Shellie Zias-Roe, Ph.D., AICP CEP Higher Education Teaching Portfolio Biography As an environmental scientist and certified professional urban and environmental planner, I have always been interested in the environment and education. By applying knowledge of the natural world and its processes, I develop projects and programs that protect the environment while promoting the health and well-being of its inhabitants. A personal commitment to scholarly inquiry resulted in a doctoral degree from Prescott College in Sustainability Education where I engaged in transformative and experiential learning across multiple disciplines including biophilia, civic and human ecology, natural resource management, collaborative governance, sense of place, environmental & equity planning, and environmental impact assessment. Since 2006, my environmental practice has centered on environmental and community planning in Southern California. My research and engagement efforts have focused on the earth and human connection and the study of resiliency within social-ecological systems. I am interested in the application of systems thinking to transform the lives of people and the environment through multi-perspectival connections. I have also earned bachelor’s degrees in Environmental Management: Natural Resource Management and Liberal Arts, and a master of applied science degree in Environmental Policy and Management: Natural Resource Management. Currently, I am an Adjunct Professor at the University of Redlands in the Environmental Studies Department, teaching Environmental Planning, Environmental Impact Assessment, Resilient Cities: Planning for Climate Change, Civic Ecology, Sustainability Planning, Water Resource Policy, and Professional Development in Environmental Careers.
Teaching Philosophy Statement Teaching for sustainability within the field of environmental science considers and explores the theories, processes, and circumstances through which individuals, groups, and institutions respond and transform towards supporting and promoting a sustainable future. Drawing upon peer-reviewed research while challenging existing practices, education for sustainability and environmental science is designed to contrast predominant paradigms of learning whilst examining alternative ways of knowing such as systems thinking (Cloud, 2018; Engle, et.al., 2017; Meadows, 2008; Sagarin, 2012; and Sterling, 2001). My current approach to teaching for sustainability is to co-teach with nature. Experiential learning, whether inside or outside the classroom using a nature-based pedagogy allows for an in-depth and critical analysis of scholarly inquiry within the life and social sciences. For example, a course developed to incorporate climate change adaptation strategies centered on resiliency has its foundations in nature. Resiliency planning explicitly considers how cities mimic resilient ecosystems. Borrowed from the field of ecology, resiliency refers to a systems ability to bounce back after a disturbance. Cities that evolve to withstand threats from earthquakes, hurricanes, sea level rise and extreme weather events are resilient cities. Cognizant of disciplinary transparency, teaching in the environmental field has its own conventions, vocabulary, research methods and methodologies that can be very confusing. Teaching strategies that others have observed are my use of analogies and case studies to explain the relationship between a concept being shared that may be unfamiliar by grounding students in the familiar, activating one’s ability to construct knowledge (Heick, 2017). To encourage motivation and develop a sense of responsibility in my students to invest in their own learning, I incorporate research-based strategies such as engaging students through my passion of the subject, building rapport with my students, investing in their learning, contextualizing the content, using a variety of active learning techniques, setting realistic and explicit learning goals and outcomes and share them on our digital classroom, the syllabus, and throughout my lectures. One’s mindset and persistence or grit resonate greatly in how I perceive my own ability to overcome life’s challenges towards pursuing my long-term goals (Duckworth & Eskreis-Winkler, 2013; Elliott & Dweck, 1988). As such, I also measure academic success by an individual’s ability to work hard, put in the extra effort through deliberate practice, and show persistence. Often times students face adversities due to personal, academic, or challenges related to diversity issues such as gender identity, ethnicity, culture, social status, age, faith, physical limitations, etc. Experiencing a sense of belonging is important and may influence the level of engagement or motivation. By creating lectures using universal design for learning, I provide multiple ways of representing, expressing, and engaging students. My life experiences have provided me with a heightened awareness of student needs and an open mind to different challenges that individuals face. Formative and summative feedback is reciprocated liberally between teacher and student during course flight. This resilient strategy of inclusive teaching supports the student’s growth in being actively involved in their learning while providing me with an opportunity to be a reflective and reflexive teacher.
