| Course Number | Course Name | Description | Faculty |
|---|---|---|---|
| ANTH 1020 SUS | Biological Anthropology | This course explores the human fossil record, human evolution, population genetics, primatology, and modern human biological diversity from a biocultural perspective. | All Sections |
| ART 2200 SUS | Introduction to Printmaking | ”Our semester of printmaking will explore an ‘umbrella theme’- “Sustainability By Design.” At times we may feel that we are only making art to learn how to make art (“art for art sake”), or to make something beautiful (as the real world we live in is so chaotic- especially now.) But one of the most important jobs an artist can have is to be the mirror back to oneself and our culture. I like to call it being a ‘citizen artist.’ Along with being an artist comes a responsibility to use our ‘visual voice’ to help the world- ourselves, our families, our community and our global community. Our job is to make a difference, using imagery (a.k.a. pictures). Given this pivotal time in the world, we will use our art making this semester to practice using our (visual) voices, reflecting on general ideas surrounding Sustainability. From the Weber State Sustainability Department - “the decisions we make in our daily lives at school, work, home, and at play all have impacts on our household, local, regional, and global contexts (environmental, social, and economic). And, similarly, that we are all affected by our climate, the quality of our air, food, and water, as well as the infrastructure and amenities available to us (e.g., mass transit, housing), and the policies that govern and regulate our society.” With these ideas at the front of our minds, we will investigate how printmaking and the use of the multiple can be a tool for change. We are a witness to our communities and times. We will frame our projects around the Sustainability discourse and representation. This is a loose theme, and not all projects will directly relate, but is good to keep on our minds. At the end of the class, “Students will be able to comprehend the interconnection between environmental, social, and economic systems in relation to sustainability,” based on their individual research into their own projects and ideas. During our class discussions and critiques at the end of each project, we will discuss our ideas, research, and motivations behind the imagery used and how it ties to our own interests in Sustainability. | All sections |
| ECON 2020 SUS | Principles of Macroeconomics | This course through a series of lectures, discussions, reading and writing assignments introduces students to the most important concepts in macroeconomics. Topics progress from the underpinnings of economic thinking with supply and demand analysis to understanding economic data. We learn what GDP includes and what it does not, what inflation is and how it is computed. We cover economic growth, and its relation to economic environmental sustainability, the basics of the financial and monetary system, and aggregate fluctuations in the economy. Throughout the course, we will rely on newspaper articles, podcasts, movies and other media that relates to the macroeconomics concepts. |
Valentinas Rudys |
| ENG 2010 SUS | Intermediate College Writing | Students are required to read, write, and discuss readings and information that have sustainability themes and information. | Kyra Hudson |
| GEO 1030 SUS | Earthquakes and Volcanoes | The causes, distribution, and effects of earthquakes and volcanoes within the framework of global plate tectonics. Development of problem solving and analytical thinking skills are emphasized through homework assignments related to geologic processes. Three lectures per week. | Caitlin Tems |
| GEO 3710 SUS | Introduction to GIS | Geographic Information Science (GIS) is a powerful tool that can reveal underlying patterns and processes across landscapes and regions. GIS is a gateway to learning about the structure of geospatial data, and then how to create and analyze it. This course will use GIS skills learned in the course to look at using a multi-criteria analysis to site a wetland reserve for ducks across several states as well as examining the proximity of volcanic hazards in the Pacific Northwest to population centers in Oregon and Washington. Use this course to best understand the power of spatial data! | All Sections |
| GEOG 1000 SUS | Natural Environments of the Earth | A study of the interrelated systems that constitute the earth's surface environment of landforms, weather, climate, natural vegetation, hydrology, and soils. | All Sections |
| GEOG 1300 SUS | Places and People of the World | Course explores different regions around the world and seeks to understand the processes at work, in making places what they are. Society-environment linkages, including sustainability challenges, are a key part of this. | All Sections |
| GEOG 3500 SUS | Geography of Utah and the American West | Explore the physical, cultural, historical, economic and political geography of this region and its subregions, including a consideration of issues of sustainability. | Jeremy Bryson |
| MATH 1040 SUS | Intro to Statistics | Basic concepts of probability and statistics including data collection and analysis, correlation and regression, probability, discrete and continuous distributions (binomial, normal and t distributions), estimation and hypothesis testing, with an emphasis on applications and understanding of the main ideas. | Julian Chan |
