I am very happy that you have decided to join us this semester. Before we begin our semester of study together, it is important that you review all of the material in the Orientation and on our course Syllabus. These two resources will prepare you to be successful in this course and will make the journey over this semester significantly easier for you.
Optimally, you should complete the Orientation before the first week of class, so you are prepared. This will also give you a jumpstart on the rest of the material. It will be extremely helpful for you to get this done prior to the semester because it will give you a time buffer for future lessons. You never know when you will hit a snag in future weeks.
The following is an overview of the activities that must be completed for the Orientation. Detailed directions and submission instructions are located on the page containing the assignment within this orientation.
Please see the course calendar for Orientation Activities due dates. Late work will receive no credit except under the conditions listed in the Syllabus.
Tasks | Page of Orientation |
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Personalize your Canvas profile. | Canvas Activities [1] |
Set your Canvas notification preferences. | Canvas Activities [1] |
(Optional) Download the Canvas App. | Canvas Activities [1] |
Send the instructor an email through Canvas. | Canvas Activities [1] |
Subscribe to the "HAVE A QUESTION" discussion forum in Canvas. | Canvas Activities [1] |
(Strongly Suggested) Subscribe to the "Coffee Shop" discussion forum in Canvas. | Canvas Activities [1] |
Take the Orientation Quiz - You must get a 100% on this to open up the rest of the course content. | Canvas Activities [1] |
Introduce yourself. | Canvas Activities [1] |
(Note: You may want to print this page to serve as a checklist as you go along.)
This Orientation complements and expands on the information provided on the syllabus [2]. If you haven't read it, be sure to review that document carefully! You will be tested on syllabus content in the Orientation Quiz.
If you have any questions that you think may benefit other students in the class, please post them to the “HAVE A QUESTION” discussion board. I will check the discussion board frequently (usually every day) and will respond in a timely manner. You are welcome to help answer questions from other students as well. Please use this as your first option, unless the question is something you don't want to share with other students.
If you would prefer that the question is anonymous to the other students, please send it to me by email. I will check at least once each workday to respond. If your question is one that is relevant to the entire class, I may respond to the entire class rather than individually, but you will remain anonymous to the other students.
Once you are ready, click the next button on the bottom right and work all the way to the end of the list.
Hi, everyone! My name is Dan Kasper, and I will be your instructor for this course. I am very much looking forward to working with all of you this semester! One of the great things about this course is that we are privileged to have students from a variety of professional, personal, and academic backgrounds enrolled. I embrace this type of diversity and view it as an asset, and I hope you all do too.
I grew up in a very small town in Central Pennsylvania (Milesburg [3]) about 10 miles from State College – believe it or not, the townsfolk are still waiting for their first stop light. I enrolled at Penn State with the intention of becoming an engineer, but after trying out a few majors ended up deciding on Earth Science because it interested me the most. I've always been, and continue to be, fascinated by natural processes, from the tiniest processes such as soil formation to the large, dramatic processes such as mountain building. After earning my BS at University Park, I spun my wheels for a few years bartending (at the now closed Gingerbread Man) and working at the Center for Environmental Informatics [4] at Penn State. I focused mostly on basic Geographic Information Systems (GIS) work at the latter job. I continued to use GIS throughout my academic career.
After a few years, my wife and I moved to Denver, Colorado, where I earned my MA in Geography from the University of Denver. My wife and I think very fondly of our time in Denver because we absolutely love the scenery, the people, and the active lifestyle there. (And we really miss the music scene as well.) I also spent some time in a Ph.D. program at the University of Delaware's Center for Energy and Environmental Policy (CEEP). In my time at CEEP, I have engaged in a number of research projects, including analyzing a sustainable energy future for South Korea, a policy report on promoting personal food production in Delaware, and designing an energy education workshop series focusing on helping low and fixed income individuals take control of their energy use, among other topics. I now lilve in Wilmington, DE, very close to the Pennsylvania border with my wife and two daughters (now 14 and 10).
I worked as a curriculum designer and project manager for a weatherization training center in Philadelphia (focusing on low-income clients), and continue to consult in the energy efficiency and energy management fields, and serve on a non-profit board of directors (mostly focusing on low income advocacy). I currently teach full time in the Energy Technologies Department at Delaware Technical Community College in Newark, Delaware. We offer degrees in Energy Management and Renewable Energy Solar, and I teach courses for both degrees. While at Delaware Tech, I have taught courses in Sustainability, Residential and Commercial Energy Efficiency, Human Geography, Renewable Energy, Solar Design, Energy Accounting, and Energy Investment Analysis. I currently lead a team of students in performing ASHRAE Level II energy audits.
