ࡱ>  ^bjbj00 :Z_Z_`V%\\#####$$$8:$N%$͓"&$F'"h'h'h'C(f($(LNNNNNN$sfr#(C(C(((r##h'h',,,(r#h'#h'L,(L,,F^ui/S*rnT80͓‡ٙ+(ٙ ٙ#((,(((((rr+((((͓((((ٙ(((((((((\X ": University of ݮƵ School of Environment, Enterprise and Development SUSM 601 Foundations of Sustainability Management Fall Term 2021 Course Syllabus Course Director: Jason Thistlethwaite ( HYPERLINK "mailto:j2thistl@uwaterloo.ca" j2thistl@uwaterloo.ca) EV3 4267 Course Instructors: Jason Thistlethwaite Jennifer Lynes Simron Singh Michael Wood Office Hours: Available by appointment for meetings Course Description The course is intended to provide students with a conceptual understanding of some of the key questions that underlie research on sustainability management. Sustainability management is explored by defining and drawing together some of the basic ecological concepts, including the concepts of scale, limits and boundaries, with economic and social requirements. How these requirements are integrated with one another and the tensions created between them lies at the heart of sustainability management. The course is not intended to be a comprehensive overview of sustainability, but rather seeks to raise a number of fundamental questions respecting how we approach the management of economic activities in the context of competing environmental, political, and social demands. The material covered within the course has general application but focusses on some of the major issues within the field including energy systems, measurement, management, governance, marketing, environmental and ecological economics, and stakeholder engagement. In addition, the class will participate in a negotiation simulation role-play to assess the potential of oil pipelines as a means of sustainable resource extraction. The class will be divided into groups to represent the interests of different stakeholders early in the second week of class. Each group will be responsible for learning about each stakeholders perspective on the Northern Gateway Pipeline based on readings provided. Our intention is that by investigating these issue areas, students will begin to see how the concepts and tools associated with sustainability management can enable practitioners and scholars to assess and apply evidence in support of sustainable practices. To help familiarize students with the research and writing expectations at the graduate school level, the course requires that students complete a research grant proposal for the final assignment. The ability to translate research and knowledge into a proposal with the intent of securing funding is critical in both academic and corporate settings. Proposals must demonstrate a clear depth of familiarity with sustainability management research so they are perceived credibly. The identification of a clear puzzle or problem that remains a gap in existing research is the most effective way of securing this credibility. At the same time, writing must be clear and avoid unnecessary jargon so any non-expert reviewing the proposal can understand its intent and design. Lastly, proposals need to be feasible with a clear plan for how the research will be conducted. The key learning objectives of the course are as follows: Introduce to students the conceptualizations of sustainability and sustainability management; Learn how to employ major sustainability issues and concepts in developing research questions, objectives and methodologies. Improve and develop graduate writing and research skills. Provide foundational knowledge of ecological, energy and climate systems, and the relationship of human activities to global environmental change within these systems, and different approaches towards their governance; Ensure a foundational understanding of the application of economic principles to sustainability management; Consider the responsibility of stakeholders (principally business corporations), government, First Nations, and citizens to address sustainability and the factors that influence (positively and negatively) these actors abilities and motivations to address sustainability issues. Course Structure The structure of this class is an intensive six-day program. It will require considerable focus over this period, including assignments. Students should come to the program prepared to devote their energies to this class during this period. Students will be required to complete further course work beyond the initial seven-day period. The course will involve other instructors from the Faculty of Environment to ensure a variety of different perspectives are provided. As you will see from the course requirements, there are several active learning assignments including one due the first day of class. These are small written assignments designed to get you immediate feedback on your critical thinking, writing and synthesis skills. Course Delivery There are two sections of the course: an in-person section and an online section. The in-person section will include some discussion albeit following the University of ݮƵs social distancing parameters. Well do our best to ensure students have an opportunity to ask questions and reflect on the lectures. We will also have several guest lecturers who will provide different perspectives on sustainability management. Online