| MBA 6700 SUS | Managing for Sustainability | MBA 6700 addresses how organizations (whether business, government, or other types) impact the natural environment and society. It's a practical course, grounded in the science of sustainability, that focuses on the various concepts, methods and practices that can move organizations toward environmental, social and economic sustainability. It educates persons to be knowledgeable agents for sustainability improvement. | All Sections |
| ME 4100 SUS | Senior Project 1 | The ME 4100 Senior Project I is a required mechanical engineering course where a group of students is assigned to complete the preliminary design phase, which includes concept generation, engineering analysis, and design selection of a mechanical product or instrument. The following tasks in the course address the sustainability issues/challenges: a) Students do a preliminary design review that addresses technical risks, hazards associated with safety, ethical and professional responsibilities. b) Students need to maintain professional codes & standards in their modeling, drafting, and analysis. c) Students need to minimize initial rapid-prototyping costs by using low-cost materials and computer simulations. d) Students need to consider environment-friendly, reusable, and easily replaceable materials (e.g., machine components, gears, motors, etc.). e) Students need to minimize the use of hazardous and toxic elements (e.g., lipo batteries, explosive chemicals, etc.) in their prototypes. | All Sections |
| MED 6020 SUS | Diversity in Education |
This course is designed to equip educators with the necessary tools to navigate the complexities of diversity within educational settings while also recognizing the inherent link between the sustainability of communities and the institutions that shape them. Through an exploration of various dimensions of diversity such as race, ethnicity, gender, socioeconomic status, and language, you will gain a deeper understanding of the cultural dynamics that influence teaching and learning. Furthermore, we will critically examine how educational institutions play a vital role in fostering sustainable communities. By incorporating sustainability principles into our discussions, we will explore how educational practices can contribute to the resilience and well-being of communities over time. This holistic approach underscores the interconnectedness between diversity, education, and sustainability, highlighting the importance of fostering inclusive learning environments that promote both social equity and environmental stewardship. Through a blend of theoretical frameworks, practical applications, and collaborative learning experiences, you will engage in dialogue that bridges theory and practice. By leveraging your own experiences and insights, you will contribute to a rich tapestry of perspectives that deepen your understanding of diversity and sustainability within educational contexts. Ultimately, this course aims to empower educators to enact positive change within their communities by integrating principles of diversity and sustainability into their teaching practices. |
Stephanie Speicher |
| MICR 3502 SUS | Environmental Health | In this course you will explore many ways that environmental factors can influence health and disease. This course focuses primarily on human health issues, but occasionally addresses threats to wildlife and natural ecosystems. We will address many issues related to sustainability including toxins in the environment, zoonotic and vector-borne diseases, radiation, water quality, air quality, and solid and liquid wastes. The overarching themes of the course are: 1. Human activities can impact the environment and threaten health, and 2. Environmental health threats can be mitigated through monitoring, risk assessments, policies, and technology. | All Sections |
| NRSG 4200 SUS | Evidence Based Practice | This course focuses on a basic understanding of how multiple sources of evidence are developed and integrated into an evidence-based nursing environment. These sources include the formal research process, quality improvement data, clinical judgment, inter-professional perspectives, and patient preference. This course will include the application of advanced knowledge and skills required for translating reliable evidence into evidence-based practice and clinical judgments. The course will also support the establishment of a research-base for the student's personal nursing practice, as well as influence the continual improvement of healthcare quality and safety. | All Sections |
| NRSG 4400 SUS | Population Health in Nursing | This course explores population health through conducting a comprehensive community assessment. As part of this process, students evaluate how systemic cycles such as poverty, environmental conditions, access to resources, influence health at individual, community, and global levels. Focus is placed on measures to mitigate risks associated with these factors, including approaches that could lead to more sustainable environmental and health outcomes. | All Sections |
| NUTR 1020 SUS | Science of Human Nutrition | Relate the ecological impact and the role for environmental responsibility pertaining to food choices and food system sustainability. | All Sections |
| NUTR 1240 SUS | Nutrition and Sustainable Cooking | This course explores sustainable ways to acquire, prepare and consume food to support a healthier individual, population, and environment. Food science principles will be emphasized in the laboratory experience. | All Sections |
| POLS 2100 SUS | Introduction to International Politics | Examines international political theories and concepts such as traditional Realism (power, state, and nationalism) with contrasting theories of Liberalism (globalization, organizations, and law). Application of these theories will be examined through case studies of powerful countries and regions in addition to problems such as the refugee crises, environmental concerns, and threats of global terrorism. | All Sections |
