Date Submitted: Fri, 11 May 2018 20:37:35 GMT

Viewing: USC 116 : Introduction to Sustainability for EcoVillage

Last approved: Tue, 16 May 2017 08:01:56 GMT

Last edit: Mon, 15 May 2017 19:59:54 GMT

Changes proposed by: melobsin
Catalog Pages referencing this course
Change Type
USC (University Studies Course)
Dual-Level Course
Cross-listed Course
Introduction to Sustainability for EcoVillage
Intro to Sustain EcoV
Division of Academic and Student Affairs
University Studies Course (24UC)
Term Offering
Fall Only
Offered Every Year
Fall 2017
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
USC 298Fall30
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
SVL (Service Lrng)
The course will require 8 service-learning hours as a graded assignment, broken up into two, four hour service workdays with each campus partner. Service-learning is a core component of the course and is reflected in the learning outcomes for the course. Service-learning is one of the methods used to achieve the course outcomes. Students will regularly reflect on the service-learning experience (e.g., student journals or blogs, etc., and multiple times during the semester). The instructor will prepare the students to undertake their service and will check in with students throughout the semester to support the learning (e.g., instructor makes time in class for discussion of service-learning experience). The graded component will require students to create a final multi-media deliverable related to their service learning experience that will be collaborative among students, faculty/staff and/or community partners, and will demonstrate a mutually transformative experience.
If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Meghan Teten
Director, EcoVillage Learning Village

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture9030YesThree sections of 30
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Restricted to students in EcoVillage

Is the course required or an elective for a Curriculum?
This course serves as an orientation to the EcoVillage learning village and provides an introduction to the concept of "sustainability," the theme around which the EcoVillage programs. Students have the opportunity to network with their fellow Village residents, campus partners, and guest faculty while performing service learning and during class group discussions. Students will assess their personal definitions, connections to, and impacts on sustainability. This course is required for all first-year EcoVillage residents.

Having taught this course for three academic years (3 fall semesters) as a "USC" special topics course, the 1 credit hour EcoVillage course has been edited and improved to meet the educational and developmental needs of the first-year EcoVillage Living-Learning Village residents it serves. As an orientation not only to the Village program as a whole, but also to the multi-dimensional topic of "sustainability," students gain the knowledge and experiences necessary to both make their freshman year an easier transition to college life as well as reinforce the importance of inter-disciplinary study. 

Students from all majors are accepted into the EcoVillage, and the EcoVillage is a unit of the Division of Academic and Student Affairs. It was therefore determined that "USC" designation was most appropriate for this course. 


Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

College(s)Contact NameStatement Summary
College of Natural ResourcesSteph JeffriesInstructor for the Environmental First Year Program intro course - consulted with regard to the EcoVillage course syllabus
College of SciencesJane LubischerCoordinator and instructor for the Life Sciences First Year Program intro course - consulted with regard to the EcoVillage course syllabus
College of EngineeringHailey QueenCoordinator for the Engineering First Year Program intro course - consulted with regard to the EcoVillage course syllabus
The instructor for this course is the Director of the EcoVillage Learning Village. No new resources will be required for offering this course.

The Course Objectives/Goals for this course are as follows: 

  1. To provide first-year residents of the EcoVillage with an academically-rigorous orientation not only to Village student learning outcomes, but to a shared academic experience and the building of student success knowledge and skills

  2. To provide first-year residents of the EcoVillage with a regularly-scheduled meeting for the purpose of Village service learning activities, community-building, and group discussion

  3. To provide first-year residents of the EcoVillage with a platform from which to network and discuss current issues concerning the topic of "sustainability" with their inter-disciplinary peers in the Village and to develop their own definitions of what sustainability means to them, personally and professionally

Student Learning Outcomes

After completing "Introduction to Sustainability for EcoVillage," students will be able to: 

