Program and Course Overview

Welcome to EMSC 302! This is just the beginning of the Energy and Sustainability Policy program, and it might be a brand-new beginning (or one after an extended break from school) for you. We want to make sure that you have all of the resources you need to be successful in your educational endeavor. This orientation course will familiarize you with the people, resources, materials, and tools that will help you as you progress through the program.

About This Lesson

The first lesson is an introduction to the program's people. We'll also review the course structure and technical requirements.

What will we learn?

By the end of this Lesson, you should be able to:

• identify key individuals in the ESP program;
• understand the way in which this course is structured and the technical requirements;

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to "HAVE A QUESTIONS? Ask it here!" discussion forum (found in the "Helpful Resources" module) or e-mail the instructor (if the question is personal in nature).

Key Individuals

Be sure to watch all of the videos below; you'll be quizzed on their content in Quiz 2!

There are many faces to ESP, but there are a few core instructors and advisers that you'll get to know during your time as an ESP student.

Mark Fedkin (2:28)

Matt Howard (2:42)

Daniel Kasper (2:08)

Edwin Pinero (1:53)

Brandi Robinson (2:21)

Haley Sankey (1:22)

Sue Spaugh (1:30)

World Campus Student Portal

Guess what? There's a plethora of information available to you at your fingertips! There are several websites that can help you find what you need, when you need it! 

The Penn State World Campus Student website [5] (introduced as the "The World Campus Portal" in the New Student Orientation) is your student information center. (See screenshot below).

There are several important links available to you on this page, but probably the most important is the "Contacts & Help" tab! You can find the contact info for Tech Support, the Registrar, Financial aid, Bursar and Career Services all in one place!

Screenshot of Penn State's World Campus Student Website

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

The "Enrollment and Registration" page, shown on the screenshot below, will provide links to how to find and schedule a course, and explains how to drop a course!

Screenshot of Penn State's world campus Enrollment and Registration page

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

The "Course Work and Success" page, shown on the screenshot below, provides links to your adviser, how to find course materials and how to prepare for your courses.

Screenshot of Penn State's world campus Course Work and Success page.

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

The Learning Environment

This course and all of your ESP courses will be conducted entirely online. There are no set class meeting times, courses are mostly run asynchronously, meaning you can access the course at any time throughout the week vs attending a course at a specific time every week. Even though the courses are asynchronous, you will be required to complete weekly assignments for most courses.

Canvas [7]

Canvas is Penn State's learning management system (LMS). It is where you can consult course calendars, communicate with your instructors and fellow students, submit assignments, receive feedback from the instructor, take online quizzes and surveys, and check assignment scores and course grades.

Registered students in this course will have access to all course materials using Canvas. Canvas is your classroom. Because the course content is directly imported into Canvas for you, you don't have to leave Canvas to view the course content (unless there's a linklinks to external pages are provided.)

You should have learned about how to utilize Canvas when you completed the New Student Orientation, but we also discuss it in depth and include some tutorials in a later lesson.

Course Expectations

ESP courses typically outline all requirements in the course syllabus. If you have a question about the mechanics or administration of the course, CHECK THE SYLLABUS FIRST. Chances are, the information you need can be found there!

You can view the course syllabus by clicking on the "Syllabus" link in Canvas, on the left-hand side of your screen. See the screen capture below. If you do not see the Syllabus link in the left-hand menu, click on teh hamburger menu (the three lines) near the upper left corner of the Canvas page.

It is essential that you read the entire syllabus, It serves as the course "contract."

Screenshot of EMSC 302 Canvas page, highlighting two links to the course syllabus.

Credit: © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Technical Requirements

As we work through the course content, you need to make sure the computer you are using is configured properly for the lessons and assignments that you will encounter.

Software Requirements

In EMSC 302, students are expected to complete lesson assignments using Microsoft Office software, including Word and Excel. You can utilize Office 365 to access the Microsoft Office suite by logging on to the Penn State Office 365 Home Page [8].

Penn State Offers Office 365 Training [9] that will allow you to learn more about each tool.

Also, Google Drive (available to anyone) allows you to create/download/open Excel (.xls) and Word (.doc) files. Finally, your local library may be another option; many libraries offer the use of Microsoft Office programs at their public computer stations.

For this course, we recommend the minimum technical requirements outlined on the World Campus Technical Requirements [10] page. If you need technical assistance at any point during the course, please contact the World Campus HelpDesk [11].

Class Participation in a Virtual Classroom

For many of you, this Orientation Course is your first foray into the world of online classes, and you may find yourself asking, "What does participation have to do with anything?" The answer is - participation is important, not just for grades, but for enriching the experience you'll have in the ESP Program. You should also consider it a wonderful networking opportunity, to link up with classmates who have similar interests and career goals - and might be working for the types of employers you see yourself gravitating toward in the future! It's never too early to build bridges!

Please be sure to carefully read the Constructive Participation in ESP Peer-to-Peer Activities page [12] to better understand what is expected of you and your classmates. This information is also included in the course syllabus.

How is Class Participation Different in an Online Course?

Good question! Obviously, we're separated by time and space in an online course in a way with which residential courses don't have to contend. But, just like anything else, doing things differently (and being creative) doesn't mean doing things inadequately; some of the most engaging student discussions that happen have occurred in online courses, not residential ones - so get ready to chime in!

It is important that you not only check your Penn State email regularly (at least 4 times/week), but that you also log on to your classes regularly (multiple times/week) in order to actively participate in discussion forums, see updates on course assignments, etc. Many discussion forum rubrics will include a frequency component, meaning that one comment for the week may not meet the assignment expectations.

