Positive moral philosophy - The Sustainability Virtues

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

SOS/PHI 394

The Sustainability Virtues:

Cultivating Character for a Flourishing Future

Semester & Year: Spring 25

Location: Tempe - WCPH360

Time: T Th|3:00 PM-4:15 PM

1/13/2025 - 5/2/2025 (C)

Credit Hours: 3

Prerequisite: None

Instructor Information

Name: Tyler DesRoches

E-mail: tyler.desroches@asu.edu

Office: WCPH 492F

Office Hours: By appointment

Course Communication Policy

If you wish to communicate with me, please speak to me before or after class. Otherwise, Canvas Inbox is best. If that fails, contact me here: tyler.desroches@asu.edu.

Course Textbook and Materials

Required Textbook(s)

All articles and book chapters used for this course are available on the course Canvas site. Required readings are listed for each module in the course schedule in this syllabus. Students are expected to do all assigned readings as these materials will serve as the basis for class discussions, lectures, and assignments.

Computer Requirements

While you will be able to access course content with mobile devices (smartphone, iPad, Chromebook, etc.), you must use a computer for some assignments.

This course requires a computer with Internet access and the following:

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

•

Web browsers (such as Chrome)

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Adobe Acrobat Reader (free)

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Microsoft Office (Microsoft 365 is free for all currently-enrolled ASU students)

Technical Support

Technology Support is available to all students enrolled at Arizona State University. All students can contact the University Technology Help Desk by any of the following methods:

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Call 1-855-ASU-5080 (1-855-278-5080)

Course Information

Catalog Description

This interdisciplinary course delves into the character traits and virtues required for sustainability and well-being in the contemporary world. Students will explore the intersection of human flourishing, character development, and ethics. Central to the course is the theory and cultivation of environmental virtues such as mindfulness, gratitude, hope, grit, courage, and environmental stewardship. Through engaging lectures, discussions, and practical activities, students will learn how these virtues can be cultivated to foster a deep sense of environmental stewardship and address the pervasive issue of climate anxiety.

Course Description

This interdisciplinary course delves into the virtues necessary for sustainability and well-being in the modern world. Students will explore the intersection of human flourishing, character development, and ethics. Central to the course is the theory and cultivation of environmental virtues such as mindfulness, gratitude, grit, hope, courage, environmental humility, and environmental stewardship. Through engaging lectures, discussions, and practical activities, students will learn how these virtues can be nurtured to foster a deep sense of environmental stewardship and address the pervasive issue of climate anxiety.

Special emphasis will be placed on understanding and developing the qualities that contribute to both personal well-being and the health of our planet. Students will engage with diverse perspectives on what it means to lead a good life and be a responsible steward of the environment. They will also examine contemporary challenges and ethical dilemmas, learning to respond thoughtfully and proactively.

By the end of the course, students will have a comprehensive understanding of sustainability virtues, and how to integrate them into their lives and communities in the face of environmental challenges.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Course Outcomes

After taking this course, students will be able to:

Understand the Concept of Good Character:

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Define character and its components, including virtues and human flourishing.

Explain Major Theories and Philosophies of Character Development

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Examine historical and contemporary theories of character development.

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Analyze philosophical approaches to character, such as Aristotelian virtue ethics, Confucian and modern psychological theories.

Identify and Employ Strategies for Cultivating Sustainability Virtues:

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Develop strategies to practice and strengthen these virtues.

Assess Personal Character Strengths and Weaknesses:

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Utilize self-assessment tools to identify personal character strengths and areas for improvement.

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Reflect on personal experiences to understand their impact on character development.

Course Workload Expectations

Students are expected to engage in independent reading and viewings, actively participate in classroom discussions, and diligently complete and submit all assignments before their deadlines. Everyone should expect to spend approximately 9 hours per week on this course to be successful.

Student Success

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Attend class and participate.

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Communicate with the instructor and peers often.

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Read course announcements and engage in classroom discussion.

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Submit complete assignments on time.

Module Topics, Readings, and Related Materials

Introduction to the Sustainability Virtues

January 14 Module 1: Introduction

Module 1 Objective:

Students will understand the overall structure and content of this course. They will be capable of critically evaluating the role of virtue ethics in promoting sustainability, with a particular focus on the concept of harmony with nature and explore how this framework can inform environmental education and sustainable practices.