| PSY 2710 SUS | Biopsychology | This course is designed to provide students with a broad and general understanding of the field of biopsychology as a whole. We will cover many ways in which our brains, bodies and environments work to impact our psychological experiences. | Aminda O'Hare |
| PSY 3000 SUS | Child Psychology | Principles and theories of physiological, psychological, emotional, cognitive, personality and social child development and parent-child relations and developmental problems. | Melinda Russell-Stamp |
| PSY 3460 SUS | Social Psychology | The purpose of this course is to explore social psychological theory and research. Social psychology is the study of how individuals think, feel, and behave in everyday social situations. We investigate social factors pertaining to sustainability, including norms pertaining to sustainable behaviors, biases and heuristics that influence whether people endorse climate change, social dilemmas that pit short-sighted self-interest against long-term group goals, and how to utilize persuasive techniques to encourage people to behave in more sustainable ways. | Sarah Herrmann |
| SOC 4410 SUS | Sociology of Globalization | Study of economic, political, ecological, and cultural globalization in the late 20th and early 21st century. The course examines the history, theories and critiques of globalization, the key actors in the global political economy, the institutions and events that shape global processes, and globalization’s impact on local economies, politics, culture, stratification, and the natural environment. | All Sections |
Sustainability Courses
Courses with the SUS in front of the course number have been formally approved to use the SUS attribute indicating that the course focuses on or includes sustainability in some way. See more info about the SUS attribute here.
2024 Summer Semester
2024 Fall Semester
| Course Number | Course Name | Description | Faculty |
|---|---|---|---|
| ANTH 1020 SUS | Biological Anthropology | This course explores the human fossil record, human evolution, population genetics, primatology, and modern human biological diversity from a biocultural perspective. | All Sections |
|
ART 2810 SUS |
Poetry & Printmaking | With a sustainable focus, this interdisciplinary course gives students the opportunity to write poems, create prints, and combine the two art forms while exploring ways they work together. We will examine how printmakers and poets have addressed ecological and social issues through art, drawing connections between process and the environment. | Andrew Rice |
| ART 3200/4200 SUS | Intermediate & Advanced Printmaking |
Course Theme | “Sustainability By Design.” We will build on the concepts that were originally developed during Introduction to Printmaking and continue to focus around ideas of Sustainability and how we communicate and reflect our communities through our artworks. The core sustainability learning outcome: “Students will be able to comprehend the interconnection between environmental, social, and economic systems in relation to sustainability. ”Our semester of printmaking will explore an ‘umbrella theme’- “Sustainability By Design.” At times we may feel that we are only making art to learn how to make art (“art for art sake”), or to make something beautiful (as the real world we live in is so chaotic- especially now.) But one of the most important jobs an artist can have is to be the mirror back to oneself and our culture. I like to call it being a ‘citizen artist.’ Along with being an artist comes a responsibility to use our ‘visual voice’ to help the world- ourselves, our families, our community and our global community. Our job is to make a difference, using imagery (a.k.a. pictures). Given this pivotal time in the world, we will use our art making this semester to practice using our (visual) voices, reflecting on general ideas surrounding Sustainability. From the Weber State Sustainability Department - “the decisions we make in our daily lives at school, work, home, and at play all have impacts on our household, local, regional, and global contexts (environmental, social, and economic). And, similarly, that we are all affected by our climate, the quality of our air, food, and water, as well as the infrastructure and amenities available to us (e.g., mass transit, housing), and the policies that govern and regulate our society.” With these ideas at the front of our minds, we will investigate how printmaking and the use of the multiple can be a tool for change. We are a witness to our communities and times. We will frame our projects around the Sustainability discourse and representation. This is a loose theme, and not all projects will directly relate, but is good to keep on our minds. At the end of the class, “Students will be able to comprehend the interconnection between environmental, social, and economic systems in relation to sustainability,” based on their individual research into their own projects and ideas. During our class discussions and critiques at the end of each project, we will discuss our ideas, research, and motivations behind the imagery used and how it ties to our own interests in Sustainability. |
All Sections |