content will be recorded and offering synchronously to those students able to attend the class during the time it is scheduled. Recordings will then be uploaded and made available for those unable to attend at this time. These recordings are intended as the main engagement for students attending asynchronously. However, supplemental material will be made available that is more concise in nature including brief notes from the lectures, a power point with a voice-over recording, and podcasts with the guest lecturers. Course Schedule DateTopicInstructorsAssignmentsDay 1: Sept 16thIntroduction to Sustainability Management; Thistlethwaite; Introduction post on Microsoft Teams SUSM 601 Active Learning #1 (11:59pm ET)Day 2: Sept 17thResearch and grant writing; Thistlethwaite; Day 3: Sept 20thManagement perspectives on sustainability Thistlethwaite; Active Learning #2 (11:59pm ET)Day 5: Sept 21st Psychology and marketing for sustainability*Thistlethwaite; Lynes *podcast available in addition to online lecture.Day 4: Sept 22nd Economics and Sustainability* Thistlethwaite; Singh. *podcast available in addition to online lecture.Day 6: Sept 23rd Stakeholder engagement and negotiation*Thistlethwaite; Wood *podcast available in addition to online lecture.Sept 24th Research Proposal BackgroundSept 28th Active Learning #3 (11:59pm ET)Oct 8th Final Research Proposal Course Communication The instructor is available by e-mail in addition to MS Teams. A SUSM 601 MS Team will be created. The instructor will use our feed to create and curate discussions around course topics and sessions. Use the feed as an opportunity to get feedback from your colleagues on your group discussion assignments. Feel free to post your responses. The instructor will prompt and encourage where appropriate. Its important that we have an open dialogue. There are no wrong answers and youre encouraged to ask questions. Feel free to post any interesting articles relevant for course content. Course Materials All of the course materials will be provided online through the UW LEARN site or have identified URLs on the course outline. Students will be expected to research supplementary materials in order to complete assignments. In addition to readings useful to the course, there are several key resources listed below that are useful to inform graduate writing and research skills. It is recommended that you consult these resources to guide your responses to assignments in this class and others. These resources will also serve to support your thesis writing. Late Policy If you need more time for any assignment, please let me know and I will accommodate any concern. Were all in this pandemic together and we need to be flexible. Please ensure you are taking care of yourself as priority before worrying about deadlines. Graduate Writing and Research Guidance Academic writing. 2018.  HYPERLINK "http://writeonline.ca/" http://writeonline.ca/ (provides style guides for writing case study reports, lab reports, literature reviews and reflective writing). Writing and Communication Centre. University of ݮƵ.  HYPERLINK "/writing-and-communication-centre/current-graduate-students" /writing-and-communication-centre/current-graduate-students Course Readings The course readings consist of some general readings on the research topic for that day. The main readings for each should be read thoroughly before the class in which they will be discussed. There are small readings that provide important context on some of the issues we will be discussing in class. You do not need to read all of these from start to finish, but you should read the salient sections of the reports in order to become familiar with the significant sustainability concerns. These readings, in addition to your own research, are intended to inform your work on the assignments in the course. Day 1 Contesting Sustainability Readings: Kates R.W., Parris, T.M., & Leiserowitz, A. A. (2005). What is Sustainable Development? Goals, Indicators, Values, and Practice. Environment: Science and Policy for Sustainable Development, 47(3), 8-21. Blythe, J. Silver, J., Evans, L., Armitage, D., Bennett, N. J. (2018) The Dark Side of Transformation: Latent Risks in Contemporary Sustainability Discourse. Antipode. 50(5). 1206-1223. Rockstrm, J et al. (2009). A safe operating space for humanity. Nature 461: 472-475 Hegler, M. A. (2019) I work in the environmental movement. I dont care if you recycle. Vox  HYPERLINK "https://www.vox.com/the-highlight/2019/5/28/18629833/climate-change-2019-green-new-deal" https://www.vox.com/the-highlight/2019/5/28/18629833/climate-change-2019-green-new-deal Graduate writing and reading: Mensh B, Kording K (2017) Ten simple rules for structuring papers. PLoS Comput Biol 13(9): e1005619.  HYPERLINK "https://doi.org/10.1371/journal.pcbi.1005619" https://doi.org/10.1371/journal.pcbi.1005619 How to construct a Nature summary paragraph. 