Mr. Brian Petrus BA 250 Assistant Professor of Business Old Main

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1 Environmental Project Management Academy Spring 2018 A Cluster Course Combining ES 160 Concepts of Environmental Science and BA 250 Principles and Practices of Project Management With an Embedded Leadership Seminar Instructors Dr. Helen Boylan ES 160 Professor of Chemistry Hoyt boylanhm@westminster.edu Mr. Brian Petrus BA 250 Assistant Professor of Business Old Main petrusba@westminster.edu Dr. Alison DuBois Leadership Seminar Associate Professor of Education Old Main 301A duboisal@westminster.edu Class Meetings MWF 8:10-9:10 pm Lab/Studio T/R 2:00-5:00 pm Texts Cunningham, W.P. and Cunningham, M.A. Principles of Environmental Science: Inquiry and Applications, 8 th ed. McGraw Hill Co Pinto, Jeffrey K. Project Management: Achieving Competitive Advantage, 4 th ed. Pearson Education Northouse, Peter G. Introduction to Leadership: Concepts and Practice, 4 th ed. SAGE Publications, Inc Cluster Course Description The Environmental Project Management Academy (EPMA) program is a National Science Foundation funded project that is structured as a cluster course combining ES 160 Concepts of Environmental Science and BA 250 Principles and Practices of Project Management. ES 160 emphasizes scientific literacy and the major environmental issues facing our planet, while BA 250 develops the competencies and skills needed to effectively manage a project s life cycle by understanding the project s scope, effectively communicating the project s progression, appropriately estimating expected costs, and functioning as a cohesive project team. The beginning of the semester will be a crash course in these two disciplines followed by the application of these disciplines in the execution of a 9-week environmental service learning project. Project work will be planned and executed by small, interdisciplinary student teams, in which each student will have the opportunity to develop leadership and communication skills by rotating through the role of team leader. The cluster includes a one-hour weekly leadership seminar embedded into the course meetings time during which students further develop intangible skills that are applicable to the team-based project work. Through the EPMA program, students will collaborate with community stakeholders as they integrate knowledge of environmental science, project management, and soft skills with project work on environmental issues relevant to the region. Student Learning Objectives Students who successfully complete this course will be able to: I. Demonstrate an understanding of current topics in environmental science and the practice of project management. II. Communicate environmental and business issues in both written and oral form. III. Use data tables, charts (including Gantt charts), and figures to effectively convey both science and business information. IV. Use the scientific method and a project management approach to address a community need that has both scientific and business relevance. V. Research and evaluate relevant science and business options as they relate to the communitybased project. VI. Apply leadership and communication skills in project-based work in teams and interactions with stakeholders. VII. Evaluate the strengths and weaknesses of disciplinary inquiry (science versus business).

2 *These course objectives support the all-college outcomes: Develop intellectual curiosity and the competencies to reason logically, evaluate critically, communicate effectively, imagine creatively, appreciate and produce aesthetic and creative expressions of humanity; [II, III, V] Acquire a knowledge and appreciation of self, society, human cultures, and the natural world, and human relationships to God; [I, IV, VI] Develop and demonstrate more and ethical commitments to neighbor, society, and the natural world consistent with the understanding of self; [I, IV] Commit themselves to lifelong learning and the acquisition of skill for careers and responsible service as world citizens. [I-VII] Assessment of Student Learning Objectives Assessment Tool Measurement/Benchmark Student Learning Objectives Quizzes Student self-assessment I, III Homework/assignments Student self-assessment I, III Case studies IF-AT scratch-off quizzes I, VII Lab write-ups Lab rubric II, III Reflection Journal Reflection rubric VI Leadership Paper Paper rubric VI Project Benchmarks/Tasks TBD project and task dependent IV-VI Group Collaboration Peer and instructor evaluations VI Project Report Report rubric; feedback from stakeholders II-V Project Presentation Presentation rubric; feedback from stakeholders II-VI Academic Integrity The College s Academic Integrity Policy (AIP) will be strongly enforced. Violations of the AIP include cheating, misconduct, plagiarism, and providing false information. Academic dishonesty will not be tolerated. The first citation for academic dishonesty will result in a zero grade for the specific assignment. The second citation will result in a failing grade for the course. All citations for academic dishonesty will be reported to the Dean of the College, in accordance with college policy. Details of the AIP can be found in the Westminster College Undergraduate Catalog. TurnItIn.com may be used to evaluate papers for plagiarism. Accessibility Statement Westminster College actively strives for the full inclusion of all our students. Students with disabilities who require access solutions for environmental or curricular barriers should contact Faith Craig, Director of Disability Resources, located in 209 Thompson-Clark Hall. Phone: craigfa@westminster.edu