| ART 3720 SUS | Public Art | Public Art is a visual art and design field that includes all mediums and ranges from murals to photo-mosaics, to sculpture and design-based work such as light-installations. We will start with exploring a broad range of Public Art approaches through image presentations that examine permanent and temporary artworks ranging from murals, monuments, community-based projects, ecologically-focused projects, site-specificity and environmental artworks. Special attention will be given to incorporating sustainability in public art concepts and project proposals. Students will learn to create 2D, 3D and/or digital renderings and models to develop public art concepts, while gaining knowledge of real-world opportunities for visual artists and designers. | Jason Manley |
| BSAD 3330 SUS | Business Ethics and Environmental Responsibility | BSAD 3330 outlines the relationship between business law and business ethics, exposes students to the concepts of corporate social responsibility and sustainability, and offers students a framework for ethical reasoning. That foundation is then used in part to investigate the interconnection between sustainability and ethically and economically viable business practices. | Matthew Thue |
| BTNY 1010 SUS | Apocalypse Prevention | Apocalypse Prevention focuses on the utility, beauty, and wonder of plants. We read about some of the amazing discoveries about plants, have several hands-on activities discovering their biology, and discuss how we can use plants to help solve problems that society faces. Students have opportunities to observe wild plants changing though the season and develop their own presentations about plants that they find interesting. | All Sections |
| BTNY 1403 SUS | Principles of Environmental Science | A life science general education course focused on the relationship between people and their environment. | All Sections |
| CHEM 3510 SUS | Environmental Chemistry | CHEM 3510 focuses on the chemical processes that determine how matter moves through environmental systems. The course emphasizes chemical equilibrium, mass transport, and the relative timescales of chemical, physical, and biological processes in the environment. The lab portion of this course develops students’ benchtop chemistry and programming skills in the context of researching the fate of a chemical product in the environment. All laboratory data analysis and calculations will be carried out using the Python programming language. | Demetrios Pagonis |
| CHEM 4630 SUS | Materials Chemistry | Materials chemistry is the study of the synthesis, structure, properties, and applications of solid materials. Our technology-driven world is fueled by advances in materials chemistry with examples of application in areas such as nanomaterials, polymers, and energy technology. This survey course will focus on the synthesis of materials through gas, liquid, and solid phase reactions. Crystalline and molecular structure of materials will be related to electronic, optical, thermal, and mechanical properties. Some material characterization techniques including x-ray diffraction and microscopy will be covered. | Brandon Burnett |
| CM 2410 SUS | LEED GA Exam Prep | This course is an introduction to Leadership in Energy and Environmental Design (LEED) specifications and certifications and prepares a student to sit for the LEED GA certification exam. | All Sections |
| CS 1400 SUS | Programming I | This course introduces students to computer programming. It covers topics including logical problem-solving, basic input/output, conditionals, loops, functions, arrays, classes, utilizing language libraries, development environments, and program debugging. In parallel with learning programming techniques, students will be introduced to sustainability concepts. | Hugo Valle |
| ECON 1100 SUS | Environmental Issues and Economic Policy | Explore the intricate relationship between economics and sustainability in ECON 1100. Learn about topics like resource management cost-benefit analysis to understand how economic policies shape our environmental future. Equip yourself with the tools to create a more sustainable world. | Matt Gnagey |
| ECON 3300 SUS | Environmental Economics | This course focuses on environmental issues and the role that economic policies can have on improving environmental outcomes. | Matt Gnagey |
| EEN 4420 SUS | Renewable Energy Systems Design I | This class teaches fundamental concepts of sustainable energy uses and contemporary social, economic, and environmental issues. The topics covered in this class include an introduction to renewable energy systems and an in- depth coverage of the analysis and design of solar and wind energy systems. |
All Sections |
| ENG 2010 SUS | Intermediate College Writing | Students are required to read, write, and discuss readings and information that have sustainability themes and information. | Kyra Hudson |
| ENG 2010 SUS | Intermediate College Writing | In this course, we focus primarily on the environment, asking questions about what it means to us individually and as a society and considering various arguments about how we best use our land and why. We also explore the foothills of Ogden on hikes and a snowshoeing excursion. | Sunni Wilkinson |
| ENGL 2010 SUS | Intermediate College Writing | Intermediate comp. with a unit on economic justice, population, and science and nature that I teach with a sustainability focus. | Jan Hamer |
| ENG 2750 SUS ART 2810 SUS |
Poetry & Printmaking | With a sustainable focus, this interdisciplinary course gives students the opportunity to write poems, create prints, and combine the two art forms while exploring ways they work together. We will examine how printmakers and poets have addressed ecological and social issues through art, drawing connections between process and the environment. | Laura Stott |