References The Cloud Institute for Sustainability Education. (2018). Jamie Cloud on education for sustainability. Retrieved from https://cloudinstitute.org/. Duckworth, A.L. & Eskreis-Winkler, L. (2013). True grit. Retrieved from http://www.psychologicalscience.org/observer/true-grit#.WWSsMoiGPIU. Elliott, E.S. & Dweck, C.S. (1988). An approach to motivation and achievement. Journal of Personality and Social Psychology. 54(1):5. Engle, E.W., Barsom, S.H., Vanenbergh, L., Sterner III, G.E. and Alter, T.R. (2017). ‘Developing a framework for sustainability meta-compenencies’, Int. J. Higher Education and Sustainability, Vol. 1, No. 4, pp.285-303. Harvard University. (2018). Teaching and learning strategies for higher education. The Derek Bok Center for Teaching and Learning. Heick, T. (2017). A guide for teaching with analogies. Retrieved from http://www.teachthought.com/critical-thinking/types of analogies/. Meadows, D. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green Publishing. Sagarin, R. (2012). Learning from the octopus. New York, NY: Basic Books. Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Schumacher Briefings. Bristol, England: CREATE Environment Centre.
FYS 100-07 Sustainability Planning: Environment & People: An Experiential Inquiry into Sharing the Planet Active Learning Technique
Lesson Plan: Field Trip to Wildlands Conservancy: Oak Glen Preserve Learning Objectives: LO1. Show how the United Nations Sustainable Development Goals related to agriculture are evident in the U.S. LO2. Experience how local governments implement a policy that centers around agriculture and open space. LO3. Provide an experiential active learning opportunity to experience nature in an area that has been preserved by a land trust located in an area that holds significant importance to its citizens. LO4. Understand the importance of recreational opportunities adjacent to natural systems such as National Forests, National Parks and Wilderness areas as a source of education and economic significance. Discover valuable knowledge related to recreational impacts.
Field Trip Activity During a three-hour field lab, students will engage in an active learning opportunity by going to a nature preserve in Southern California. This activity is designed to build rapport with the students while introducing them to the concept of agritourism as a planning process to preserve agriculture. Students will experience a agritourism/planning lecture (filmed on location) about the value of agriculture in the protected agricultural and open space preserve. Key Components of the Lecture: Agriculture as an economic activity occupying 41,793 acres (2.32 percent),
To establish areas where open space and non-agricultural activities are the primary use of the land, but where agriculture and compatible uses may co-exist. 2007 and amended versions of the County of San Bernardino General Plan used these terms this many times within the document. The document is being updated as we speak: Agriculture Open Space Economy, Economic Development, Economic Nature Citizens Participation Policy Climate Change Habitat Sustainable Social Environment Farm
47 208 255 17 7 26 28 0 70 1 15 80 54
Agriculture has historically been an important part of San Bernardino’s economy. The County consistently ranks in the top 15 agricultural-producing counties in the state. The value of agricultural production in the year 2002 for the County totaled $631,550,100, a decrease of nearly $72 million from the previous year (County of San Bernardino, Department of Agriculture/Weights, and Measures, 2002). The decrease in value is attributable to the dairy industry, because of the low value of milk in 2002. Agricultural use within the County continues to decline as a result of the effects of urban expansion and economic considerations. Most agricultural development is located in areas with relatively level terrain and stable soil conditions. For similar reasons, these types of areas are also the most desirable (and economically valuable) for urban development. As urban expansion encroaches into agricultural areas, remaining agricultural development are often surrounded by urban activities. This situation exacerbates the further conversion of agricultural land because of the presence of urban services extensions (sewer, water, etc.), the associated increases in potential land values for urban uses (which often exceed the agricultural dollar value), and the increased incidence of land use incompatibility. In addition, a number of agricultural areas within the County have been converted to other uses because of declining viability, decreasing air quality, and increasing water costs. The net result of this situation is that the amount of vacant land that can be converted to most agricultural uses is steadily diminishing. Students will explore and hike around the preserve and assess the apple cider making facility and apple base products for sale in the market to interpret an economic venture within a preserve. Debriefing Activity – 20-30 minutes:
Using a Think-Pair-Share or Discussion forum, students will share their experience and what they learned that was new, how the experience related to the lecture and the learning outcomes. Follow-up Assignment: Peer Review Students will journal their experience tying in the value and importance of agriculture with their climate change planning reading. Students will write a brief paper, up to 750 words and share their paper with three students using a peer review process. Peer Review Prompts: 1. Describe in your own words the choices the writer has made assessing and
responding to the framework they devised using the wicked problem context when considering various perspectives related to climate change adaptation and resilience. Think about the language the writer used, how directly or indirectly the writer has connected the available evidence that supports climate change is real, impacting, and is a wicked problem. For this first question/aspect, you are acting as a mirror describing and reflecting, not judging, what you see in your peer's response to the reading and writing prompt. 2. What do you think was effective about the writer's response to the reading assignment and writing prompt? What specific choices did the writer make that you believe would likely create a change for the better for communities to respond to the threat of climate change? Why do you think those choices are effective? 3. What do you think could be improved in the writer's response to the writing prompts based on the reading assignment? What factors would you ask the writer to consider more fully? What questions would you ask the writer about the choices they made in their response?
EVST 360: Environmental Planning Experiential Engagement Activity
Lesson Plan: Case Study: Harmony Specific Plan EIR Learning Objectives: LO1: Examine a real-world local development project and its effects on the local environment LO2: Describe environmental planning and the individuals and community involved in the "project" LO3: Analyze how the law is interpreted through policy and how local government processes apply laws LO4: Demonstrate knowledge of environmental policy through active learning experiential activity
In-Class Activity On Moodle, you will find a Project that we will examine closely to learn experientially what environmental planning is, who is involved, etc. You will break into several small groups to investigate and explore assigned roles/topics: The City of Highland The Developer The Consultants The Citizens The Court Ruling (the larger group) Current Status We will spend 30-40 minutes in class to consider the following prompts/questions. Once we reconvene, each group will present their topic, giving an overview of the position, etc. Each group will use the same prompts to examine their topic. Please go to your topic in the case study to begin to learn about your topic, you are allowed to explore other websites to learn more, etc. Use the answers to the following prompts to guide your 5-minute presentation to the class. 1. In the field of Environmental Planning, many different groups of individuals play a role in shaping the communities in which we live. What function does your assigned role/topic play in the case study?
2. How vital/critical to the project is this entity? How does it fit into the structure of the planning process? What would happen to the project if the entity did not exist? 3. Did your small group determine if the entity that you investigated has a self-serving interest or a community interest and why? How did you come to this conclusion? 4. Does your small group agree or disagree with or understand the position/role of your entity/topic why? Maybe there is not a position to take, but a level of understanding to gain from the entity. 5. Were you exposed to this knowledge prior to today’s activity, if so, to what level? If not, what was eye-opening, what do you like/not like about the role this entity plays in this case study? 6. If you could change the process, what would you change? As the semester goes on, we will continue examining this case study. There will be more questions for in-class activities, role plays, and homework assignments.
EVST 235 Environmental Impact Assessment Semester Writing Assignment & Portfolio Component
Assignment Title: Monthly CEQA References & Annotations: Assignment Description: Locate 55 References, prepare 11 annotations, and organize a bibliography over 4 months of fall semester
Learning Objectives: LO1: Describe how scholarly information is produced, organized, and disseminated in the field of Environmental Impact Assessment and Environmental Planning, Policy, & Management. LO2: Learn how to locate completed Environmental Impact Assessments and cite them appropriately as a reference or annotated bibliography. LO3: Organize citations and annotations into prescribed annotated bibliography format.