In the summer of 2019, I took Penn State students to Colorado to talk to a number of individuals who have engaged in applied sustainability. The goal of the course was to have the students learn about applied sustainability projects first-hand and create proposals for their own projects. I ran this course again in the summer of 2022, and may offer it in the future. The scenery was incredible, and the people we visited were inspiring. Here is the itinerary [7], in case you are interested. If we do offer it again, I will let you know. If you are an ESP major this would count toward your Foreign Studies/Internship course, which is required for graduation. In this course we will cover additional topics including permaculture, water policy, anaerobic digestion, food and farming, and waste management.
My academic, professional, and personal focus has for a long time been on figuring out ways to live more sustainably and helping others to do the same while doing what I can to advocate for and establish socially just and ecologically responsible ways of living. I have helped establish multiple community gardens and am a firm believer in harvesting the grassroots power of communities (sorry for the double pun). Over the years, I have realized that getting something done is mostly a two-step process: 1) Find like-minded people who also want to get it done. 2) Do it! There are, of course, a lot of devils in the details, and you don't always end up getting what you desired, but the journey is always worth it! I have served on a number of college and civic committees, all of which focused on various aspects of sustainability.
I developed this course in the Summer and Fall of 2015 and have been teaching it every semester since. The most difficult part of the design was figuring out what not to include. There are so many interesting and important topics in sustainability that it would be impossible to get to them all in one course or even an entire degree. I hope that in addition to learning a lot, you will find the content inspiring and continue to educate yourself.
I have worked since I was very young and worked throughout college. I know that many - if not all - of you are working and have families, and believe me, I can relate. I had my first daughter early in my Ph.D. program. You wouldn't believe how many papers I've written with an infant on my lap! Please know that I commend you for your decision to continue your education with so many other things begging for your time. I hope I can be helpful to you on this leg of your academic journey.
One of my favorite quotes is: “Climb to the top of the mountain so you can see the world, not so it can see you” (unknown author). I hope that this course, and I, can help you take some steps closer to whichever mountain top you are trying to reach.
All course-related emails must be sent through Canvas. This week, send me an email. The content is not important - you can just say hi if you want to.
You can send emails to anyone enrolled in the course this way.
Most discussion forums have "subscriptions" enabled. If you subscribe to a forum, you will receive an email every time someone posts to the forum. This forum will be the primary place for questions about the course, so it will benefit you to subscribe to it. You can unsubscribe at any time.
This forum is a place where you can share any bits of information that are related to the course (or not) but are not necessary parts of the course content. Feel free to share articles, videos, pictures, cartoons, or whatever. Think of this as a kind of digital "hang out" spot. This is not graded. I will look at it frequently, and sometimes post.
There is a quiz based on the orientation material. I designed this quiz to highlight key elements of the syllabus. As part of this quiz, you will have to know how to calculate a grade based on a grading rubric. See the rubric page to make sure you understand how a rubric is used to calculate a grade. You must get 100% on this quiz to open up Lesson 1. In addition, this quiz grade will count as an official quiz grade. You can take this as many times as you want until you get the grade that you want. You can take as much time as you need until the due date, and once you start, the quiz auto-saves, so you can start it and continue later. Most or all other quizzes will only allow one attempt.
I want this course to be as personalized as possible for everyone, and I'd like everyone to feel like they are part of a group (because you are!). Sadly, it's easy to forget that there are living, breathing people behind the typing. So, please have some fun with these introductions, and try to view as many of the others as possible. This will count for 2% of your final grade. For full credit, simply follow all the instructions. I recommend looking at the rubric for this by clicking on the drop-down menu at the top right corner of the assignment and clicking 'show rubric'. Don't forget to comment on two others' posts for full credit. This will help the course feel more personal.
Profile and User Settings let you control your personal information in Canvas. Take a few minutes to personalize your Canvas profile by following the instructions below.
Task | Instructions |
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Personalize your Canvas Profile |
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Set your notification preferences |
I use announcements as official course communication. You are expected to read them. Please make sure you are notified of all announcements by going to the Profile > Notifications tab You have the option to select how, when, and for what information you would like to receive notifications. This can be very helpful when keeping track of items such as discussion posts, assignment due dates, and exams. Feel free to visit the Notification Preference Support page [10] and follow the instructions for setting up your notification preferences. The video below this table provides additional information. To ensure that your Canvas email messages forward to your regular email account immediately, check the "Notify immediately" option in Notification Preferences. Please make sure that you are notified via email when an Announcement is posted by clicking the check mark in the appropriate email address column. Do the same for Discussion Posts. You may also want to be notified for due dates, grading, and submission comment, but these are up to you. |
Set your timezone |
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Download the Canvas App (Suggested) | For information on using the app by device, please see the following:
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The following video (2:56) provides information about Canvas Notification Preferences.