Readings:

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Kawall, Jason. 2021. “Introduction” in The Virtues of Sustainability. Oxford. Oxford University Press, xvii-xxvi.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

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Jordan, Karen & Kristjánsson, Kristján. 2017. “Sustainability, Virtue Ethics, and the Virtue of Harmony with Nature,” Environmental Education Research, 23 (9): 1205-1229.

Related Materials:

Community of Practice: https://pi.education.asu.edu/communities-of-practice/

Laurie Santos, Big Think: https://www.youtube.com/watch?v=MeHsqm4F-W4

The VIA Character Strengths Survey: https://www.viacharacter.org/account/register

Character and the Cultivation of Virtue

Module 2 Objective:

Compare and contrast Aristotelian, Confucian, and Indigenous perspectives on character and the cultivation of virtue, analyzing their approaches to moral development and exploring their relevance to contemporary practices of ethical living.

January 16 Module 2.1: What is Character?

Module 2.1 Objective:

Define and critically analyze the concept of character as presented by Miller, exploring its components, significance, and implications for understanding moral behavior and ethical decision-making.

Reading:

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Miller, Christian B. 2018. “What are We Talking About?” in The Character Gap: How Good are We? Oxford: Oxford University Press, 3-24.

January 21 Module 2.2: Why Bother Developing a Good Character?

Module 2.2 Objective:

Students will understand the motivations and ethical significance of developing good character, analyzing arguments about moral behavior and character development presented in Miller's The Character Gap, and apply these insights to personal and societal contexts.

Reading:

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Miller, Christian B. 2018. “Why Bother Developing a Good Character?” in The Character Gap: How Good are We? Oxford: Oxford University Press, 25-51.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

January 23 Module 2.3: Aristotle on Cultivating Virtue

Module 2.3 Objective:

Analyze Aristotle's account of cultivating virtue as presented by Russell, exploring the processes of moral development, the role of habituation, and the relevance of Aristotelian ethics to contemporary discussions of character formation.

Reading:

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Russell, Daniel C. “Aristotle on Cultivating Virtue,” in ed. Nancy E. Snow, Cultivating Virtue: Perspectives from Philosophy, Theology, and Psychology, Oxford: Oxford University Press, 17-48.

Additional Materials:

Aristotle & Virtue Theory: Crash Course Philosophy: https://www.youtube.com/watch?v=PrvtOWEXDIQ

January 28 Module 2.4: Aristotle, Friendship, and Character

Module 2.4 Objective:

Examine the role of friendship in cultivating virtue as presented by Kristjánsson, analyzing its ethical dimensions and exploring how the concept of friendship can be integrated into moral education and character development.

Reading:

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Kristjánsson, Kristján. 2022. “How Friendship Cultivates Virtue: Retrieving Friendship as a Moral Educational Concept.” In Kristjánsson, Kristján Friendship for Virtue. Oxford: Oxford University Press, 110-134.

January 30 Module 2.5: Confucious and the Cultivation of Virtue

Module 2.5 Objective:

Explore the Confucian concept of moral growth as discussed by Angle, focusing on the metaphor of 'cultivating sprouts,' and analyze its implications for personal development and ethical living in contemporary contexts

Reading:

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Angle, Stephen C. 2022. “Cultivate Your Sprouts,” in Stephen C. Angle, Growing Moral: A Confucian Guide to Life. Oxford: Oxford University Press, 46-57.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

February 4 Module 2.6: Indigenous Perspectives and the Cultivation of Virtue

Module 2.6 Objective:

Examine the role of relational ethics and practical wisdom in fostering human responsibility and collaborative knowledge production, integrating insights from Indigenous perspectives and virtue ethics to address challenges in sustainability science.

Readings:

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Verbos, Amy Klemm and Maria Humphries. 2014. “A Native American Relational Ethic: An Indigenous Perspective on Teaching Human Responsibility.” Journal of Business Ethics 123 (1): 1-9.

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Caniglia, Guido et al. 2023. “Practical Wisdom and Virtue Ethics for Knowledge Co-Production in Sustainability Science.” Nature Sustainability 6, 493-501.

Foundational Sustainability Virtues

Module 3 Objective:

Explore foundational virtues such as mindfulness and gratitude, analyzing their philosophical and psychological underpinnings, and evaluating their roles in personal development, ethical behavior, and fostering well-being in individual and collective contexts.

February 6 Module 3.1: Mindfulness

Module 3.1 Objective:

Analyze the relationship between mindfulness, attention, and awareness through the lens of cognitive neuroscience, exploring the implications of these connections for understanding human cognition and the cultivation of mindfulness practices.

