Course Syllabus
The “why,” “what” and “how” for more sustainable infrastructure is presented in this course. You will learn and practice ways to enhance the positive impacts of engineering projects through class activities, self-study and group work. This course will emphasize collaboration, communication and thoughtful effort. More and more, education cannot be about simply consuming knowledge (which you could easily Google). I expect you to ask questions, work with others to find answers, do real projects for real people, and add to the world's body of knowledge.
Goal: Students will begin learning how they can create a future that they want to live in.
Objectives: To achieve the course goal, students will:
- Identify and develop skills for learning about sustainable engineering as the field evolves;
- Apply basic concepts of sustainable engineering and explain how they relate to the ENVISION and LEED rating systems;
- Communicate persuasively with others, including non-engineers, about sustainable infrastructure;
- Practice the collaboration skills that are essential to sustainable construction projects; and
- Demonstrate thoughtful effort, beyond a typical CE course.
Grading
Scale: A = 90 and above, B = 80 to 89, C = 70 to 79, D = 60 to 69, F = 59 and below. I really hope everyone earns an A, although this hasn’t happened yet.
Class Preparation, Attendance and Participation (40%)
Class attendance, participation and preparation are required. You will receive a grade for your class participation and preparation (just showing up does not guarantee full credit for a class period). Unexcused failure to prepare for class will result in no credit for that class period. Unexcused failure to attend class will result in no credit for that class (if you let me know) or for 2 class periods (if you don't say anything). I'm pretty flexible with what constitutes an excused absence, so please ask me if you're unsure. These are also small assignments between some classes. You will receive 100% credit for “thoughtful effort.” If I don't think you've put in thoughtful effort, you will receive 50% credit.
Projects (35%)
- Educational tours (15%)
- Flow project (20%)
Exams (25%)
Exams will be designed as opportunities for students to show their ability to evaluate (Exam 1) and synthesize (Exam 2) using the course material.
- Exam 1 (12.5%)
- Exam 2 (12.5%)
Expectations for work turned in
Epiphanies & discussion posts
Throughout the semester, you will be asked to tweet your main "epiphany" from readings, assignments, or class topics (it's time to sign up for a twitter account if you don't already have one). This means it will have to be short - but thoughtful! The epiphany should be your #1 insight that was triggered by the assigned reading, assignment, or class discussion.
Twitter logistics: On all of your tweets, add the hashtag "#susconstruct" at the end so your classmates can find them (and so you can get participation credit). Every time you tweet an epiphany, you should also scan through all of your classmates' epiphanies on that topic and retweet your favorite. Your goal is to make your epiphany the one that is retweeted the most! The top 3 most retweeted students will receive an A for the course (provided they do all of the other assignments). Also sign up to follow me @leidyklotz to get my tweets (you can unfollow me at the end of the semester).
Discussion post logistics: Posts should be less than 100 words; bulletted lists are ok; use a tone and level of professionalism you would use in an e-mail to a co-worker; Try to make the biggest statement with the fewest words. It's doable (the Gettysburg Address was only 273 words) but will require some time and thought - Mark Twain once began a letter apologizing for it's length because he didn't have enough time to make it shorter.
Other general expectations
"Google It!"
In addition to the assigned reading, you should constantly use Google. You won't have to memorize as much, but I will expect you to have Googled everything. Google your project ideas, Google your obstacles, Google for more information on specific topics. Don't ask a question before you Google it. You'll either find the answer or come up with a better question.
Meetings
T, Th: 3:30-4:45 (B003 Holtzendorff)
Students may leave if the guest lecturer or I have not arrived after 5 minutes.
Instructor
Reading Information
Annie Pearce, Sustainable Buildings and Infrastructure: Paths to the Future. http://www.amazon.com/Sustainable-Buildings-Infrastructure-Paths-Future/dp/0415690927/ (This textbook is an excellent resource for this class and beyond, plus there are electronic and paperback versions that make the price reasonable)
What to Expect
Here's what your predecessors thought about his course.
Laptops/Tablets/Smartphones
Please bring your laptop/tablet/smartphone to class if you have one. Please do not use it to look at facebook etc… (there’s lots of research on multitasking to support this policy).
General Education Competencies
Students will have the opportunity in this course to accomplish a number of Clemson’s general education competencies. In particular, this course should support the following competencies:
- Incorporate both print and electronic resources into speeches, presentations, and written documents
- Understand the role of science and technology in society
- Acquire and analyze information to determine its quality and utility
- Recognize parallels between and among disciplines and apply knowledge, skills, or abilities learned in one discipline to another
Please let me know if you are unclear of how assignments provide evidence of accomplishing general education competencies.
Academic Integrity
As members of the Clemson University community, we have inherited Thomas Green Clemson's vision of this institution as a “high seminary of learning.” Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we will not tolerate lying, cheating, or stealing in any form.
Disability Accommodations
It is University policy to provide, on a flexible and individual basis, reasonable accommodations to students who have disabilities. If you have a documented disability that requires accommodation, please notify me during the first week of classes.
Syllabus Subject to Change
When necessary to take advantage of student learning opportunities, modifications to this syllabus may be made via written notification from the instructor.
Course Summary:
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