2005. Nature 435, 114-118. Edwards, P. How to read a book v.5. University of Michigan, School of Information. Day 2 Introduction to Grant Writing Grant writing: Review instructions for Canada Graduate Scholarship  HYPERLINK "http://www.nserc-crsng.gc.ca/ResearchPortal-PortailDeRecherche/Instructions-Instructions/CGS_M-BESC_M_eng.asp" http://www.nserc-crsng.gc.ca/ResearchPortal-PortailDeRecherche/Instructions-Instructions/CGS_M-BESC_M_eng.asp and Ontario Graduate Scholarship  HYPERLINK "/graduate-studies-postdoctoral-affairs/current-students/external-awards/ontario-graduate-scholarship-ogs-and-queen-elizabeth-ii" /graduate-studies-postdoctoral-affairs/current-students/external-awards/ontario-graduate-scholarship-ogs-and-queen-elizabeth-ii Day 3 - Corporate sustainability Readings should be read in order to prepare for a case discussion on corporate sustainability. Webster, A. J. and R. H. Clarke. 2017. Insurance companies should collect a carbon levy, Nature 549, pp. 152154. Slawinksi, N. J. Pinkse, T. Busch, and S. B. Banerjee. 2017. The Role of Short-termism and Uncertainty Avoidance in Organizational Inaction on Climate Change: A Multi-level Framework. Business & Society. 56 (2): 253-282. Resiliency Insurance Case Study: Case Scenario for Group Discussion 2. Day 4 Psychology and Marketing for Sustainability Kolbert, Elizabeth. 2017. Why Facts Dont Change Our Minds. The New Yorker.  HYPERLINK "https://www.newyorker.com/magazine/2017/02/27/why-facts-dont-change-our-minds" https://www.newyorker.com/magazine/2017/02/27/why-facts-dont-change-our-minds Lynes, Jennifer. 2018. Dealerships are a tipping point. Nature Energy. (3): 457-458. Lynes, Jennifer and Sarah Wolfe. 2017. Its time to rethink our messaging about environmental change. The Globe and Mail.  HYPERLINK "https://www.theglobeandmail.com/report-on-business/rob-commentary/its-time-to-rethink-our-messaging-about-environmental-change/article34914924/" https://www.theglobeandmail.com/report-on-business/rob-commentary/its-time-to-rethink-our-messaging-about-environmental-change/article34914924/ International Energy Agency. Global EV Outlook 2018: Towards cross-modal electrification. Read Executive Summary (Pg. 9-15). Available on LEARN. Day 5 Environmental and Ecological Economics Fullerton, D., & Stavins, R. (1998). How economists see the environment. Nature,395(6701), 433-434. Goulder, L. H., & Stavins, R. N. (2002). Discounting: an eye on the future. Nature,419(6908), 673-674. De Groot, R, Brander, L., van der Ploeg, S., Costanza, R., Bernard, F., Braat, L., Christie, M., Crossman, N., Ghermandi, A., Hein, L., Hussain, S., Kumar, P., McVittie, A., Portela, R., Rodrigquez, L., ten Brink, P., and van Beukering, P. 2012. Global estimates of the value of ecosystems and their services in monetary units. Ecosystem Services. 1: 50-61. Daily, G. C., Sderqvist, T., Aniyar, S., Arrow, K., Dasgupta, P., Ehrlich, P. R., ... & Walker, B. (2000). The value of nature and the nature of value. Science (Washington),289(5478), 395-396. Day 6 Stakeholder Engagement Wood, M. and Jason Thistlethwaite. To Grant, or Not to Grant a Social License to Operate: Enbridge and the Northern Gateway Pipeline. Available on LEARN. Course Evaluation AssignmentValue (%)Due Date and TimeResearch proposal background30September 24th (11:59 pm ET)Final proposal35October 8th (11:59pm ET)Active learning #110September 16th (11:59pm ET)Active learning #215September 20th (11:59pm ET) Active learning #310September 28th (11:59pm ET)  Research proposal development (30%) The first assignment will require students to complete a rough draft of their grant proposal statement of interest. Students will be required to develop several tentative objectives, research questions, preliminary thinking on research gaps, research methods and ideas on impacts. The assignment will be available on September 13th and is due September 24th. We will be spending time throughout the course to support this assignment in addition to working through sample proposals. Final proposal (35%) Students are required to submit a draft research proposal designed to submitted for consideration in a grant competition. The proposal should synthesize the material generated from the research proposal development and establish a clear logical flow between the required sections. More information on this and the proposal development is available on LEARN. Active learning discussions (35%) Students are required to participate in active learning via a response to questions based on each days session and readings. Participation will not be marked based on the quantity of engagement (e.g length), rather the quality. In particular, references will be rewarded to specific readings when used as evidence or starting points for discussion. Each post should be no longer than 100-250 words. Feel free to include references in APA (e.g Author, Date) to the readings. Concise and clear responses are appreciated to accommodate the wide array of interests in the classroom. Each post will be marked out of a total of 10 or 15 using the following rubric. Expectations 90%+ - able to initiate and facilitate the development of ideas - comments are consistently insightful and raise questions or ideas that stimulate the learning of others - some reflection on posts made by peers in previous discussions - demonstrates critical reflection on readings - brings relevant and interesting resources (media, cases, articles) to the attention of others 70-80% - comments and questions demonstrate some critical analysis - consistently shares ideas - effort made to build on ideas of other posts 50-60% - raises occasional clarifying questions