I use rubrics for all journal and discussion board assignments, as well as all papers and projects. It is important that you understand how they "work" because they will tell you how I calculated a grade that you received, but perhaps, more importantly, they tell you how I will grade each assignment. You can use these to figure out what I am looking for in a high-quality submission. For example, the rubric you see below is a sample of how a blog post could be graded.
Criteria | Achievement Level 1 | Achievement Level 2 | Achievement Level 3 | Achievement Level 4 |
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Submitting the following (10% total, 2% each): -On Canvas submission: name, lesson number, link to post On post: Lesson number, descriptive title |
10 points Included all elements |
8.5 points | 7 points | 0 points No elements included (2% off for each missing element) |
Quality of analysis (70%) | 70 points The argument/analysis presented is substantive and creative, demonstrating deep and complex understanding of the material. The analysis is clear, and arguments made are convincing and demonstrate logical and clear reasoning. All elements of the assignment are thoroughly addressed. |
59.5 points Understanding of the assignment and material is demonstrated. Almost all elements of the assignment are addressed. Explanation is clear and convincing. |
49 points Argument is somewhat superficial and not clearly addressing the assignment or course material. Explanations are reasonable, but lack some clarity and are only moderately well-thought out. |
0 points Does not address the assignment or use course material, or an extreme lack of understanding of course material is demonstrated. Explanations are disjointed and unconvincing. |
Mechanics and professionalism (20%) | 20 points Grammar and spelling are perfect, the language is appropriate, and the writing style is clear and readable. Terminology from the lesson and/or course is used and used correctly. Post is concise and has a logical flow that addresses a central point/argument (or multiple arguments, if appropriate). |
17 points Very few minor grammar/spelling mistakes, the language is appropriate, and the writing style is readable. Terminology from the lesson and/or course is used and used correctly. Post has a logical flow that addresses a central point/argument (or multiple arguments, if appropriate). |
14 points Minor grammar/spelling errors are present and the language is appropriate. Writing style is acceptable, but the argument is somewhat unclear. Use of course terminology is middling. |
0 points Unclear, disorganized, unedited, very difficult to read. |
Calculating a score on a rubric is straightforward. It is similar to how your final grade is calculated. Just like your final grade is calculated using a percent breakdown, your individual assignment grades are calculated using a breakdown of each component of the assignment, as indicated in the rubric.
For example, in the rubric above, the breakdown is:
When I grade a journal entry using this rubric, the score will automatically be calculated based on the individual scores of each criterion. Note that I am able to enter any appropriate score into each criterion, and am not limited by the categories. For example, for the last criterion, I can enter any number from 0 through 20. Calculating the grade is easy. You add up the scores from each criterion to get the final grade. So if you got the following individual scores:
The final score for the assignment would be 6 + 70 +15 = 91/100. This grade would automatically show up in the grade book once the score is entered. Note that I can (and generally will) provide feedback regarding why each criterion earned its score.
This is a relatively simple example, but all rubrics work the same way. Each criterion is weighted, the scoring scale is described in the chart, and the score is tallied by adding grades for individual criterion. I STRONGLY suggest you look at grading rubrics prior to completing an assignment. They tell you what an "excellent" submission will entail. I also suggest looking at them after I grade them to see why you received a grade that you did.
You will be expected to use APA formatting and citation style for the paper you write in this course. For discussion board posts and answers to quiz questions you do not have to use APA style, but you must cite any outside sources that you use. Please note the three following important rules with regard to citing sources:
Please note that this does not include content you got from this course and use for essay answers on quizzes. However, this does include websites that this course links to. So if you use content from the course in an essay answer, no need to cite. If the course provided a link to another website (e.g. government site such as EPA, an article from a newspaper, a journal article, etc.) you must cite it in your essay answers.