INSTRUCTIONS & GUIDELINES: The assignment is to complete 5 CEQA References and 1 Annotation per week. However, I allow for submittal of all references and annotations assigned for that month due by the last day of the same month. This allows you the flexibility to manage the assignment according to your own schedule. In the past, I have had students manage this assignment in several ways. Some work according to the weekly schedule, some submit all of their work early and some at the last minute. Since I give you a month notice to manage your workflow, when the assignment closes on Moodle, I am unable to extend the time for submittal except for extenuating circumstances. I suggest not waiting until the end of the month to complete these references and annotations, especially during the months of November and October, when they include 4 weeks of researching and writing. At the end of the semester, you will have written a bibliography of environmental impact reports that includes 55 References & 11 Annotations. I envision this homework activity being written in a Word document, adding new references and annotations as you go within the same document. However, for your course portfolio which will be a culmination of your entire semester, the references and annotations must be in alphabetical order, as is typical with a literature review or bibliography using APA style of writing. This level of work is a critical function of writing in the field of environmental impact assessment. CEQA Environmental Impact Reports are typically published online under a city’s or governmental jurisdiction planning or land development profile tab. The CA Department of Office of Planning & Research also maintains a database of planning projects filed in the state. Go to CEQAnet.com to locate projects, however, you will have to go to the government agencies website to find the original document.
Sample Reference: City of Redlands. (2011). Redlands Crossing Center Draft Environmental Impact Assessment Report. SCH No. 2007081111. Retrieved from https://www.cityofredlands.org/.
Sample Annotation: City of Redlands. (2011). Redlands Crossing Center Draft Environmental Impact Assessment Report. SCH No. 2007081111. Retrieved from https://www.cityofredlands.org/. The Redlands Crossing Center (Project) site is located south of San Bernardino Avenue, and east of State Route (SR) 210 in the City of Redlands. The Redlands Crossing Center (Project) proposes to develop a regional shopping center that consists of approximately 275,500 square feet of commercial retail uses on approximately 23.9 acres. The Project includes 215,000 square feet for the proposed Redlands Crossing Walmart (Parcel 10) and 60,500 square feet (Parcels 1 to 9) consisting of three (3) drive-thru fast food restaurants, three (3) retail spaces, a fast food restaurant without a drive-thru, and a retail/gas station with a drive-thru. Further, approximately 1,349 parking spaces will be provided for the 275,500 square feet of commercial retail space. A few of the development objectives for the Project to serve as the basis for considering the associated environmental impacts include. 1. Maximize retail commercial property and sales tax revenues that would be accrued to the various agencies within the City of Redlands from the development of the Project site. 2. Facilitate customer convenience by providing a full range of goods and services (including grocery, gardening, dry goods, automotive, and other uses) within a single store. 3. Develop the Project site with a high-quality mix of retail, grocery, restaurant, and commercial uses that will complement each other and encourage one-stop shopping thereby reducing vehicle miles traveled and vehicle trips in the community. (Note, the annotation is excerpted from the Executive Summary of the Draft EIR. Due to the nature of the writing used in the preparation of the EIR, I am ok with directly taking language from the EIR, however, your annotation should flow and come from various sections of the Executive Summary. The activity is designed so that you learn how to read EIRs, learn how they are written, and capture important facts about the project in a short summary not to exceed 250 words).
Due Dates: September 30, 2018: October 31, 2018: November 30, 2018: December 10, 2018:
CEQA References and Annotations: 10 References & 2 Annotations Due CEQA References and Annotations: 20 References & 4 Annotations Due CEQA References and Annotations: 20 References & 2 Annotations Due CEQA References and Annotations: 5 References & 1 Annotation Due
Adherence to assignment
No submission. OR
Student locates 55 references, prepares 11 annotations, and organizes a bibliography, adequately represents and encapsulates their understanding of how scholarly information is produced, organized and disseminated in the field of Environmental Impact Assessment.