| GEO 1030 SUS | Earthquakes and Volcanoes | The causes, distribution, and effects of earthquakes and volcanoes within the framework of global plate tectonics. Development of problem solving and analytical thinking skills are emphasized through homework assignments related to geologic processes. Three lectures per week. | Carie Frantz |
| GEO 1710 SUS | Introduction to GIS | Geographic Information Science (GIS) is a powerful tool that can reveal underlying patterns and processes across landscapes and regions. GIS is a gateway to learning about the structure of geospatial data, and then how to create and analyze it. This course will use GIS skills learned in the course to look at using a multi-criteria analysis to site a wetland reserve for ducks across several states as well as examining the proximity of volcanic hazards in the Pacific Northwest to population centers in Oregon and Washington. Use this course to best understand the power of spatial data! | All Sections |
| GEO 3010 SUS | Oceans and Climate | Oceanography and Earth Systems investigates the major aspects of the marine environment and how the oceans are an integral part of Earth's system. You will learn about how the atmosphere, Earth and ocean interact, how ocean currents circulate water and modulate climate, the fundamentals of nearshore processes, how the oceans modulate climate, and how the climate is changing today. Additional topics discussed in this course will include the origin of the oceans, plate tectonics, seafloor features, seawater properties, climate, waves, tides, coastal landforms, and biological oceanography. The course will explore problems of environmental change and marine pollution and encourage you to develop the scientific skills needed to assess new problems, new information, and developments in the future. |
Caitlin Tems |
| GEO 3010 SUS | Oceanography and Earth's Systems | Oceanography and Earth Systems investigates the major aspects of the marine environment and how the oceans are an integral part of Earth's system. You will learn about how the atmosphere, Earth and ocean interact, how ocean currents circulate water and modulate climate, the fundamentals of nearshore processes, how the oceans modulate climate, and how the climate is changing today. Additional topics discussed in this course will include the origin of the oceans, plate tectonics, seafloor features, seawater properties, climate, waves, tides, coastal landforms, and biological oceanography. The course will explore problems of environmental change and marine pollution and encourage you to develop the scientific skills needed to assess new problems, new information, and developments in the future. | All Sections |
| GEO 3710 SUS | Introduction to GIS | Geographic Information Science (GIS) is a powerful tool that can reveal underlying patterns and processes across landscapes and regions. GIS is a gateway to learning about the structure of geospatial data, and then how to create and analyze it. This course will use GIS skills learned in the course to look at using a multi-criteria analysis to site a wetland reserve for ducks across several states as well as examining the proximity of volcanic hazards in the Pacific Northwest to population centers in Oregon and Washington. Use this course to best understand the power of spatial data! | All Sections |
| GEO 3840 SUS | Remote Sensing: Principle and Application | This course examines how earth observation data is acquired, corrected, displayed, and analyzed. This course uses remotely sensed imagery to better understand wildfire severity, development induced sprawl, and how we can better understand our ever-changing world, with pictures from space! From understanding the light and electromagnetic spectrum to ensuring your end product data is accurate, this course is great for people that want to know more about Earth observation data. | Ryan Frazier |
| GEOG 1000 SUS | Natural Environments of the Earth | A study of the interrelated systems that constitute the earth's surface environment of landforms, weather, climate, natural vegetation, hydrology, and soils. | All Sections |
| GEOG 1300 SUS | Global Geography | Course explores different regions around the world and seeks to understand the processes at work, in making places what they are. Society-environment linkages, including sustainability challenges, are a key part of this. | All Sections |
| GEOG 1500 SUS | Climate Change | This course focuses on the science of global warming. The topic of sustainability is a major focus of the class, as it includes examination of humans' addition of greenhouse gases to the atmosphere since the industrial revolution. Particularly, students analyze various energy practices and their economic viabilities in the goal to mitigate increased warming. | All Sections |
| GEOG 2400 SUS | Cartography and Map Design | In this course where you can learn how to create great maps, and the decisions that go into making them. We will examine the Arctic Sea ice extent, show the history of wildfire in Utah and Idaho, and learn basic Geographic Information Science skills along the way (no prerequisites required!) - the perfect course for those who are interested and want to learn about mapping and maps! | Ryan Frazier |
| GEOG 3050 SUS | Weather and Climate | Learn about the workings of Earth’s climate system, how the complex interactions between multiple elements produce El Nino and La Nina events, major storm systems, hurricanes, and what future climate change has in store for us. | Dan Bedford |
