)
● Group sharing of project ideas
● Thriving Beyond Sustainability – 3, 4
● City of Auburn Master Plan- Part II (pages 34-65)
Week 5: Feb. 12
● Due: Annotated Bibliography of your initial literature/resources
● Thriving Beyond Sustainability – 5, 6
● City of Auburn Master Plan- Part II (pages 66-89)
Week 6: Feb. 19
● Due: Project ‘White’ Paper (or preliminary proposal)
● Thriving Beyond Sustainability – 7
● City of Auburn Master Plan- Part III
Week 7: Feb. 26
● Receive written comments from Instructors on preliminary proposals
● Individual group meetings scheduled to discuss feedback
● AU Master Plan Update – General Overview
● Possible discussion of some online U.S. case studies from the Natural Step Story
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Week 8: March 5‐ Mid‐Semester. Last day to withdraw with no grade penalty. “W” assigned
● Due: Written finalized project proposal
● Receive formative (not counted) participation score ranges
Week 9: March 12
● Due: Informal Oral Presentation‐‐ formatted as a well‐organized individual/group oral
presentation (10 minutes)
Week 10: March 19
● Scheduled group meetings on project progress‐ no whole class meeting
Week 11: ‐ SPRING BREAK
NO CLASS
Week 12: April 2
● Scheduled group meetings with project progress – no whole class meeting
Week 13: April 9
● Q & A on final projects
Week 14: April 16
● Due: Written Draft of Project Report for Formative Feedback
● Due: Oral Presentations on Projects
Week 15: April 23
● Receive written comments on drafts of project reports
● Whole class meeting‐ remaining oral presentations (if any)
Week 16: April 30
● Due: Written Final Project Reports
● Final class meeting
● Class wrap‐up
● Course evaluations
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FINAL PROJECT: CONFIDENTIAL CONTRIBUTION FORM
Your name
Date
Title of Project:
Directions: Each individual of a team or group must hand in this completed contribution form in a
sealed envelope at the end of the semester. Please evaluate your contributions and the other
member(s) of the group. This contribution form will be confidential, and only the instructor(s) will
see it.
Evaluate each of the members in the group, including yourself based on the following criteria:
● Attended scheduled meetings and met scheduled appointments
● Made relevant contributions to various phases of the project
● Cooperated during all phases of the project
● Made a significant overall contribution to the project
For example:
Mary 100%
Bill
80%
Sue
90%
Mike 100%
The mean of the percentile rankings will be computed for each person, and used to calculate their
score on the project. So, for example, if your group received 200 points on the project, and your
group member(s) (including you) gave you a mean contribution score of 90%, then you will receive
90% of 200 points or 180 points on your project.
Your name:
Contribution Score:
Other name:
Contribution Score:
Other name:
Contribution Score:
Other name:
Contribution Score:
Other name:
Contribution Score:
Your Score = Mean Contribution Score X Project
Score
Your Score:
Please note: You must hand in this completed contribution form to get credit for your group
project.
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