Course Syllabus

Designing Your Course

Course Title: SVN3M

[Interesting quote, motivating information].

Semester One: 2020

Ohahase Education Centre

TIME:

Instructor:  Karma Chukdong

Office Hours: 

Grading: LETTER AND PERCENTAGE

ASSESSMENTS:

20 % Quiz

20 % Mid-term

20% Independent Project

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 20% Independent Project

20 % Final Quiz

100% : Total

Course Aims and Outcomes:

Aims
Specific Learning Outcomes

Provides students with the fundamental knowledge of and skills relating to environmental science
that will help them succeed in life after secondary school. Students will explore a range of topics,
including the role of science in addressing contemporary environmental challenges; the impact of the
environment on human health; sustainable agriculture and forestry; the reduction and management
of waste; and the conservation of energy. In SVN3M , students will increase their scientific and
environmental literacy and examine the interrelationships between science, the environment, and
society in a variety of areas.

UNIT ONE
Scientific Solutions to Contemporary Environmental Challenges
Essential Question: How can I manipulate my lifestyle to positively impact the
environment?
 In this unit, students will analyze social and economic issues related to environmental
change and how society influences the scientific, environmental endeavours. Students will also
investigate a range of perspectives that have contributed to scientific, environmental knowledge and
procedures that are applied to address environmental problems. Students will gain an understanding
of contemporary environmental challenges and how they can learn about them.

UNIT TWO
Human Health and the Environment
Essential Question: How can I reduce my carbon footprint?
 In this unit, students will analyze governmental and non-governmental initiatives that are
intended to reduce the environmental factors on human health. They will also explore environmental

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 factors that affect human health and demonstrate an understanding of various environmental factors
that can affect human health, and how these factors can be reduced.

UNIT THREE
Sustainable Agriculture and Forestry
Essential Question: Why is sustainable agriculture most beneficial to the
environment?
 In this unit, students will evaluate the impact of agricultural and forestry practices on human
health, the economy and the environment. They will investigate conditions that are necessary for
plant growth (soil components for various species and environmentally sustainable methods to
promote growth). Students will learn about the conditions for plant growth, to promote growth, that
are environmentally sustainable.

UNIT FOUR
Reducing and Managing Waste
Essential Question: How can I effectively alter my waste practices to reduce
and manage waste?
 In this unit, students will analyze the economic, political and environmental consideration that
affect waste management strategies. They will investigate the effectiveness of waste management
practices and gain an understanding of the types of waste and strategies for its management.

UNIT FIVE
Conservation of Energy
Essential Question: What impact do I have on local energy conservation?
national energy conservation? global energy conservation?
 In this unit, students will assess the impact on society and the environment of the use of
renewable and non-renewable energy sources, propose a plan to reduce energy consumption,
investigate various methods of conserving energy and improving energy efficiency. Students will
also gain an understanding of energy production, consumption and conservation.

FINAL EXAM
Exam
20% of Final Grade

Course Requirements:
Whatever tasks and assignments you include in your course should be aligned with
the specified learning outcomes you have defined and specified earlier.

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  Class attendance and participation policy:
 Course readings:
o Required text:
o Background readings, course packet available in the
university bookstore? Use of course Canvas website? Download and bring
handouts to class?
 Assignments based on the number of credits for which the learner is
enrolled. This template provides options for students to choose the number of
credits they register for. This option is not appropriate for all courses.
o One credit – What are the minimum requirements if the student can choose
to take the course for one credit?
 (1)
 (2)
o Two credits – In addition to those activities for one credit, students electing
two credits will...
o Three credits – Those selecting three credits must complete the work for
the first two credits, but in addition they must...

decide the weighting for the different assignments and tasks you give students it will have a
major impact on their effort distribution. For example, if you have many homework
assignments and/or quizzes, but not any one of them will count significantly toward the
final grade, students may invest less time and commitment to doing them. If a
certain percentage of the students’ grades are based on class participation, what criteria will
be used to make that assessment: quantity or quality? If quality, what determines quality?

Academic Integrity
You are encouraged to study together and to discuss information and concepts covered in
lecture and the sections with other students. One great way to assess what you know is to
teach the idea to a peer! You may also work together on problem sets and give "consulting"
help to or receive "consulting" help from your peers. However, this permissible cooperation
should never involve one student having possession of a copy of all or part of work done by
someone else, in any form (e.g email, Word doc, Box file, Google sheet, or a hard copy).
Assignments that have been previously submitted in another course may not be submitted
for this course.

Should copying occur, both the student who copied work from another student and the
student who gave material to be copied will both automatically receive a zero for the

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assignment. Penalty for violation of this Code can also be extended to include failure of the
course and University disciplinary action.

During examinations, you must do your own work. Talking or discussion is not permitted
during the examinations, nor may you compare papers, copy from others, or collaborate in
any way. Any collaborative behavior during the examinations will result in failure of
the exam and may lead to failure of the course and University disciplinary action.

Accommodations for Students
with Exceptionalities
In compliance with the Cornell University policy and equal access laws, I am available to
discuss appropriate academic accommodations that may be required for student with
disabilities. Requests for academic accommodations are to be made during the first three
weeks of the semester, except for unusual circumstances, so arrangements can be made.
Students are encouraged to register with Student Disability Services to verify their eligibility
for appropriate accommodations.

Inclusivity Statement
We understand that our members represent a rich variety of backgrounds and
perspectives. The [program/department name] program/department is committed to
providing an atmosphere for learning that respects diversity. While working together to
build this community we ask all members to:

 Share their unique experiences, values, and beliefs.

 Be open to the views of others.
 Honor the uniqueness of their colleagues.
 Appreciate the opportunity that we have to learn from each other in this community.
 Value each other’s opinions and communicate in a respectful manner.
 Keep confidential discussions that the community has of a personal (or
professional) nature.
 Use this opportunity together to discuss ways in which we can
create an inclusive environment in this course and across the Ohahase community.

Tentative Course Schedule

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Additional Resource Readings on Teaching
Bateman, W.L. (1990). Open to Question: The Art of Teaching and Learning by
Inquiry. San Francisco: Jossey-Bass.

Bowser, B.P. (1993). Confronting Diversity Issues on Campus. Newbury Park, CA:

Sage Publications.

Bruffee, K.A. (1993). Collaborative Learning: Higher Education, Interdependence, and

the Authority of Knowledge. Baltimore: Johns Hopkins University Press.

Cohen, E.G. (1994). Designing Groupwork. New York: Teachers College Press.

Cranton, Patricia (1994). Understanding and Promoting Transformative Learning. San

Francisco: Jossey-Bass.

Darling-Hammond, L., & Millman, J. (1990). The New Handbook of Teacher Evaluation.

Sage Publications.