Reading:

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Raffone, Antonino, Angela Tagini, and Narayanan Srinivasan. 2010. “Mindfulness and the Cognitive Neuroscience of Attention and Awareness.” Journal of Religion & Science. 45 (3): 627-646.

Additional Materials:

https://greatergood.berkeley.edu/quizzes/take_quiz/mindfulness

February 11 Module 3.2: Mindfulness II

Module 3.2 Objective:

Examine the intersection of mindfulness and sustainability, exploring how mindfulness practices and education can support sustainable behaviors and contribute to achieving the Sustainable Development Goals.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Readings:

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Ericson, Torgeir; Bjørn Gunaketu Kjønstad, and Anders Barstad. 2014. “Mindfulness and Sustainability.” Ecological Economics 104: 73-79.

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Frank, Pascal; Daniel Fischer, and Christine Wamsler. 2019. “Mindfulness, Education, and the Sustainable Development Goals,” in W. Leal Filho et al. (eds.), Quality Education, Encyclopedia of the UN Development Goals, 1-11.

February 13 Module 3.3: Gratitude

Module 3.3 Objective:

Explore the philosophical concepts of counsel and gratitude, analyzing their roles in coping with life’s challenges and fostering a deeper appreciation for existence, and evaluate their practical implications for personal growth and resilience.

Readings:

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Bovens, Luc. 2021. “Counsel,” in Coping: A Philosophical Guide. Open Book Publishers, 103-113.

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Um, Sungwoo. 2020. “Gratitude for Being.” Australasian Journal of Philosophy 98 (2): 222-233.

Additional Materials:

https://pi.education.asu.edu/resource/an-experiment-in-gratitude/

https://greatergood.berkeley.edu/quizzes/take_quiz/gratitude

https://greatergood.berkeley.edu/video/item/cultivating_gratitude

February 18 Module 3.4: Gratitude II

Module 3.4 Objective:

Examine the concept of gratitude to nature as discussed by Lewis, analyzing its ethical implications and exploring how it can inform attitudes and practices toward environmental stewardship and sustainability.

Readings:

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Lewis, Max. 2023. “On Gratitude to Nature.” Journal of Applied Philosophy 40 (2): 321-338.

Additional Materials:

https://greatergood.berkeley.edu/video/item/what_good_is_gratitude

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Climate Change and Climate Anxiety

Module 4 Objective:

Analyze the interplay between climate change, climate anxiety, and virtues, exploring how cultivating virtues such as courage, resilience, and hope can empower individuals and communities to navigate emotional challenges and take meaningful action toward sustainability.

February 20 Module 4.1: Climate Change

Module 4.1 Objective:

Analyze the challenges and opportunities posed by climate change, exploring the threat it poses to civilization and examining strategies for building a sustainable future, as discussed in scientific and policy-oriented perspectives.

Readings:

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Steel, Daniel; C. Tyler DesRoches, and Kian Mintz-Woo. 2022. “Climate Change and the Threat to Civilization.” Proceedings of the National Academy of the Sciences of United States of America 119 (42) e2210525119.

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Ritchie, Hannah. 2024. “Climate Change: Turning Down the Thermostat” in Not the End of the World: How We Can Be the First Generation to Build a Sustainable Planet. New York: Little, Brown Spark, 66-114.

February 25 Module 4.2: Climate Anxiety

Module 4.2 Objective:

Examine the psychological impacts of climate change, with a focus on climate anxiety, its prevalence among young people, and strategies for mitigating personal and collective risks to promote mental well-being and resilience in the face of environmental challenges.

Readings:

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Clayton, Susan. 2020. “Climate Anxiety: Psychological Responses to Climate Change.” Journal of Anxiety Disorders 74 102263.

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Wu, Judy et al. 2020. “Climate Anxiety in Young People: A Call to Action.” The Lancet Planetary Health 4 (10): E435-E436.

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Fyke, Jeremy and Andrew Weaver. 2023. “Reducing Personal Climate Risk to Reduce Personal Climate Anxiety.” Nature Climate Change 23, 209-210.

Additional Materials:

“Think Like an Awesome Ancestor: A Daily Practice to Ease Eco-Anxiety,” Heather White

https://www.youtube.com/watch?v=VujHHMQMR80

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

February 27 Module 4.3: Courage

Module 4.3 Objective:

Analyze Aristotle’s conception of courage as a virtue within his theory of the good, exploring its ethical significance and contemporary relevance to personal and societal challenges.

