Course Syllabus

DRAFT Environmental Story of Everyday Objects

Semester & Location:	Spring 2020 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Environmental Studies, Environmental Science, Sustainability
Faculty Members:	Paul Jackson
Program Director:	Neringa Vendelbo - nb@dis.dk
Time & Place:	Tuesday and Friday, 8.30 - 10.05

Description of Course

This course is about connecting an environmental and chemical context to the material world humans have designed as well as the one that surrounds us. In particular we will uncover the environmental chemistry stories behind objects used in everyday life and how those materials connect us to environmental issues and problem-solving around the world. Typically these stories exist in the background and are hidden from view unless we specifically seek them.

The aim of the course introduce you to the way natural scientists, specifically chemical scientists, study the earth’s systems and the effects that humans have had, and are having, on it. Since the earth’s environment supports and sustains many diverse systems, we will examine current environmental concerns using a predominantly scientific perspective rooted in chemistry, with substantial emphasis on what science can and cannot say. Our major goal is to learn to think critically about environmental problems connected to the material world, to recognize the contributions of chemistry in both solving problems and creating them, to realize in many cases there is no “right” answer and that factors outside of science are due consideration. When it comes to the environment, some people believe that the earth is “too big” to fully understand, let alone allow us any insight to pose possible solutions to the issues. Others argue that even some understanding of complex systems – the interdependence of the earth and its inhabitants – can provide a suitable guide upon which to promote action. In either case, I hope that you use our readings, discussions, and other approaches to this material to develop your ability to critically examine familiar and unfamiliar problems so that you can make informed decisions about possible solutions.

The course requires no previous knowledge or interest in chemistry beyond that typically experienced at the high school level. We will develop our grasp of chemical and environmental principles based on the context of living in a material world.

Learning Objectives

By the end of this course you will...

 

• develop a deeper understanding of how materials embedded within cultures connect to environmental problems and solution making.
• gain a strong knowledge of the contributions, both positive and detrimental, chemical science makes to our material world.
• connect design intentionality to chemical properties and material functionality.
• develop a deeper understanding of contemporary approaches to reducing environmental impacts of material culture through chemical, environmental, life cycle and systems thinking.

Faculty

Ph.D. (Chemistry, University of Minnesota, 1997). B.A. (Chemistry, St. Olaf College, 1992). Paul’s professional interests range from chemical analysis and green chemistry to environmental health, ethics, and sustainability in higher education. His teaching bridges chemistry, environmental studies, and first year conversations programs, and it frequently incorporates civic engagement. He directs collaborative research related to chemical profiling and watershed assessment, green chemistry in science curricula, and sustainable living. Vising Faculty to DIS, spring 2020.

 

Readings

• American Chemical Society, Chemistry in Context, 8th Ed., McGraw-Hill Higher Education, ISBN: 9780073535463 (Connect+ access: selected excerpts)
• Astruip, Thomas “Waste incineration – recovery of energy and material resources.” In The Danish action plan for promotion of eco-efficient technologies – Danish Lessons, Danish Ministry of the Environment, Environmental Protection Agency. http://eng.ecoinnovation.dk/media/mst/8051413/Affald_Case_Forbr%C3%A6nding_web_15.01.13.pdf
• Azapagic, A.; Emsley, A.; Hamerton, I., “Design for the environment: the life cycle approach.” In Polymers: the environment and sustainable development, J. Wiley: West Sussex, England, 2003.
• Bennett, G. D., “A Comparison of Green Chemistry to the Environmental Ethics of the Abrahamic Religions.” Perspectives on Science and Christian Faith 2008, 60 (1), 16-25.
• Chen, Y. J., “The ethical dimension of green chemistry and sustainability.” Journal of Chemical and Pharmaceutical Research 2014, 6 (4), 276-281.
• DeVito, S. C., “On the design of safer chemicals: a path forward.” Green Chem 2016, 18(16), 4332-4347.
• Kosuth, M.; Mason, S. A.; Wattenberg, E. V., “Anthropogenic contamination of tap water, beer, and sea salt.” PLOS ONE 2018, 13(4), e0194970.
• Leonard, A.; Conrad, A., The story of stuff: the impact of overconsumption on the planet, our communities, and our health--and how we can make it better. Free Press: New York, 2011.
• Manahan, S. E., “Sustainability through green science and technology.” In Environmental science and technology: a sustainable approach to green science and technology, 2nd ed. ed.; CRC/Taylor & Francis: Boca Raton, 2007.
• Marion, P.; Bernela, B.; Piccirilli, A.; Estrine, B.; Patouillard, N.; Guilbot, J.; Jerome, F., “Sustainable chemistry: how to produce better and more from less?” Green Chem 2017, 19(21), 4973-4989.
• McDonough, W.; Braungart, M., The upcycle. North Point Press: New York, 2013.
• Meadows, D. H., Thinking in systems: a primer. Chelsea Green: White River Junction, VT, 2008.
• Roos, S.; Zamani, B.; Sandin, G.; Peters, G. M.; Svanstrom, M., “A life cycle assessment (LCA)-based approach to guiding an industry sector towards sustainability: the case of the Swedish apparel sector.” J. Clean Prod. 2016, 133, 691-700.
• Van Lieshout, K. G.; Bayley, C.; Akinlabi, S. O.; von Rabenau, L.; Dornfeld, D., “Leveraging Life Cycle Assessment to Evaluate Environmental Impacts of Green Cleaning Products.” Procedia CIRP 2015, 29, 372-377.
• Whitesides, G. M., “Reinventing Chemistry.” Angewandte Chemie International 2015, 54(11), 3196-3209.
• Wright, S. L.; Kelly, F. J., “Plastic and Human Health: A Micro Issue?” Environmental Science & Technology 2017, 51 (12), 6634-6647.