Student fails to address any element of the assignment. (0)
Some key elements are not addressed. Student submittal is limited in that one or more of the four required monthly assignments is excluded. OR Submittal does not fall within the prescribed reference & annotation count (5)
Student adheres to most of the assignment. Their submittal is adequate in that it follows the guidelines and includes three of the four required monthly assignments. Most of the materials included represent scholarly writing as it is expressed in the field of Environmental Impact Assessment (7)
Student fully adheres to the assignment. Their submittal is excellent and has any additional materials that are appropriate for the student’s discipline. The included materials represent scholarly writing completely and comprehensively. (10)
Student provides a sufficiently thorough representation of their research skills, experiences, and capability as a technical writer within the field of environmental impact assessment (based on the materials included). Their representation is adequate (e.g., largely highlights relevant reports). (7)
Student provides a thoroughly developed representation of their research skills, experiences, and capability as a technical writer within the field of environmental impact assessment (based on the materials included). Their representation is excellent (e.g. typifies technical writing using APA referencing criteria (10)
Answer falls within the prescribed reference & annotation count. (55 references & 11 annotations) Accuracy of representation
No submission. OR
Student provides a thorough representation of their research skills, experiences, and capability as technical writer within the field of environmental impact assessment
Student fails to provide a thorough representation of their research skills, experiences, and capability as a technical writer within the field of environmental impact assessment (based on the materials included). (0)
Student provides a somewhat thorough representation of their research skills, experiences, and capability as a technical writer within the field of environmental impact assessment (based on the materials included). Their representation is somewhat realistic (5)
Selection of documents
No submission. OR
Student selects EIRs that represent a range of environmental projects throughout the state of CA.
Provision of context
Student fails to select EIRs that represent a range of environmental projects throughout the state of CA. The selected materials favor quantity over quality. (0)
No submission. OR
Student contextualizes and provides an explanation and justification of each piece of material included in the reference & annotation portfolio component.
Organization of writing
Student provides no contextualization, explanation, or justification of the materials included in the reference & annotation portfolio component. (0)
No submission. OR
Answer is structured clearly and logically.
Total: 50 marks
Complete lack of logical structure. (0)
Student selects a limited range of EIRs that represent environmental projects throughout the state of CA. Or, their selection shows limited intentionality, largely favoring quantity over quality. (5)
Student selects an adequate range of EIRs that represent environmental projects throughout the state of CA. Their selection shows sufficient intentionality, somewhat favoring quantity over quality. (7)
Student selects a comprehensive range of EIRs that represent environmental projects throughout the state of CA. Their selection shows a nuanced intentionality that favors quality over quantity. (10)
Student provides limited contextualization of the materials included in the portfolio component. Vague explanations or justifications are provided in the reference & annotation component. (5)
Student provides adequate contextualization of the materials included portfolio component. Sufficient explanations or justifications are provided in the reference & annotation component. (7)
Student provides comprehensive contextualization of the materials included in the portfolio. Clear, logical, and detailed justifications are provided in the reference & annotation component. (10)
Answer contains some organization, but it remains difficult to distinguish and navigate the different sections of the bibliography and the rationale for the order of material. (5)
Answer is structured well in terms of clear sections and a rationale for the order of the sections. (7)
Answer is structured very well in terms of easily identifiable sections, organizational rationale, and the clear descriptions and explanations within the sections of the portfolio. (10)
EVST 360-01 Resilient Cities: Climate Adaptation & Hazard Mitigation Planning Syllabus Meeting Days, Times, Location: Tues. & Thurs., 11:00 am -12:20, Lewis 136 Semester: Spring Year: 2019 Units: 4 Section(s): EVST 360-01
Instructor information Name
Shellie Zias-Roe, Ph.D., AICP CEP, Visiting Assistant Professor
Contact Info
shellie_zias-roe@redlands.edu Office: 909-748-8565
Office location
Lewis Hall Room 128
Office hours
Tues. & Thurs. 12:30 pm – 2:30 pm and Wed. 1:00 – 2:30 pm
Cell: 951-818-4581
Course Description “Community resilience is the ability of a community or its constituent parts to bounce back from the harmful impacts of disasters” (Masterson, et. al, 2014, p. 1). Community resilience is strongly correlated with social equity, affecting both the ability of the individual and the community to cope with the impacts of natural hazards, such as earthquakes, drought, flooding, climate change, and even economic down turns. Land Use Planning is a powerful process for building resilience within communities. By assessing hazard exposure, physical and social vulnerabilities, and hazard mitigation plans, planners use their tools to organize and connect through the phases of disaster and potential recovery. Changes in the global climate system suggest that irreversible changes are already under way and will most likely result in more frequent extreme weather events and resulting economic decline. This course is designed to be action oriented. Planning is based on forecasting and we will be conducting scenario-based situations that are set up to mimic what is likely to happen under selected conditions. The scenarios will be based on an accurate assessment of current conditions. We will also be reviewing cases where communities were not prepared for a new era of catastrophes, their responses, and what we can learn from them. ● ● ●
Students will identify the foundations of resiliency planning and construct the application of environmental planning skills to examine real world scenarios to assess and propose climate change adaptation strategies and hazard mitigation plans. Students will classify community assets, describe existing conditions, run rapid risk assessments, identify vulnerable assets by determining function and/or relationships with or dependence on other assets. Students will review planning strategies such as evaluation, program operation, policy development, coordination, and education/outreach to support proposed processes or implementation mechanisms.