3 Attendance Policy Students will not be permitted to make up an exam or a lab unless permission is granted from the instructor prior to the scheduled exam/lab time. Attendance to class and laboratory/studio is mandatory. o 3 unexcused absences result in lowering of the student s grade by 1 letter grade. o 5 unexcused absences result in lowering of the student s grade by 2 letter grades. o More than 5 unexcused absences may result in a failing grade for the course. Students are responsible for all class work, quizzes, homework, lectures, and project work whether in attendance or not. Students may arrange for make-up work for excused absences. An excused absence will be granted at the discretion of the instructor. Arranging make-up work is the responsibility of the student and should be completed within two weeks time of the scheduled work. A grade of zero will be given for work not made up and for work missed due to unexcused absences. Work handed in late will be penalized 10% for each class day that it is late. Grading System Grade Scale (out of 100%) A > A > B > B > B > C > C > C > D 60 F 60 Point Distribution (%) Project Management Disciplinary Work 15% Quizzes (5%) Homework/assignments (5%) Participation (5%) Environmental Science Disciplinary Work 15% Quizzes (5%) Homework/assignments (5%) Lab (5%) EPMA Leadership Seminar 15% Participation (5%) Journal (5%) Paper (5%) *Interdisciplinary Work - 55% Interdisciplinary Case Studies/Journal Articles (5%) *Project Work Benchmarks/Tasks (20%) Project Participation/Evaluations (10%) *Project Report (10%) *Presentation of Project Work (Poster and/or Oral) (10%) *Some of these will be team grades Structure of Cluster Course Experience Weeks 1 5: Cross-disciplinary subject immersion. Weeks 1-5 will provide the students with an intensive immersion into environmental science and project management using traditional classroom strategies, including lectures, case studies, and problem-solving exercises. The goal is to provide the students, in a relative short amount of time, significant breadth related to the disciplinary content (Table 1).

4 Table 1. Content emphasis for intensive classroom introduction (weeks 1-5). Environmental Science Population, urban sprawl, and sustainable cities Water resources and pollution, ocean acidification Air pollution, ozone layer depletion Other human impacts: loss of biodiversity, agriculture, industry, hazardous waste Energy, climate change Project Management Overview of project management Organizational structures and behavior Basic economic principles Understanding costs and risks Project communication and documentation Business ethics and social responsibility In addition to highlighting key environmental themes in classroom sessions, students will also participate in traditional lab experiences (Table 2). The goal in lab is to introduce (business majors) and reinforce (STEM majors) the scientific discovery process. The lab experiences will be designed in such a way that students will develop an understanding of the technical background necessary for future project work. Key scientific literacy concepts will be emphasized and assessed with each lab experiment. Lab work will be done in both laboratory and field settings. Safety goggles, long pants/skirts, and closedtoed shoes are required when working in the lab. Weather-appropriate attire and shoes should be worn for outdoor activities. Table 2. Traditional laboratory experiences for environmental science course (weeks 1-5). Lab Science Literacy # Emphasis Overview of scientific 1 method, hypothesis testing 2 Evaluation and use of scientific literature Collection and graphical 3 presentation of data 4 5 Experimental design and statistical analysis of data Making predictions; drawing conclusions (inquiry-based lab) Solar Project Labs How do photovoltaics work? Weather effects on solar energy output Panel orientation, pitch, & wiring design (series vs. parallel) effect on solar energy output Tour of PV array, analysis of different PV designs Student-designed experiment: solar energy Weeks 6 14: Environmental Project Implementation. During weeks 6 14, the business and STEM students will apply their technical knowledge within a project management framework to help address an environmental community project. The general steps for the project and how these steps map to STEM and business learning objectives are depicted in Table 3. The students will achieve depth and integration of subject matter and skills (of environment science and project management) as they apply and assimilate them through the project-based experience.