 

Field Studies

TBD but could include 2 of the following

• Visit to/Workshop with KEA – Copenhagen School of Design and Technology, Guldbergsgade 29N, DK-2200 Copenhagen N. https://kea.dk/en/about-kea
• Visit to Dansk SymbioseCenter, Rynkevangen 13, 4400 Kalundborg
• Visit to Amager Bakke Resource Center (ARC) – multipurpose waste to energy facility. Vindmøllevej, 2300 København S, Denmark (http://www.businessinsider.com/copenhagen-arc-power-plant-energy-waste-2018-1#the-project-is-part-of-copenhagens-plan-to-become-the-worlds-first-zero-carbon-capital-city-by-2025-10; http://www.volund.dk/Waste_to_Energy/References/ARC_Amager_Bakke_Copenhagen) Alternative: Vestforbrænding facility. Ejby Mosevej 219, 2600 Glostrup, Denmark

 

Guest Lecturers

• Annette Hastrup, CEO, Cradle-to-Cradle – EKEA Copenhagen, https://vuggetilvugge.dk/

 

Approach to Teaching

My approach supports a classroom culture where it is safe and enjoyable to explore cultural and scientific ideas and trains of thoughts in groups and individually. This requires significant trust in one another, especially when some of our mental expressions are not fully conceptualized or thought through. The class is intended to be student driven. While I am responsible for the overall structure of the class, all of us will contribute to the production of knowledge and will make suggestions upon which to take our discussions/readings.

 

Expectations of the Students

This course will be oriented around in-class discussions of resource materials and some short technical lectures. Therefore, it is critical that you are present, that you read assigned material before the class period, and that you come with notes and questions for all. We all have a responsibility to participate in the discussion and to share our thoughts with the rest of the class. If you do not share, you are depriving us of the benefit of your unique interpretation of the issue.

 

Evaluation

Throughout the term there will be a variety of assignments given to you. You will have two types of writing assignments for this class: a) a pair of critical reaction essays to the scientific content and presentation of articles found in the popular press, and b) a reflective essay synthesizing your lived experiences in Copenhagen and somewhere else. Much of the remainder centers around uncovering and telling the environmental and chemical story of an everyday object. Past students have found this kind of work immensely rewarding.

 

Popular Press Article Essays

Use this assignment as a way to think about your final project. Search for and find an article or opinion piece published in a newspaper or popular magazine during 2012 - 2019 related to your final project. Write a short reflective essay related to the article. Use information learned from class, other courses or experiences to support, refute or react to the content of the article. The essay should be 2 double spaced pages (not including figures or references) with 1 inch margins, 12 point font formats, and uploaded in a .docx, .pdf, or .ods file format. Be sure to include pertinent citations, and the complete citation for the article you selected. Due dates are shown in the Moodle calendar.

To write your short essay, put yourself in the place of a knowledgeable reviewer. Your comments should include a synopsis of the article and the point(s) of view and/or major ideas and information that is presented by the author(s). You should critique the article in an informed way and make sure you address the science behind the story. In your critique you may support or find fault with the article or portions of the article. In either case you must use clear, concise arguments and evidence to support your criticism. Use your text and literature searches to find information for your critique, and you should cite at least two archival-type references from high quality sources in your essays.

 

Project Outline – The Environmental Chemistry Story of Everyday Items

As part of your preparation for your final project presentation, your team will submit a one to two page brief (fragment/phrase) outline. Areas of responsibility should be assigned to each team member and articulated in the outline. The instructor will not hold you to this organizational framework, but wants to see you making sufficient progress toward your final presentation goal. Please ask your instructor questions all along the way to improve your presentation. Your uploaded file should be in either .docx,

.pdf, .ods filetype formats.