| GEOG 4400 SUS | Cartography and Map Design | This course introduces the foundations of Cartography and Map Design including topics and techniques important to the creation of cartographic visualizations using Geographic Information Systems (GIS) for digital and hardcopy maps. Students will explore and practice the guiding principles and cutting-edge techniques that make modern cartographic products in such high demand across our multimedia social spaces and marketplaces as well as research and data environments. | Ryan Frazier |
| GEOG 4410 SUS | Sustainable Land Use Planning | A study of the status and tools of planning, planning office organization, the federal and state role in planning, and problems in planning. The course emphasizes concepts of sustainable land use planning such as resource conservation, air and water quality improvement, agricultural land preservation, transit-oriented development, and alternatives to suburban sprawl. | All Sections |
| GEOG 4950 SUS | Capitol Reef Field Course: Sustainability and Public Lands | This course is based on a field trip to Capitol Reef National Park and surrounding areas to explore topics of human and environment interactions (past and present) as well as sustainability and public lands, both with respect to management issues within Capitol Reef National Park but also with respect to development around the park, including challenges associated with tourism. Trip dates are Oct. 6-10, with additional pre-trip class meetings to be arranged with the class. Course Fee $90 (includes food, transport and lodging). | Alice Mulder |
| HNRS 1510 SUS | The Omnivore's Dilemma | The "Big Question" for my HNRS LS class "The Omnivores Dilemma" is: "Is the average American diet sustainable from a health as well as environmental perspective?" | Michele Skopec |
| HNRS 2050/1520 SUS | Repair as Radical Act | Environmental issues can seem overwhelming, but there are things we can do every day to improve the environment. Learn how to repair and maintain items in your everyday life with skills like welding, using a multi-meter, changing outlets, and vehicle maintenance. Analyze the economic and environmental impacts of reuse and repair. | Matt Gnagey |
| ID 2060 SUS | Sustainability II - Materials & Hardware | Exploration and research of interior finishes, materials, and sustainable practices. Practical application for specifying and installation of materials will be emphasized. Three-dimensional projects may be required as part of this course. | All Sections |
| MATH 1040 SUS | Intro to Statistics | Basic concepts of probability and statistics including data collection and analysis, correlation and regression, probability. discrete and continuous distributions (binomial, normal and t distributions), estimation and hypothesis testing, with an emphasis on applications and understanding of the main ideas. | All Sections |
| MATH 2280 SUS | Ordinary Differential Equations | In this course, students will have the opportunities to utilize their mathematical knowledge and skills to address real-world inquiries within or beyond their respective fields. This goes beyond the scope of the course syllabus, placing particular emphasis on sustainability-related projects. Students will develop an understanding of the intricate relationships between mathematics and other disciplines such as engineering, physics, finance, chemistry, economics, environmental sciences, and more, all within the context of sustainability. | Chloe Cai |
| ME 4100 SUS | Senior Project 1 | The ME 4100 Senior Project I is a required mechanical engineering course where a group of students is assigned to complete the preliminary design phase, which includes concept generation, engineering analysis, and design selection of a mechanical product or instrument. The following tasks in the course address the sustainability issues/challenges: a) Students do a preliminary design review that addresses technical risks, hazards associated with safety, ethical and professional responsibilities. b) Students need to maintain professional codes & standards in their modeling, drafting, and analysis. c) Students need to minimize initial rapid-prototyping costs by using low-cost materials and computer simulations. d) Students need to consider environment-friendly, reusable, and easily replaceable materials (e.g., machine components, gears, motors, etc.). e) Students need to minimize the use of hazardous and toxic elements (e.g., lipo batteries, explosive chemicals, etc.) in their prototypes. | All Sections |
| ME 4200 SUS | Senior Project 2 | The ME 4200 Senior Project II is a required mechanical engineering course, and it is a continuation of ME 4100 Senior Project work. In this course, the student project group is required to test and optimize their design through analysis and prototyping. The sustainability components in this course are addressed in the following ways: a) The final report submitted by students should address technical risks, hazards associated with safety, ethical and professional responsibilities. b) 3D modeling and 2D drafting presented in the final report maintain professional codes & standards for dimensioning, tolerancing, and measurements. c) Students are required to submit a cost analysis section in the final report that clearly presents the steps taken to facilitate low-cost rapid prototyping. d) A recyclability section in the final report should present the efforts taken to use recyclable parts in the project. e) Students need to report any use of environment-friendly, repairable, replaceable materials in the project. f) A section in the final report should discuss the longevity and safety issues associated with the project. g) A section in the final design report and final presentation are required to demonstrate how or what steps were taken to integrate sustainability into the design process. This section will be used to measure student's abilities to address some key aspects of sustainability, such as identifying the dependence of limited natural resources, the importance of eco-friendly designs, and ethical obligations in the mechanical engineering discipline. | All Sections |