5 Table 3. Project work and associated learning objectives (weeks 6 14). Stage (weeks) Define the problem (6-7) Identify potential solutions (8-10) Analyze potential solutions (11-13) Recommend a solution (14) STEM LEARNING OBJECTIVES Demonstrate knowledge of environmental issues and energy; establish research question Use resources, including scientific literature, to gather required background information; evaluate sources of information Establish a hypothesis (or multiple hypotheses); analyze and interpret collected data (including statistical analysis of data) Display data in charts, figures, and/or data tables to convey information BUSINESS LEARNING OBJECTIVES Establish project scope and work breakdown structures Perform research needed to develop specific, measurable, attainable, realistic, and time sensitive (SMART) goals and objectives Perform a cost/benefit analysis, calculate payback period considering the time value of money, identify and assess risks associated with possible options (PESTEL analysis) Synthesize scientific and business information into comprehensive report and presentations for general audience Weeks 1 10: EPMA Leadership Seminar. Students will participate in a weekly 1-hour session mentored by Dr. Alison DuBois on leadership and intangible skills. The communicative and leadership competencies that the students will learn about each week will be practiced in class and applied in ways relevant to the environmental science and project management and/or project work being done. The students will work in dyads and triads to cultivate the skills and receive weekly instructor and peer feedback regarding their progress. Additionally, the students will maintain an online, weekly reflection journal that asks them to examine and reflect on concepts learned and practiced throughout the week as those concepts apply to the cluster course. The leadership seminar will culminate in a personal leadership paper. The communicative and leadership competencies learned during the EPMA Leadership Seminar will be honed as the students do project-based work in teams and interact with stakeholders Tentative Weekly Schedule Day (duration) Weeks 1-5 Weeks 6-14 M (1 hr) Project Management Content Management Monday T (3 hrs) Project Management Content (1 hr) Environmental Science Lab (2 hrs) Studio Session: small group project work, field work/trips, stakeholder meetings as necessary W (1 hr) Environmental Science Content Project Benchmarking Session R (3 hrs) EPMA Leadership Seminar (1 hr) Interdisciplinary Case Studies (1 hr) Environmental Science Post-Lab (1 hr) F (1 hr) Project Management Content Feedback Friday EPMA Leadership Seminar (weeks 6-10) Studio Session: small group project work, field work/trips, stakeholder meetings as necessary

6 Team Project Work. The project will be executed by five sub-teams of four students each. This team size will ensure full participation by each student, as well as allow each student to have an opportunity to practice leadership skills. Each student on the four-student team will serve as team leader for an approximate two-week period during which he/she will provide guidance and motivation for the team, prioritize team work, manage team issues, and delegate tasks. In addition to the team leader role, students will rotate through the roles of communications director, data manager, and project analyst. Management Monday. Each team will present a status report on their project work and plans for moving forward and receive feedback from their peers and instructors as part of a work-report-feedback cycle. Studio Sessions. This will be the primary opportunity for teams to meet, discuss project progress to date, plan and assign activities and deliverables for the following week, manage change as adjustments become necessary, and complete project work. At least one faculty members will be present during the Studio Sessions. He/she will be available to help each team troubleshoot work; to provide informal instruction on science, project management, or intangible skills as needed; and to encourage the integration of skills as the teams approach their project work. Benchmarking Sessions. These sessions will enable the faculty members to track the progress of each the project and help guide the project direction as needed. In addition, the benchmarking sessions will be utilized by the faculty to facilitate connections between course content, project work, and student learning objectives. The benchmarking sessions will be planned to correspond with project milestones and can take a wide variety of structures, such as: Each sub-team reporting on a scientific paper or business report that relates to the project; The faculty members guiding in-class discussion of disciplinary strengths and weaknesses of STEM versus business as they relate to the project at hand; A faculty member reviewing challenging concepts such as payback period or solar energy efficiency in the context of the project; A faculty member designing a role-play session that promotes a discussion of strategies for having difficult conversations with team members and/or leaders. Feedback Friday. Various formats will be used to provide individual and/or team feedback as part of a 360-degree feedback process. We are not a team because we work together. We are a team because we respect, trust and care for each other. Vala Afshar The role of a great leader is not to give greatness to human beings, but to help them extract the greatness they already have inside them. John Buchan

MAR Environmental Problems & Solutions. Stony Brook University School of Marine & Atmospheric Sciences (SoMAS)

MAR Environmental Problems & Solutions. Stony Brook University School of Marine & Atmospheric Sciences (SoMAS) MAR 340-01 Environmental Problems & Solutions Stony Brook University School of Marine & Atmospheric Sciences (SoMAS) This course satisfies the DEC category H This course satisfies the SBC category STAS