and comments - comments often not of a critical nature and do not demonstrate integration of material Below 50% - no consistent contribution - little evidence of integrated learning - no submission Course Communication Communication by the instructor to students will be sent to students uwaterloo email through LEARN or through postings to course LEARN site. Students are responsible for ensuring prompt retrieval of course messages. University and Faculty Requirements and Notices Academic Integrity In order to maintain a culture of academic integrity, members of the University of ݮƵ community are expected to promote honesty, trust, fairness, respect and responsibility. www.uwaterloo.ca/academicintegrity/ Students who are unsure what constitutes an academic offence are requested to visit the on-line tutorial at http://www.lib.uwaterloo.ca/ait/ Research Ethics Please also note that the University of ݮƵ requires all research conducted by its students, staff, and faculty which involves humans as participants to undergo prior ethics review and clearance through the Director, Office of Human Research and Animal Care (Office). The ethics review and clearance processes are intended to ensure that projects comply with the Offices Guidelines for Research with Human Participants (Guidelines) as well as those of provincial and federal agencies, and that the safety, rights and welfare of participants are adequately protected. The Guidelines inform researchers about ethical issues and procedures which are of concern when conducting research with humans (e.g. confidentiality, risks and benefits, informed consent process, etc.). If the development of your research proposal consists of research that involves humans as participants, the please contact the course instructor for guidance and see HYPERLINK "http://www.research.uwaterloo.ca/ethics/human/"www.research.uwaterloo.ca/ethics/human/ Note for students with disabilities: The Office for Persons with Disabilities (OPD), located in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the OPD at the beginning of each academic term. Religious Observances Please inform the instructor at the beginning of term if special accommodation needs to be made for religious observances that are not otherwise accounted for in the scheduling of classes and assignments. Grievance: A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4, HYPERLINK "http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm"www.adm.uwaterloo.ca/infosec/Policies/policy70.htm. When in doubt please contact your Undergraduate Advisor for details. Discipline A student is expected to know what constitutes academic integrity, to avoid committing academic offence, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offense, or who needs help in learning how to avoid offenses (e.g., plagiarism, cheating) or about rules for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. For information on categories of offences and types of penalties, students should refer to Policy 71, Student Discipline, HYPERLINK "http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm"www.adm.uwaterloo.ca/infosec/Policies/policy71.htm. For typical penalties check Guidelines for Assessment of Penalties, HYPERLINK "http://www.adm.uwaterloo.ca/infosec/guidelines/penaltyguidelines.htm"www.adm.uwaterloo.ca/infosec/guidelines/penaltyguidelines.htm Appeals:A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances (other than a petition) or Policy 71 (Student Discipline) may be appealed if there isa ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 (Student Appeals) HYPERLINK "http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm"www.adm.uwaterloo.ca/infosec/Policies/policy72.htm COVID PROTOCOLS In the event of a cancellation of a class or classes due to covid, lecture content will be made available online. Currently, synchronous lectures will be recorded and posted so they are available in the event you miss a lecture or cannot attend. If these lectures cannot take place, recorded lectures will be made available in addition to a series of podcasts. Please consult the  HYPERLINK "/coronavirus/academic-information/graduate-student-information" University of ݮƵs and  HYPERLINK "/environment/covid-19" Faculty of Environment COVID protocols. Detail will be communicated during our first class on the following: Students shall not attend class if they are ill, have been in close contact with someone who is ill, or have travelled outside of Canada within the past 14 days. Wearing of face-covering/mask is a requirement in common use areas on campus and must be worn in the classroom/lab. As such, no food is allowed to be consumed during the class. Beverages are allowed if a straw is used or if the mask is lowered only for a brief period. When a student asks or answers a question it may be difficult for them to be heard if they are asking from the back of these large classrooms while wearing a mask. A student may briefly lower their mask to ask/answer the question and then the mask must be replaced. Students are expected to practice frequent hand hygiene (handwashing with soap and water or use of hand sanitizer) before coming to class. Students are permitted to sit where they wish.     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