Reading:

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Otteson, Michael. 2024. “Courage in Aristotle’s Theory of the Good.” The Journal of Value Inquiry 58: 443-459.

Additional Materials:

Maya Angelou on Courage: https://www.youtube.com/watch?v=x9HVJwZdKgw

Principled Innovation: https://pi.education.asu.edu/resource/k-5-card-deck-activity-courage/

March 4 Module 4.4: Courage II

Module 4.4. Objective:

Examine the concept of courage as presented by King, focusing on its role in persisting despite threats, and analyze its relevance to personal development, ethical decision-making, and overcoming challenges in contemporary contexts.

Reading:

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King, Nathan L. 2021. “Courage: Persist Despite Threats.” In Nathan L. King The Excellent Mind. Oxford: Oxford University Press, 177-198.

March 6 Module 4.5: Grit

Module 4.5 Objective:

Examine the concept of grit as discussed by Morton and Paul, analyzing its ethical dimensions, potential benefits, and limitations in the pursuit of personal and professional goals, and its relevance to character development.

Reading:

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Morton, Jennifer M. and Sarah K. Paul. 2019. “Grit.” Ethics 129: 175-203.

Additional Materials:

“Grit: The Power of Passion and Perseverance,” Angela Lee Duckworth: https://www.youtube.com/watch?v=H14bBuluwB8

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

March 11 and 13 Spring Break, No Class

March 18 Module 4.6: Grit II

Module 4.6 Objective:

Explore the neuroscience underlying grit, analyzing its biological and psychological foundations, and evaluate how this understanding can inform approaches to fostering perseverance and resilience in personal and professional contexts.

Reading:

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Stix, Gary. 2011. “The Neuroscience of True Grit.” Scientific American 304 (3): 28-33.

March 20 Module 4.7: Hope

Module 4.7 Objective:

Examine the philosophical dimensions of hope as presented by Bovens and Thompson, exploring its role in coping with challenges and adapting to environmental crises, and evaluate its significance as a virtue in personal and collective resilience.

Readings:

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Bovens, Luc. “Hope” in Coping: A Philosophical Guide. Open Book Publishers, 7-28.

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Thompson, Allen. 2024. “Adapting Environmental Hope.” In Nancy E. Snow (ed.) The Virtue of Hope. Oxford: Oxford University Press, 311-343.

Additional Materials:

From Climate Grief to Hope (TEDx): https://www.youtube.com/watch?v=lK8S4zh8uCw

March 25 Module 4.8: Hope II

Module 4.8 Objective:

Analyze the concept of 'difficult hope' as discussed by Lamb, exploring Wendell Berry's perspectives on climate change and evaluating how this nuanced form of hope can inspire resilience and action in the face of environmental challenges.

Reading:

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Lamb, Michael. 2024. “Difficult Hope: Wendell Berry and Climate Change.” In Nancy E. Snow (ed.) The Virtue of Hope. Oxford: Oxford University Press, 345-379.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

April 1 Mid-Term

Environmental Virtues

Module 5 Objective:

Critically examine the ethical dimensions of environmental virtue ethics, including the roles of humility and stewardship, and analyze their application to contemporary challenges such as geoengineering, fostering a deeper understanding of our moral responsibilities toward the planet.

April 3 Module 5.1: Environmental Virtue Ethics

Module 5.1 Objective:

Explore the foundations and key principles of environmental virtue ethics as discussed by Sandler and Hursthouse, analyzing how virtues can guide ethical interactions with the natural world and inform contemporary environmental decision-making.

Readings:

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Ronald L. Sandler 2013. “Environmental Virtue Ethics.” In Hugh Lafollette The International Encyclopedia of Ethics, 1665-1674.

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Hursthouse, Rosalind. 2022. “Environmental Virtue Ethics.” In Eds. Julia Annas and Jeremy Reid. Virtue and Action: Selected Papers. Oxford. Oxford University Press.

April 8 Module 5.2: Environmental Humility

Module 5.2 Objective:

Examine Confucian environmental ethics and their relevance to contemporary debates on climate engineering, critically analyzing the ‘playing God’ argument and its implications for ethical decision-making in addressing environmental challenges.

Reading:

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Wong, Pak-Hang. 2015. “Confucian Environmental Ethics, Climate Engineering, and the “Playing God” Argument. Zygon 50 (1): 28-41.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

April 10 Module 5.3: Environmental Humility II

Module 5.3 Objective:

Critically analyze the ethical implications of climate engineering, focusing on the 'playing God' critique as discussed by Hartman, and evaluate its significance in shaping moral perspectives on technological interventions in the environment.