  1. Define "sustainable development" according to the United Nations 

  2. Define sustainability in terms of economy, society, and environment 

  3. Explain how natural, economic, and social systems interact to foster or impede sustainability using specific examples

  4. Calculate their personal environmental impact

  5. Recognize the impact of personal power, privilege, and access

  6. Identify and implement sustainable practices in a service learning project

Evaluation MethodWeighting/Points for EachDetails
Homework5% / 50 total points or 8.3 points per assignmentReadings and/or reflective assignments will be used to either assess students' understanding of lessons or prepare students for the coming week's lecture topic (6 total).
Other30% / 300 total pointsCompletion of 8 (minimum) required EcoVillage fall semester service learning hours is expected. Two student reflections will be required after each of the service project workdays. EcoVillage will provide several service learning projects and transportation for completion of this requirement.
Project20% / 200 total pointsOne major final group project that will demonstrate sustainability knowledge-gained over the course of the semester, commitment to a service learning project, individual student reflections, and require students to work with peers from differing degree programs on a multi-media summary of their service learning experience is required.
Oral Presentation10% / 100 total pointsIn place of a final exam, this course requires the groups from the final group project described above to give an oral presentation of their project for the class and invited guests.
Exam5% / 50 total pointsExam will be used to assess student learning outcomes before students begin work on their final multi-media group projects.
Participation30% / 300 total pointsBeing engaged in the class will be measured based on the following requirements for full credit:
o Student proactively contributes to the class on a regular basis by offering relevant thoughts, ideas, discussion points, questions and feedback
o Student regularly arrives to class fully prepared to lead or contribute to discussions on the assigned topics
o Student actively listens while others speak and responds appropriately when necessary on a consistent basis
o Student is actively engaged in USC 116 discussions, group work, and group meetings both in and outside of class on a regular basis
Class engagement will be monitored and measured through various reporting mechanisms such as self reporting, peer reporting and instructor initiated reporting. For a full rubric including what constitutes A, B, C, D, and F level class engagement, please see the class Moodle site.
TopicTime Devoted to Each TopicActivity
Social Component11. Privilege Lesson - Privilege Walk Video, Privilege "Basketball" Demonstration
2. Equitable Social Environments - Why You Can't Have Sustainability Without Equity
-Social Entrepreneurship
-Environmental Justice = Social Justice Issues
5. Common Reading Activity/In-class Reflection
Economic Component11. Sustainability's Place in Business
2. Life Cycle Assessment Mapping Activity
Environmental Component11. The Importance of Land Stewardship and Conservation
-Public Health & Safety
-The Economics of Environmental Conservation
2. Calculating your personal environmental impact
Freshman Student Success Skills & Common Academic Experiences11. Syllabus & University Policy Dissection and Understanding
2. Why group projects? Skills Employers Seek
3. EcoVillage Degree Program Diversity Activity - Debunking "Major" Myths
Defining Sustainability and Sustainable Development21. Interactive Venn Diagram for defining "sustainability" and "sustainable development"
2. International Sustainability Case Study
Campus partners for this course will include:
University Libraries - service-learning multi-media final group project (contact: Debbie Currie)

And the following offices/faculty for service-learning projects:
1. Office of Waste Reduction & Recycling (contact: Lani St. Hill)
2. Lonnie Poole Golf Course Audubon Certification Maintenance (contact(s): Nick Dillman & Dr. Danesha Seth Carley)
3. Agroecology Farm Organic Farming Pest Management (contact: Alison Reeves)
4. Rocky Branch Creek Restoration (contact(s): Ricky Hilburn, Dr. Barbara Doll)
5. Bat House Installation (contact(s): Drs. Chris Moorman & Lara Pacifici)
6. Hunger & Food Waste Diversion (contact(s): Food Recovery Network and Feed the Pack Food Pantry)
aeherget (Wed, 26 Apr 2017 20:15:32 GMT): AECHH: Uploaded Service Learning Documentation provided by instructor 4/26/2017.
aeherget (Mon, 15 May 2017 14:40:55 GMT): AECHH: Uploading updated syllabus with pending items at instructor's request via email 5/15/2017.
Key: 12328