| MED 6020 SUS | Diversity in Education |
This course is designed to equip educators with the necessary tools to navigate the complexities of diversity within educational settings while also recognizing the inherent link between the sustainability of communities and the institutions that shape them. Through an exploration of various dimensions of diversity such as race, ethnicity, gender, socioeconomic status, and language, you will gain a deeper understanding of the cultural dynamics that influence teaching and learning. Furthermore, we will critically examine how educational institutions play a vital role in fostering sustainable communities. By incorporating sustainability principles into our discussions, we will explore how educational practices can contribute to the resilience and well-being of communities over time. This holistic approach underscores the interconnectedness between diversity, education, and sustainability, highlighting the importance of fostering inclusive learning environments that promote both social equity and environmental stewardship. Through a blend of theoretical frameworks, practical applications, and collaborative learning experiences, you will engage in dialogue that bridges theory and practice. By leveraging your own experiences and insights, you will contribute to a rich tapestry of perspectives that deepen your understanding of diversity and sustainability within educational contexts. Ultimately, this course aims to empower educators to enact positive change within their communities by integrating principles of diversity and sustainability into their teaching practices. |
Stephanie Speicher |
| MET 4500 SUS | Senior Project I | A mechanical engineering technology project will be selected for team participation. Projects will require planning, analysis, design, development, production, testing, and documentation. An eco-friendly and cost-effective design approach is needed to optimize the prototype process. | All Sections |
| MET 4510 SUS | Senior Project II | This course is a continuation of MET 4500 Senior Project I. A mechanical engineering technology project will be selected for team participation. Projects will require planning, analysis, design, development, production, testing, and documentation. An eco friendly and cost-effective design approach is needed to optimize the prototype process. | All Sections |
| MICR 3502 SUS | Environmental Health | In this course you will explore many ways that environmental factors can influence health and disease. This course focuses primarily on human health issues, but occasionally addresses threats to wildlife and natural ecosystems. We will address many issues related to sustainability including toxins in the environment, zoonotic and vector-borne diseases, radiation, water quality, air quality, and solid and liquid wastes. The overarching themes of the course are: 1. Human activities can impact the environment and threaten health, and 2. Environmental health threats can be mitigated through monitoring, risk assessments, policies, and technology. | All Sections |
| NRSG 4200 SUS | Evidence Based Practice | This course focuses on a basic understanding of how multiple sources of evidence are developed and integrated into an evidence-based nursing environment. These sources include the formal research process, quality improvement data, clinical judgment, inter-professional perspectives, and patient preference. This course will include the application of advanced knowledge and skills required for translating reliable evidence into evidence-based practice and clinical judgments. The course will also support the establishment of a research-base for the student's personal nursing practice, as well as influence the continual improvement of healthcare quality and safety. | All Sections |
| NRSG 4400 SUS | Population Health in Nursing | This course explores population health through conducting a comprehensive community assessment. As part of this process, students evaluate how systemic cycles such as poverty, environmental conditions, access to resources, influence health at individual, community, and global levels. Focus is placed on measures to mitigate risks associated with these factors, including approaches that could lead to more sustainable environmental and health outcomes. | All Sections |
| NUTR 1020 SUS | Science of Human Nutrition | Relate the ecological impact and the role for environmental responsibility pertaining to food choices and food system sustainability. | All Sections |
| NUTR 1240 SUS | Nutrition and Sustainable Cooking | This course explores sustainable ways to acquire, prepare and consume food to support a healthier individual, population, and environment. Food science principles will be emphasized in the laboratory experience. | All Sections |
| PHIL 3700 SUS | Environmental Philosophy | One central topic of this course concerns our ethical responsibilities in addressing global climate change, particularly issues of justice, obligations to future generations, and the effects on non-human nature. | Robert Fudge |
| POLS 1010 SUS | Power, Politics, and the State | With focus on issues of sustainability, this course gives students an opportunity to explore and analyze the effects of politics and governance on society, culture, political economy, and the environment. We read about nonwestern theories, politics, societies, and cultures, political economic issues and how this affect sustainable practices, and explore international governance, climate policy, war, and conflict and how this affects sustainable socities. | Janicke Stramer-Smith |