Reading:

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Hartman, Laura M. 2017. “Climate Engineering and the Playing God Critique.” Ethics & International Affairs 31 (3): 313-333.

April 15 Module 5.4: Environmental Stewardship

Module 5.4 Objective:

Examine the concept of environmental stewardship as defended by Welchman, analyzing its philosophical foundations, ethical significance, and practical implications for addressing contemporary environmental challenges.

Reading:

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Welchman, Jennifer. 2012. “A Defense of Environmental Stewardship.” Environmental Values 21 (3): 297-316.

April 17 Module 5.5: Environmental Stewardship II

Module 5.5 Objective:

Explore the concept of interdependence as discussed by Millstein through the lens of Aldo Leopold’s environmental ethic, analyzing its implications for community, sustainability, and ethical responsibility in the modern era.

Reading:

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Millstein, Roberta. 2024. “Interdependence.” In The Land is Our Community: Aldo Leopold’s Environmental Ethic for the New Millennium. Chicago: Chicago University Press, 27-49.

April 22 Module 5.6: Environmental Stewardship III

Module 5.6 Objective:

Analyze the concept of 'land communities' as presented by Millstein, exploring its foundations in Aldo Leopold’s environmental ethic and evaluating its relevance for fostering sustainable and ethical relationships with the natural world.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Reading:

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Millstein, Roberta. 2024. “Land Communities.” In The Land is Our Community: Aldo Leopold’s Environmental Ethic for the New Millennium. Chicago: Chicago University Press, 51-77.

Guest Appearance via Zoom: Roberta Millstein.

April 24 Module 5.7: Environmental Stewardship IV

Module 5.7 Objective:

Examine the concept of 'land health' as discussed by Millstein, analyzing its roots in Aldo Leopold’s environmental ethic and evaluating its implications for ecological sustainability and ethical environmental stewardship.

Reading:

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Millstein, Roberta. 2024. “Land Health.” In The Land is Our Community: Aldo Leopold’s Environmental Ethic for the New Millennium. Chicago: Chicago University Press, 79-110.

April 29 Presentations

May 1 Final Exam

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Inclusion Statement

Arizona State University is deeply committed to our position as a New American University by enabling academic excellence, accessibility, and impact in communities around the world. This commitment is rooted in an academic experience in which our students are exposed to and learn from ideas and solutions from a wide range of perspectives.

Assignment Information and Policies

Assessment Weights

Assignment Weighting

Assessment

% of Grade

Attendance, Engagement & Participation

10%

Short Summary Presentations (2)

10%

Gratitude Journaling (16 entries)

10%

Video: Virtues Responding to Climate Anxiety

10%

Mid-term Exam

10%

Final Group Project

20%

Group Project Presentation

10%

Final Exam

20%

Total

100%

Assessment Descriptions

Attendance, Engagement, & Participation

Regular attendance is crucial for your success in this course. Please make every effort to attend each class on time. If you must miss a class, notify the instructor in advance whenever possible and be sure to catch up on any missed material. Please arrive on time and be ready to start when the class begins. Late arrivals can be disruptive to the learning environment and may result in missed information. For more information on attendance and absences, see below.

Active participation is key to your learning experience. Engage in discussions, ask questions, and contribute your thoughts and ideas. Your participation helps create a dynamic and enriching classroom atmosphere. Genuine participation requires coming to class prepared. Please complete all assigned readings and homework beforehand so you can contribute meaningfully to class activities and discussions.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Show respect for your classmates and their opinions. Listen attentively when others are speaking and be courteous in your interactions. A respectful environment fosters open dialogue and learning for everyone. Use electronic devices responsibly. Laptops and tablets should be used for class-related activities only. Please silence your mobile phones and refrain from using them during class.

Short Summary Presentations

Students will give at least two five-minute PowerPoint/Slide Deck presentation to the class that (1) describes a class reading and (2) poses one critical question about the reading. Normally, these presentations will occur at the beginning of class. Your presentation should only contain two slides. The first should describe the reading and the second should include your main question for the class. Shortly after the course begins, the instructor will assign each student dates for making their short summary presentations.

Gratitude Journaling

As part of this course, you will engage in a gratitude journaling exercise designed to encourage reflection on your experiences and cultivate gratitude.