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Students will prepare a draft resiliency management plan for a community of their choice which deploys the methods of risk assessment and implementation strategies used to reduce or mitigate risk. Prerequisite: Environmental Impact Assessment OR Environmental Planning
Course Learning Objectives LO1: Explore general information, course readings, and articles uploaded to Moodle to increase familiarity with the topic and context. LO2: Use information from course readings, discussions, and Moodle uploads to gain a foundational understanding of the processes related Resiliency Planning and the various elements and community resources that are impacted due climate change and natural hazards. LO3: Describe how scholarly information is produced, organized, and disseminated in the field of Resiliency & Environmental Planning, Policy, & Management. LO4: Identify and utilize key concepts, terms, etc. that are used within the field of Resiliency Planning. LO5: Deconstruct, decode, and prepare a draft Climate Change Adaptation & Hazard Mitigation Plan as an active learning methodology to understand the documents working parts. LO6: Use analytical skills learned throughout the semester to review and present a scenario or scenarios to demonstrate the issues, solutions, or best practices used in the field Resiliency Planning to assess and mitigate a variety of impacts to the various elements or sectors that are considered within the discipline.
Learning Resources Masterson, J.M., et.al. (2014). Planning for Community Resilience: A Handbook for Reducing Vulnerability to Disasters. Island Press: Washington, D.C.
Assessments The final course grade will be calculated using the following categories: Assessment
Percentage of Final Grade
Class Attendance & Participation
20%
Weekly Reading & Journaling
20%
Planning Tools, Exercises, and Worksheets
20%
Semester Project & Presentation
20%
Exams
20%
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Class Attendance & Participation: Connections and interactions with the learning objectives is dependent on class attendance and active participation. Students will work in groups and during inclass planning workshops which requires regular attendance. Reading the course text and additional material is critical to acquiring the foundational knowledge necessary for interpreting and developing analytical skills. Journaling key terms and concepts, creating relevant meaning of the content, and previewing material before the topic is covered during class lectures contributes towards developing confidence working within the disciplines associated
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with resiliency planning. Utilizing planning tools, completing exercises and worksheets used in risk assessment and effective strategy implementation is essential to building a skill set necessary for managing a project that can verified and critiqued by colleagues later on in a career. These skills are transferrable across disciplines. Completing a semester project and presenting one’s work through deliberate practice planning skills support improving understanding and implementation of the knowledge acquired throughout the semester. The ability to recall and describe processes used in assessing risk and developing appropriate hazard mitigations and climate adaptation strategies can be evaluated through appropriate exams that measure explicit or implicit knowledge associated within the field of planning.