| POLS 2100 SUS | Introduction to International Politics | Examines international political theories and concepts such as traditional Realism (power, state, and nationalism) with contrasting theories of Liberalism (globalization, organizations, and law). Application of these theories will be examined through case studies of powerful countries and regions in addition to problems such as the refugee crises, environmental concerns, and threats of global terrorism. | All Sections |
| PSY 1010 SUS | Introduction to Psychology | Psychology is the scientific study of behavior and mental processes. Psychology helps us to understand why it’s hard for people to change (e.g., biases and heuristics) as well as how we can influence sustainable behaviors and strategies (e.g., persuasion, nudges) necessary to enable and encourage societies to live in more sustainable ways. | Sarah Herrmann |
| PSY 2710 SUS | Biopsychology | This course is designed to provide students with a broad and general understanding of the field of biopsychology as a whole. We will cover many ways in which our brains, bodies and environments work to impact our psychological experiences. | Aminda O'Hare |
| PSY 3000 SUS | Child Psychology | Principles and theories of physiological, psychological, emotional, cognitive, personality and social child development and parent-child relations and developmental problems. | Melinda Russell-Stamp |
| PSY 3460 SUS | Social Psychology | The purpose of this course is to explore social psychological theory and research. Social psychology is the study of how individuals think, feel, and behave in everyday social situations. We investigate social factors pertaining to sustainability, including norms pertaining to sustainable behaviors, biases and heuristics that influence whether people endorse climate change, social dilemmas that pit short-sighted self-interest against long-term group goals, and how to utilize persuasive techniques to encourage people to behave in more sustainable ways. | Sarah Herrmann |
| PSY 4200 | Environmental Psychology | Environmental psychology examines the interactions between the physical environment and psychological processes. Environmental psychology covers the breadth of psychology, including human development, biopsychology, cognition, health and wellbeing, and social/cultural psychology. This course will cover major areas of intersectionality among environmental science, sustainability, and psychology. | Aminda O’Hare |
| QUAN 2600 SUS | Business Statistics I | We analyze environmental datasets and data from 91¶ÌÊÓƵ related to sustainability in many of our examples in class. | Valentinas Rudys |
| SOC 1010 SUS | Introduction to Sociology | Sociology is the study of the dual nature of the individual in society and society in the individual. Introduction to Sociology provides an overview of how individuals shape the way our society functions including many of the challenges facing our world today related to things like gender, family, race, ethnicity, wealth and poverty, politics, as well as the individual's role in protecting the environment. The final unit of the course includes a debate style presentation titled, "Is Humankind Dangerously Harming the Environment?" During the debate, students will engage with this topic from multiple angles to uncover the dual nature of the individual in society and society in the individual as it relates to a sustainable future for humanity. | R.C. Morris |
| SPAN 3320 SUS | Sustainability: un buen futuro | This course provides an introduction to sustainability and explores how issues of sustainability relate to Hispanic communities. The concept of sustainability recognizes that healthy human societies depend on healthy ecosystems and the sustainable use of natural resources to ensure health for future generations. We will explore sustainability from a wide range of dimensions and perspectives (e.g., social, cultural, economic and environmental) and how they relate to human health. | John Trimble |
| THEA /ENGL 3505 SUS | Playwriting | This course serves as an exploration of the craft of writing for the theatre. To prepare for a staged reading of an original short play, in this workshop-style class students will read a variety of plays and articles, discuss the major components of playwriting, complete writing assignments, share writing, and provide feedback to one another. This course also involves components and learning outcomes around the concept of economic, social and environmental sustainability. We will approach sustainability thematically, as we discuss the intersections of social systems with economy and environment through plays whcih also serve as examples for ways to engage topics of social and environmental justice in contemporary writing practices for the stage. | Sarah Grunnah |
| 91¶ÌÊÓƵ 1560 SUS | People and Nature | Curious about how humans interact with nature? Want to learn more about those connections at the local and global levels? Expect to engage with issues ranging from air quality to animals, from energy to environmental justice, from fashion to food security, from parks to pollution, and much more. Join us to gain an awareness of the larger structures and systems involved in the relationship between people and nature. Recognize connections and get ideas for better engaging with solutions that can lead to healthier and happier communities. | Hal Crimmel and Alice Mulder |
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