Assignment Instructions:

Weekly Journaling: For the duration of the semester (16 weeks), you will write in your gratitude journal each week before class on Tuesday. Aim to write at least 3 things for which you are grateful. These could be related to personal experiences, your academic journey, interactions with others, or anything that brings you joy or a sense of fulfillment.

Guiding Prompts: If you're unsure where to begin, consider these questions:

What moment today brought you joy or peace?

Who or what in your life supports or uplifts you?

How have you grown as a person or a scholar this week?

Reflection: At the end of each week, write a short reflection (200-300 words) on your journaling experience. What patterns or themes did you notice in the things you are grateful for? How did the act of journaling impact you?

Video: Virtues Responding to Climate Anxiety

Create a 60-90 second video that explores virtues to address climate anxiety and offers practical ways to cultivate these virtues in daily life. This assignment invites you to engage creatively with the concept of climate anxiety—a growing concern caused by the effects of climate change on individuals and communities. You will research this topic, identify virtues that can alleviate its impact, and share actionable strategies to develop these virtues. Your video should be both educational and inspiring, demonstrating the positive role virtues play in fostering resilience and hope.

Through this project, you will deepen your understanding of climate anxiety by exploring its causes and effects on mental health. You will identify at least three virtues, such as hope, courage, or mindfulness, that can help individuals address this challenge. For each virtue, you’ll provide one or two practical and realistic strategies to cultivate them in daily life. Additionally, you’ll refine your digital storytelling skills by crafting a concise, engaging video that educates and motivates your audience.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

To complete the assignment, begin by researching credible sources on climate anxiety, including expert interviews and articles. Script and storyboard your video with a clear structure: introduction, body, and conclusion. Use visuals, text, music, and creative techniques like storytelling, animations, or personal anecdotes to make your message impactful and memorable.

5. Mid-Term Exam

The mid-term exam will cover all course content up to and including the material covered on March 25. Approximately one week before the mid-term exam, the instructor will provide students with a set of questions. The mid-term exam will be constituted by a subset of these questions.

Final Group Project

TBD

Group Project Presentation

TBD

8. Final Exam

There is a cumulative assessment at the end of the course. This final exam will cover all content covered by this course. A few weeks before the final exam the instructor will provide students with a set of questions. The final exam will be constituted by a subset of these questions.

Submitting Assignments

Some assignments must be submitted to the designated area of Canvas. Others will be submitted to the instructor in class.

Late or Missed Assignments Policy Late assignments will be docked 5% per day. Exceptions can be made for emergencies, so please contact the instructor in advance.

Please follow the appropriate University policies to request an accommodation for religious practices or to accommodate a missed assignment due to University-sanctioned activities.

Arizona does not observe Daylight Savings Time. Please utilize a relevant resource to check on local times such as the Time Zone Converter, the National Institute of Standards and Technology Official US Time, or Time and Date.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Grading Scale

This course will be graded on an A-E plus/minus scale.

The letter grade will correspond with the following percentages achieved.

A-

90-91.9%

92-97.9%

A+

>98%

B-

80-81.9%

82-87.9%

B+

88-89.9%

60-69.9%

70-77.9%

C+

78-79.9%

Below 60%

E = Failing, participated in class

EN = Failing, never participated

EU = Failing, insufficient participation in class and did not complete

XE = Academic dishonesty

Arizona State University Policies, Standards, and Expectations

ASU Online Course Policies

Consult ASU Online Course Policies for information on the following items:

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Course Time Commitment,

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Drop and Add Dates/Withdrawals,

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Photo ID Requirement,

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Grade Appeal Process,

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Netiquette Expectations,

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Prohibition of Harassment,

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Student Conduct and Academic Integrity,

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Title IX,

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SAILS – Disability Accommodations

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Statement on Inclusion,

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Mental Health Support Services,

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Course Evaluations,

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Trigger warnings,

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Academic Affairs Manual

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Student Privacy - FERPA

Accessibility

All students should have equal technology opportunities in the classroom. For information about the resources offered by ASU and the technologies commonly used in ASU Online courses, consult the ASU Online Student Accessibility webpage.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Arizona State University Policies, Standards, and Expectations for Immersion/iCourse Students

Add/Drop/Withdrawals Deadline

The enrollment deadline for this course is determined by the ASU Academic Calendar. Please speak with your Academic Advisor regarding any questions or concerns you may have on the enrollment deadlines.

It may be appropriate to Withdraw from the course if we’ve passed the enrollment period. Please review the ASU policies on adjusting your class after the deadline. Once again, please speak with your academic advisor if you have any questions or concerns regarding this process.