Students will be assigned the following final numeric grades, based on calculations coming from the course assessment section. Grade
Percentage Interval
4.0
93-100% 465-500 points
3.7
90-92% 450-465 points
3.3
87-89% 435-449 points
3.0
83-86% 415-434 points
2.7
80-82% 400-414 points
2.3
77-79% 385-399 points
2.0
73-76% 365-384 points
1.7
70-72% 350-364 points
1.3
67-69% 335-349 points
1.0
63-66% 315-334 points
0.7
60-62% 300-314 points
0.0
59% - below 299 points below
Grading Policies ●
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Late-work policy: Late work may interfere with course progress. Late work may be acceptable depending on the assignment, who else is affected, extenuating circumstances, etc. If there is no communication by the student regarding the reason for being late, before the assignment is late, a total of 10 points will be deducted from the assignment. Make-up work policy: Students will be allowed to make-up assignments and/or assessments based on extenuating circumstances. Requests to make-up the work must be submitted in writing (e-mail) at least 24-hours prior to the due date. If a request is not submitted, there is no guarantee that work
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submitted late will be accepted. Re-grade policy: If a student believes their grade should re-graded, I will consider re-grading the assignment/exam/etc. The request should be made in writing or during my office hours, within one week of receiving the graded assignment. Attendance and/or participation policy: Attendance and/or participation is a graded component of this course. Instructor will take attendance to measure student performance.
Course Policies ● ●
Attendance & Participation: Attendance and participation is a graded component of your course. All absences must be excused prior to missing class. Every 2 absences will result in a grade reduction. Academic Integrity & Collaboration:
“Academic honesty stands at the center of intellectual pursuits in the academic community. Faculty and student scholarship in all forms, individual and collaborative, expresses our understanding and esteem for intellectual honesty. Nurturing and sustaining a climate of honesty are the responsibilities of every member of the community. This policy statement includes standards of academic honesty, obligations and responsibilities of the members of the academic community for cultivating a climate of academic honesty, violations of academic honesty, and the procedures for addressing academic dishonesty” (page 16). I. Standards of Academic Honesty (page 17) Basic standards of honesty and academic integrity include, but are not limited to 1. independently producing all homework, papers, laboratory reports, computer files on disks, and examinations submitted under one’s own name; 2. properly and appropriately referencing all work that draws on the ideas, words, and work of others to credit those thinkers; 3. identifying the co-authors or co-contributors of all work done in collaboration; 4. completing examinations without giving or receiving assistance or tampering with the examination; 5. submitting one’s own original work for each course (understand the concept of selfplagiarism); 6. respecting computer software copyrights, computer security systems, and file privacy of individuals, and protecting computer system performance; 7. accurately and completely disclosing research data, manuscripts, books or other documents, academic records/ credentials, transcripts, and letters of recommendation; and 8. allowing equal access to any library materials and comparable or related academic resources. For the complete policy of academic standards, go to: http://www.redlands.edu/globalassets/depts/registrar/catalogs/catalog-20162018.asprinted.pdf Review the policy in its entirety on pages 17-24 ●
Late-work/Make-up work policy: Students will be allowed to make-up assignments and/or assessments based on extenuating circumstances. Requests to make-up the work must be submitted in writing (e-mail) at least 24-hours prior to the due date. If a request is not submitted, there is no guarantee that work submitted late will be accepted.
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Accommodations for students with disabilities: If you have a disability and require accommodations, please contact Amy Wilms at The Office of Academic Success and Disability Services at 909-748-8069 or by e-mailing her at amy_wilms@redlands.edu. If you have an accommodations letter from the Office of