Why are citations important? Well, in an academic environment citations are important for at least two basic reasons. The first is to give credit to the author(s) from whom you have read and found their ideas worth repeating (whether paraphrasing, building from their foundation, or directly quoting). Using someone’s work without proper citation is considered plagiarism, because without proper citation your readers are going to assume you came up with that idea, claim, argument and so forth. Thus, it’s truly important to acknowledge (through proper in-text citations) whose ideas, thoughts, and arguments you are building from. Secondly, proper citations are important and advantageous to you because you are letting your reader know that the claims you are putting forth have been built on the foundations of other respected scholars/thinkers. In choosing what resources you will be working with, you are choosing which scholars (and which of their ideas/claims/arguments) will be supporting your research—or, in some cases, you will cite certain scholars and their works to highlight that you are deliberately not in agreement with their ideas/claims/arguments. In short, your selection of scholarly resources tells your readers which authors you are engaging with. Lastly, if you have a question about how to cite sources, do contact me—or reach out to your classmates—to get clarification. Some sources may seem hard to figure out how to cite, but there is a proper citation format for pretty much every source of information out there—from a book to a podcast to an email exchange.
Penn State defines academic integrity as "the pursuit of scholarly activity in an open, honest and responsible manner." Academic integrity includes "a commitment not to engage in or tolerate acts of falsification, misrepresentation, or deception." In particular, the University defines plagiarism as "the fabrication of information and citations; submitting other's work from professional journals, books, articles, and papers; submission of other student's papers, lab results or project reports and representing the work as one's own." Penalties for violations of academic integrity may include forfeited assignments, course failure, or disqualification from a degree or certificate program. More information is available by reading the academic integrity policy of Penn State's College of Earth and Mineral Sciences [15].
We expect that the text and graphics you submit as part of your assignments are original. We reserve the right to use the plagiarism detection service Turnitin.com [16] to assure the originality of course assignments. You may build upon ideas, words, and illustrations produced by others, but you must acknowledge such contributions formally. Unacknowledged contributions are considered to be plagiarized. This guide explains when and how you should acknowledge the contributions of others to your own work.
Different disciplines adopt different standards for citations and references. Moreover, almost every professional publication enforces its own variation on standard styles. Papers and projects within the discipline of Geography and within many other Social Sciences require the use of APA format. Since it is the convention of the discipline, it is important for you to know how to use this format.
APA Style requires the use of in-text citations. You must use in-text citations where appropriate in your Final Project! This means that you cite any information that you had to look up right after you use that information in the assignment AND you must provide an in-text citation whenever you refer to a specific work (book, article, conversation, etc.). See this sample student paper [17] from Purdue's Online Writing Laboratory (OWL) for an example of how to use in-text citations (and how to format the Reference section and so forth).
For more information on APA, please refer to this APA Citation Guide [18] created by the Penn State University Libraries on the basics of APA. You may also refer to the following links for help:
PSU Citation Guide [19]
Penn State also makes available to all faculty and students an iStudy Module entitled Academic Integrity, Plagiarism, and Copyright [22].
To be sure you are able to access reserve readings and other library resources in this course, visit the library’s Online Student's Use of the Library [23] site. This guide outlines all that Penn State libraries offer you as an online student. It is strongly recommended that you visit the Services for Students [24] page.
If you have questions, just ASK! [25] a librarian! The ASK! page will connect you to librarians in a manner that meets your needs; e-mail, phone, or chat for a quick response.
Here are some quick tips to keep in mind when preparing to be successful in an online course:
You should plan to devote at least the same amount of time to your online courses as you would to attending lectures on campus and completing assignments. Other good study habits, such as attending class (logging on) regularly and taking notes, are just as important in an online course as they are in a lecture hall!
You should plan to devote 8-12 hours per week to completing lesson readings and assignments. Your learning will be most effective when you spread this participation out and engage with the course on a daily basis, if possible.
Take every opportunity to interact with the content, the instructor, and your classmates by completing assignments and participating in discussion forums and group activities! This is particularly important for the ongoing Yellowdig discussion board, which awards points for each post and response.
Keep in sync with what's going on in the course and stay on top of deadlines and upcoming assignments. You can view all due dates in the Home page on Canvas, as well as in the Canvas course calendar.
I use rubrics for almost all non-quiz assignments. They tell you exactly what I am looking for and how much each element is weighed. It is essential that you look at the rubrics to make sure you are addressing everything that you need to address.
In a related note, I provide specific instructions for assignments. Make sure you read the instructions carefully and address all of the aspects that you must address. As you will see, just addressing each aspect is half the battle! I know this is very basic advice, but I can't tell you how many times students in this course lost points (sometimes significant amounts) because they simply did not address what they were told to address. If you need clarification on this for specific assignments, please let me know.
I am very happy to provide reasonable assistance on assignments, but am not always available at the last minute. Lessons and Activities will usually be opened up at least two weeks in advance. Start as early as you can to leave time for questions and other unforseen circumstances.
Ask for guidance when you are in need of clarification. Again, if possible use the HAVE A QUESTION? Ask it Here discussion forum to ask general questions about the course set-up or content.