Grade Appeals

Grade disputes must first be addressed by discussing the situation with the instructor. If the dispute is not resolved with the instructor, the student may appeal to the School of Sustainability per the University Policy for Student Appeal Procedures on Grades. Undergraduate students, please see additional instructions for undergraduate College of Global Futures courses. Graduate student grade appeals are initiated within the school offering the course (please email CGF@asu.edu for more information about initiating a grade appeal for a graduate course in the College of Global Futures).

Tutoring

ASU offers a variety of support services from the University Academic Success Programs (UASP). If you’re looking for specific support in writing or other academic assistance, please contact UASP via any of the following methods:

•

Website: https://tutoring.asu.edu/

•

Call: 1-480-965-9072

Attendance and Absences

Attendance and participation in class activities is an essential part of the learning process, and students are expected to attend class regularly. Some absences are, however, unavoidable. Excused absences for classes will be given without penalty to the grade in the case of (1) a university-sanctioned event [ACD 304-02]; (2) religious holidays [ACD 304-04; a list can be found here https://eoss.asu.edu/cora/holidays]; (3) work performed in the line-of-duty according [SSM 201-18]; and (4) illness, quarantine or self-isolation related to illness as documented by a health professional.

Anticipated absences for university-sanctioned events, religious holidays, or line-of-duty activity should be communicated to the instructor by at least 7 days before the expected absence.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Absences for illness, quarantine or self-isolation related to illness should be documented by a health professional and communicated to the instructor as soon as possible through the Canvas Inbox.

Excused absences do not relieve students from responsibility for any part of the course work required during the period of absence. Faculty will provide accommodations that may include participation in classes remotely, access to recordings of class activities, and make-up work.

If there is a disagreement as to whether an absence should be accommodated, the instructor and student should contact the academic unit chair immediately for resolution.

Community of Care

As Sun Devils, we take care of ourselves and our community. For up-to-date information about helping to maintain the health of our community, please visit ASU’s Live Well @ ASU: Wellness and Community Care During COVID-19.

Discrimination, Harassment, and Retaliation

ACD-401 Prohibition against Discrimination, Harassment, and Retaliation, prohibits discrimination, harassment, or retaliation on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, and veteran status. Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact the Office of Student Rights and Responsibilities at (480) 965-6547, if you feel another student is harassing you based on any of the factors above; contact the Office of Equity and Inclusion at (480) 965-5057 if you feel an ASU employee is harassing you based on any of the factors above.

Title IX is a federal law that provides that no person be excluded based on sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed based on sex can seek support, including counseling and academic support, from the university. If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at https://sexualviolenceprevention.asu.edu/faqs.

As a mandated reporter, I am obligated to report any information I become aware of regarding alleged acts of sexual discrimination, including sexual violence and dating violence. ASU Counseling Services, https://eoss.asu.edu/counseling is available if you wish to discuss any concerns confidentially and privately. ASU online students may access 360 Life Services, https://goto.asuonline.asu.edu/success/online-resources.html.

Disruptive Student Behavior

Students are entitled to receive instruction free from interference by other members of the class. An instructor may withdraw a student from the course when the student's behavior

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

disrupts the educational process per the SSM 201-10 Instructor Withdrawal of a Student for Disruptive Classroom Behavior and SSM 104–02 Handling Disruptive, Threatening, or Violent Individuals on Campus policies.

Appropriate online behavior (also known as netiquette) is defined by the instructor and includes keeping course discussion posts focused on the assigned topics. Students must maintain a cordial atmosphere and use tact in expressing differences of opinion. Inappropriate discussion board posts may be deleted by the instructor.

Prohibition of Commercial Note Taking Services

Course content, including lectures, are copyrighted materials. Students may not share outside the class, upload, sell, or distribute course content or notes taken during the conduct of the course (see ACD 304-06 Commercial Note Taking Services for more information).

Student Code of Conduct and Academic Integrity

Students have the responsibility to understand and follow ASU’s Student Code of Conduct and Academic Integrity Policy. You may face ethical decisions during your time as a student. If you’re not sure whether something is permitted, it is your responsibility to ask questions or find out by doing more research using the links above. Any violations in this course are subject to sanctions and will be reported to the College of Global Futures and the college or school of your major.

The Office of Student Rights and Responsibilities accepts incident reports from students, faculty, staff, or other persons who believe that a student or a student organization may have violated the Student Code of Conduct.