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Academic Success and Disability Services Office, I encourage you to discuss your accommodations and needs with me as early in the semester as possible. I will work with you to ensure that accommodations are provided as appropriate. Statement on student wellness: As a student, you may experience a range of challenges that can interfere with learning, such as strained relationships, increased anxiety, substance use, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may diminish your academic performance and/or reduce your ability to participate in daily activities. University of Redlands provides counseling services and treatment does work. You can learn more about confidential mental health services available on campus at: http://. Support is always available (24/7) from Counseling and Psychological Services: 909-748-8108 or crisis line: 909-748-8960. Safe Learning Environment: The University of Redlands is committed to providing a safe learning environment for all students that is free of all forms of discrimination, sexual misconduct, and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or experiences any of these incidents, know that you are not alone. The University of Redlands has staff members trained to support you in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, no contact orders, and more. Please be aware all University of Redlands faculty members are “responsible employees,” which means that if you tell me about a situation involving sexual harassment, sexual assault, dating violence, domestic violence, or stalking, I must share that information with the Title IX Coordinator. Although I have to make that notification, you will control how your case will be handled, including whether or not you wish to pursue a formal complaint. Our goal is to make sure you are aware of the range of options available to you and have access to the resources you need. To report an incident, you can: ● ● ● ● ●
Report online at: www.redlands.edu/titleix Report Contact the Title IX Office at 909-748-8916 § Title IX Coordinator, Pat Caudle, pat_caudle@redlands.edu or 909-748-8171 § Deputy Title IX Coordinator, Erica Moorer, erica_moorer@redlands.edu or 909-748-8916 If you wish to speak to someone confidentially (meaning not filing with the Title IX Office), you can contact any of the following on-campus resources: Counseling Service (http://www.redlands.edu/student-life/health-and-psychologicalservices/counseling-center/ ,909-748-8108) Crisis Line: 909-748-8960 Chaplain’s Office (http://www.redlands.edu/student-life/campus-diversity-andinclusion/religious-diversity/, 909-748-8368) For more information, please visit www.redlands.edu/titleix
Course Schedule Dates
Theme/Topic & Learning Outcome Addressed
January 15 & 17
T: What is Community Resilience LO1&LO2 Journaling Outline Lesson & Expectations
January 22 & 24
T: The New Era of Catastrophes LO2, LO3, & LO4: Introduction to planning tools used in resiliency planning & Engaging Community Based Organizations Exercise T: What is Resilience? LO2, LO3, & LO4: Introduce State Resiliency initiatives & Headline Visioning Exercise
January 29 & 31
February 5 & 7
February 12 & 14 February 19 & 21
T: Organizing and Connecting through Disaster Phases LO4, LO5, & LO6: Introduce and review local hazard mitigation plan and Identifying Community Goals Exercise T: Knowing Your Community and Assessing Hazard Exposure LO3, LO4, & LO6: Issue Statements and Rapid Risk Assessment Exercise T: Assessing Physical Vulnerability LO3, LO4, & LO6: Strategy Development Exercise
February 26 & 28
T: Assessing Social Vulnerability LO3, LO4, & LO6: Example Mitigation and Adaptation Strategies
March 4 - 8 March 12 & 14
Spring Break T: An Assessment of Hazard Mitigation Plans LO3, LO4, & LO5: Analyze a Local Hazard Mitigation Plan
March 19 & 21
T: Planners Tool Box LO3, LO5, & LO6: Prioritizing Actions and Objectives Exercise
March 26 & 28
T: Striving for Consistency LO5: Develop a Monitoring Plan Exercise
April 2 & 4
T: Understanding & Evaluation LO1, LO2, & LO4: Exam T: Project Presentations – in class LO1, LO2, LO3, LO4, LO5, & LO6 T: Project Presentations – in class LO1, LO2, LO3, LO4, LO5, & LO6
April 9 & 11 April 16 & 18
Assignment Due Read text Part I of text, pages 1-5. Write a 1-2-page paper based on the reading assignment & prompt. Read text pages 5-24. Write a 2-4-page paper or other form of expression based on the reading assignment & prompt. Read text pages 25-40 Write a 2-4-page paper or other form of expression based on the reading assignment & prompt. Read text pages 41-68. Write a 2-4-page paper based on the reading assignment & prompt. Participate in Peer Review on Moodle Read text pages 69-82. Write a 2-4-page paper or other form of expression based on the reading assignment & prompt. Read text pages 83-96. Write a 2-4-page paper based on the reading assignment & prompt. Participate in Peer Review on Moodle Read text pages 97-112. Write a 2-4-page paper or other form of expression based on the reading assignment & prompt. Have Fun Read text pages 113-138. Write a 2-4-page paper or other form of expression based on the reading assignment & prompt. Read text pages 139-166. Write a 2-4-page paper based on the reading assignment & prompt. Participate in Peer Review on Moodle Read text pages 167-182. Write a 2-4-page paper or other form of expression based on the reading assignment & prompt. Read text pages 183-233. Final Project Due Final Project Due