The links below will connect you with other resources to help support your successful online learning experience:
This website provides links to many resources on everything from taking notes online to managing your time effectively. Please note that you must be a World Campus student to receive some of the support services mentioned on this website.
This blog features posts by Penn State staff and students on a wide variety of topics relevant to online learning. Learn from online students and alumni, as well as staff members dedicated to student success, how you can get the most out of your online course experience.
The iStudy online learning tutorials are free and available to all Penn State students. They cover a broad range of topics including online learning readiness, time management, stress management and statistics - among many others. Check out the extensive list of topics for yourself to see what topics may be of most use to you!
This website provides access to an extensive free online training library, with tutorials on everything from creating presentations to using mobile apps for education, including Microsoft Word, Powerpoint, and Excel. There is a wealth of information here - all provided free of charge to Penn State faculty, staff, and currently enrolled students. It also has tips on improving your professionalism, networking skills, and more.
The ESP programs (BA and BS) share a number of core competencies [30] central to preparing students with the knowledge and skills necessary to be successful in this field of study and work. For the Communications Skills core competency, ESP seeks to prepare all students with these abilities:
Acquiring this communications competency is accomplished largely through peer-to-peer activities in ESP courses, such as group discussions, team projects and peer reviews of another’s work. These interactions with classmates, along with instructor guidance, enable ESP students to hone and master effective communication skills, necessary for ESP competency.
In ESP peer-to-peer assignments, students are encouraged to openly express and explore new ideas. Exchange opinions and experience. Disagree and say why. This IS academic inquiry. It is why we are here. These assignments are a place to practice and develop effective communication skills, through meaningful and constructive discourse.
Across all ESP courses, students participating in peer-to-peer learning activities are expected to participate constructively with others in the practice and development of effective communication skills. This means NO personal attacks, NO name-calling, and NO threatening language of any kind.
This isn't a limitation of your free speech; it's a protection of your right to free speech. Write with passion and fervor. Mean what you say, and say what you mean, but no personal attacks, no name-calling and no threatening language of any kind. Period.
Any instance of threatening language will be reported to the Penn State Office of Student Conduct.
If you are ever unsure about a situation in a peer-to-peer assignment, contact your instructor before acting. Ask them to review your work (does it cross the line?) or to provide guidance. It is your responsibility to develop the awareness and control necessary to manage challenging interactions. The ESP faculty are here to help and support you as you work to acquire this important communication skill. Please feel free to contact your instructor and adviser at any time with any questions you may have about constructive participation in ESP peer-to-peer activities.
Links
[1] https://www.e-education.psu.edu/emsc240/orientation/canvas_activities
[2] https://www.e-education.psu.edu/emsc240/node/446
[3] https://goo.gl/maps/feWXuoGFGDpAipHp8
[4] http://www.cei.psu.edu/
[5] https://dankasper.weebly.com/denmark-2014-blog
[6] https://dankasper.weebly.com/
[7] http://drive.google.com/open?id=15qaJmHQoS1kyCfmVsxhQYSi33uMk49B_cUvD5pydilg
[8] https://photos.app.goo.gl/XtPfRV2T3Ma5QBbN9
[9] https://community.canvaslms.com/docs/DOC-1285
[10] https://community.canvaslms.com/docs/DOC-1286
[11] https://community.canvaslms.com/docs/DOC-1559
[12] https://community.canvaslms.com/docs/DOC-1666
[13] https://www.instructure.com/canvas
[14] https://vimeo.com/
[15] https://www.ems.psu.edu/undergraduate/academic-advising/policies-procedures-and-forms/academic-integrity-undergraduates
[16] https://www.turnitin.com/
[17] http://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_sample_paper.html
[18] https://guides.libraries.psu.edu/apaquickguide
[19] https://guides.libraries.psu.edu/CSE
[20] http://owl.english.purdue.edu/owl/resource/560/01/
[21] https://writing.wisc.edu/handbook/documentation/docapa/docapareferences/
[22] https://pennstatelearning.psu.edu/istudy_tutorials/academicintegrity/
[23] http://guides.libraries.psu.edu/onlinestudentlibraryguide
[24] http://guides.libraries.psu.edu/c.php?g=516093&p=3540332
[25] http://ask.libraries.psu.edu/?stream=8
[26] https://student.worldcampus.psu.edu/academic-support-resources/strategies-to-improve-online-learning
[27] http://studentblog.worldcampus.psu.edu/
[28] http://istudy.psu.edu/
[29] https://linkedinlearning.psu.edu/
[30] https://esp.e-education.psu.edu/node/25