Academic Integrity (also known as cheating, copying others’ work, uploading your work online to encourage cheating by others, or even reusing your own work) falls under the Student Code of Conduct. Possible sanctions for violations include, but are not limited to, appropriate grade penalties, course failure (indicated on the transcript as a grade of E), course failure due to academic dishonesty (indicated on the transcript as a grade of XE), suspension, and expulsion.

Beware that some websites promote themselves as tutoring and educational resource sites but may be sites that put you at risk for an academic integrity violation if you are using the services to submit work that is not your own or gain knowledge of what to expect on a quiz or exam.

Important: Students must refrain from uploading to any course shell, discussion board, or website used by the course instructor or other course forum, material that is not the student’s original work, unless the students first comply with all applicable copyright laws; faculty members reserve the right to delete materials on grounds of suspected copyright infringement.

All academic integrity violations are reported to the College of Global Futures Academic Integrity Office (AIO). The AIO maintains record of all violations and has access to academic integrity violations committed in all other ASU college/schools.

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

Plagiarism Statement

Plagiarism of any kind will not be tolerated. Students must take the exams independently without assistance from other students. Students may not submit papers written by persons other than themselves. Students must submit original work for this course and may not submit papers previously submitted to (an)other class(es). The ASU student academic integrity policy lists violations in detail. These violations fall into five broad areas that include but are not limited to: (1) Cheating on an academic evaluation or assignment; (2) Plagiarizing; (3) Academic deceit, such as fabricating data or information; (4) Aiding academic integrity policy violations and inappropriately collaborating; (5) Falsifying academic records. See https://provost.asu.edu/academic-integrity

Artificial Intelligence

Any attempt to use ChatGPT to complete assignments or to plagiarize material and present the work as your own will be considered academic misconduct and may result in disciplinary action. It is important that you develop your own ideas and understanding of the course material, and use ChatGPT as a supplement to your learning, not a replacement. If you choose to use ChatGPT, then you must be transparent about it and acknowledge any contributions it makes to your writing. Remember, one major goal of this course is to develop your own voice and perspective, and any attempt to use ChatGPT to gain an unfair advantage will not be tolerated.

Disability Accommodations

ASU provides professional disability specialists and support staff through the office of Student Accessibility and Inclusive Learning Services (SAILS, formerly the DRC) for all qualified students. You may be eligible for additional support and accommodations per ASU’s Policy (SSM 701-01)

Qualified students are encouraged to reach out the SAILS team through any of the following means:

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Phone: (480) 965-1234

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Email: student.accessibility@asu.edu.

Additional Information and Resources

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Dean of Students – aka Educational Outreach and Student Services; provides opportunities for student advocacy, rights and responsibilities, and other support

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College of Global Futures – this course is offered through the College of Global Futures at Arizona State University. Questions about the course should first be addressed with the instructor. If necessary, you may contact the Student Services Center by calling 480-727-6963 or emailing CGF@asu.edu.

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Career Services – offers assistance to students in choosing their major, setting career goals, interviewing, and job-hunting strategies.

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Counseling Services – professional counseling and crisis services for students experiencing emotional concerns, problems in adjusting, and other factors that

ASU Syllabus Requirements: ACD 304-10 Course Syllabus

affect their ability to achieve their academic and personal goals. Support is available

24/7 between campus locations and EMPACT’s 24-hour ASU-dedicated crisis hotline.

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Financial Aid and Scholarship Services – offers information and applications for student funding such as grants, loans, scholarships, and student employment.

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GPA Calculator – students can use this calculator to project their GPA.

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Libraries - offers 24/7 access to librarians through "Ask a Librarian" online chat and help by librarians in person at the Reference Desk during most hours the libraries are open.

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Tutoring and Writing Centers – provides students with academic support services such as tutoring, peer advising, computer assisted instruction, writing support, and supplemental instruction.

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Contact Arizona State University – provides frequently asked question resources and contact information for new questions.

Syllabus Disclaimer

All syllabi are subject to minor changes to meet the needs of the instructor, school, or class. Every effort will be made to avoid changing the course schedule, but the possibility exists that unforeseen events will make syllabus changes necessary. The instructor reserves the right to make changes to the syllabus as deemed necessary. Students will be notified in a timely manner of any syllabus changes. Please check your ASU email and the Announcements on the course site often. THIS CONTENT IS PROTECTED AND MAY NOT BE SHARED, UPLOADED, SOLD, OR DISTRIBUTED. Updated Fall, 2023