 

Final Project – The Environmental Chemistry Story of Everyday Items

Each student team comprised of 4 individuals will choose an item used in daily life. Your team will explore its relationship to environmental chemistry including its life cycle (material resources, manufacture, distribution, end use, disposal/reuse/recycling), material footprint, energy footprint, and other environmental impacts. I expect each team member to be responsible for a section of the work, and all team members are responsible for the quality of the final product. The final format for the work will be a public, oral presentation during time allocated during the last week of class and the final exam period.  The target audience is one of your peers.  Each presentation is expected to be 20 minutes in length with an additional 5-10 minutes for questions from the audience. At the presentation, each team will provide an annotated bibliography for audience members to use  to obtain additional information outside of this class. The PowerPoint compatible presentation (or pdf, Google slide file) and annotated bibliography should be uploaded to Moodle. A link to a Google app file is appropriate if the file is shared with me. Some examples of possible items include:

• Art materials (paints, pastels, metals, ceramics, canvas, )
• Bicycles
• Books and/or magazines
• Building materials
• Cleaning products (green or other)
• Clothing
• Computers
• Furniture
• Musical instruments
• Packaging
• Paper products
• Personal care products
• Personal electronics (iPod, iPad, phone)
• Photographic supplies/products
• Sporting goods and equipment
• Vehicles

Other

 

Grading Guidelines for Final Project

	4	3	2	1
Subject knowledge	Student demonstrates full knowledge by answering all class questions with explanations and elaboration. Uses scientific terminology in appropriate ways in presentation and question/answers	Student is at ease with expected answers to all questions, without elaboration. Uses scientific terminology in appropriate ways in presentation and question/answers.	Student is uncomfortable with information and is able to answer only rudimentary questions. Uses some scientific terminology, but occasionally misuses or confuses terms.	Student does not have grasp of information; student cannot answer questions about subject. Little to no use of scientific terminology, or frequent misuse of terms.
Organization	Student presents information in logical, interesting sequence which audience can follow.	Student presents information in logical sequence which audience can follow.	Audience has difficulty following presentation because student jumps around.	Audience cannot understand presentation because there is no sequence of information.
Execution	Presentation has no misspellings or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Student’s presentation has four or more spelling and/or grammatical errors.
Visuals or images	Presentation has high quality images, figures, graphs that are easily read and does not rely on heavy word use.	Presentation has good images, figures, graphs that are easily read and has a good balance of text use	Presentation has modest quality graphics and/or relies a bit too heavily on text	Presentation has poor quality graphics and/or relies almost exclusively on text
Eye contact	Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.	Consistent use of direct eye contact with audience, but still returns to notes.	Displayed minimal eye contact with audience, while reading mostly from the notes.	No eye contact with audience, as entire report is read from notes.
Body language	Movements seem fluid and help the audience visualize.	Made movements or gestures that enhances articulation.	Very little movement or descriptive gestures.	No movement or descriptive gestures.
Poise	Student displays relaxed, self-confident nature about self, with no mistakes.	Makes minor mistakes, but quickly recovers from them; displays little or no tension.	Displays mild tension; has trouble recovering from mistakes.	Tension and nervousness is obvious; has trouble recovering from mistakes.
Enthusiasm	Demonstrates a strong, positive feeling about topic during entire presentation.	Occasionally shows positive feelings about topic.	Shows some negativity toward topic presented.	Shows absolutely no interest in topic presented.
Elocution	Student uses a clear voice and correct, precise pronunciation of terms so hat all audience members can hear presentation.	Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear.

 

Grading

As an instructor I realize that grades are important to you, but try not to let your anxiety about grades deter you from taking intellectual risks and learning just for the joy of learning. I will never grade to punish or reward you just as the grade is not an indication of my evaluation of you as a person. The grade represents my honest assessment of your academic performance that you have earned at this point in time.
Note: To be eligible for a passing grade in this class you must complete all of the assigned work.

Assignment	Percent
Popular press reflective essays (2): You will find two articles in the popular press about an everyday object of interest. For each article you will write a reflective essay about that object using additional scientific sources to support your reflection.	20%
Mid-term: Material culture essay – comparison of Copenhagen to another location in which you have lived experience.	20%
Draft of presentation outline: The Environmental Chemistry Story of Everyday Items	10%
Participation and engagement	10%
Final presentation: The Environmental Chemistry Story of Everyday Items  Annotated bibliography for presentation.	30% + 10%

 

Attendance
You are expected to attend all classes, guest lectures, workshops and field studies. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let me know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with me as soon as possible and arrange to make up the work missed.

Academic Honesty
Plagiarism and Violating the Rules of an Assignment. DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

Late Papers
All papers are due to me by email before the start of class on the day that they are assigned. Late papers will be graded down by one letter grade, while papers that are more than one day late will not be accepted.

Computers and mobile phones
Throughout the term you may be asked to use your own personal electronic device (data enabled mobile phone, tablet or portable computer) to perform in-class research or to present information you have discovered. Use your personal electronic device only when instructed to do so or when prior arrangements have been made with the instructor. I do not expect to see mobile devices out unless we are using them in class or you have been given permission for use by the instructor. Laptop computers and tablets may be used for note-taking.

Disability and Resource Statement
Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Attendance
• Coursework, Exams, and Final Grade Reports

 

Information, listed in the syllabus and in associated course material, is subject to change at the instructor’s discretion.

 

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