Most of your courses will be asynchronous.

This means that you aren't required to 'tune in' to listen to the instructor lecture at a certain time. Instead, the courses are designed so that working professionals like yourself can work through the material in your own time at your own pace. This means that your traditional group discussions will occur as a written format more than verbally talking to one another. Remember when Instant Messenger was popular? And you had to be online and not idle to chat with someone? Now we have Facebook and can post messages on people's walls or comment on their pictures and status updates when we see them, and they can respond whenever they see our posts. Online class discussions are similar to that same sort of communicating.

Written communication works better for some people than verbal communication.

Maybe you were always the shy person in class who didn't want to raise your hand to answer a question or participate in a group discussion. Posting on discussion forums and commenting on other students' entries from a distance may provide you with a level of comfort. You might find that you're actually much more apt to chime into discussions online – that’s great! Or, maybe you're the person who was always first to speak up in class, and so you'll be the one to write your discussion forum posts or comments first and find yourself frustrated at waiting for classmates to respond. Either way, this can be an exciting new challenge as you embark on your education. You can see an example of what a discussion forum will look like at the bottom of the page.

The Internet is forever.

In some of the courses you'll take, you may be asked to post assignments to an approved blog space. Many of the topics you find yourself discussing may be controversial as they relate to climate, energy, and other environmental politics and policy. While we encourage you to be open and free with what you write, you should recognize that your postings will be out there for the world to see - so if you're going to make claims about (insert any controversial environmental topic here), you'll want to be certain to do it respectfully, grounded with facts with reputable sources, and in a way you would be proud for folks other than those in the class to see.

Input = Output.

Just like any other activity you’re involved in, you'll soon find that some people are more engaged in the material or the process than others. That's fine, but we want you to recognize that many of these courses are designed to force you to work together - across time zones and other hurdles. This isn't done to somehow make things more difficult for you - it's done to simulate the type of working environment you'll likely experience when you graduate. No one, especially those in sustainability issues of any kind, works in a solitary silo. It is in your best interest to make a genuine effort in the participation component of the courses you take in this program. It will enrich the experience you have in the course, likely improve your grade, and benefit your classmates as well.

Example of a Discussion Forum.

Screenshot of EMSC 302 Canvas discussion forum.

Credit: © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Lesson 1 Activities

Lesson 1 Summary

In this lesson, we covered some overview information about the program and the course. Hopefully, you have a little better understanding of who is involved in ESP and how to navigate this course!

If you are feeling overwhelmed by the information presented in this lesson, contact the instructor immediately to set up a time to review the information together.

Lesson 1 References

Lesson Overview

The learning management system for EMSC 302 is Canvas. Think of Canvas as a hub for course-related information - you can link to your syllabi, access your course grades, post to discussion forums, submit your assignments, and more.

What will we learn?

By the end of this Lesson, you should be able to:

• establish your notification preferences and subscribe to discussion forums in Canvas;
• understand where to access your grades, communicate with your peers, and submit your assignments in Canvas.

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post them to the "EMSC 302 Assignment/Lesson Questions?" discussion forum or e-mail the instructor (if the question is personal in nature).

About Canvas

In the New Student Orientation, [13] you learned about Canvas, and maybe you completed the Canvas Orientation Course too. The following information is to help you be as connected as possible to your courses, classmates, and instructor.

Functionality

The layout of Canvas is fairly simple and straightforward. Let's go over some of the basics so that you'll know where to look for everything you need. And, of course, if you're confused, don't be afraid to ask for help (the Questions Discussion Forum in Canvas would be a great place to post if you need help!)

You'll see that some of the functionality (shown below in the dark gray bar running down the left) is Canvas-level functionality - these are features that will always be there, no matter what course you're viewing in Canvas. They include: Dashboard, Courses, Calendar, etc.

Then, to the right, in white, (in the column right next to the gray bar), you'll see the features specific to our class: Home, Syllabus, Announcements, Modules, Grades, etc.). Similarly to any on-campus course you've ever taken, you'll find that your online courses may all be set up slightly differently. However, a good understanding of some of these basic features in Canvas will help you navigate more easily to find what you need.

Canvas

Screenshot of the Canvas Interface

Credit: © Canvas, 2021

Canvas-level functionality (the same every semester/course)

• ACCOUNT - Edit your profile and personal settings, as well as set your notification preferences (really key to ensuring you're aware of a variety of correspondences in the class).
• DASHBOARD - This shows you all of the courses in which you're currently enrolled.
• COURSES - Lists your courses (similar to Dashboard).
• CALENDAR - What's very handy about the Calendar in Canvas is that you can see due dates for all of your courses at once, color-coded!
• INBOX - If you have any questions, please post to the Canvas Discussion Forum called "Course or assignment-related questions" or e-mail the instructor (if the question is personal in nature). This is Canvas e-mail. It's a bit more like text messaging than proper e-mail, though, because it doesn't have a rich text editor, which means all messages will look like you wrote them on an old school typewriter *gasp!*. However, it is the best way to contact the instructor directly if you have a question which is too personal to share on the discussion forums. Occasionally e-mail may be used to communicate with the class, but generally, the Announcements are used for group communication.
• HELP - Found at the bottom left-hand corner of your Canvas page is the help functionality. If you encounter any technical problems, this button will call the technical cavalry. Canvas offers 24-hour live chat, phone, and e-mail support.

Course-level functionality (may be different in each individual course you're enrolled in)

• HOME - the landing page for the class.
• ANNOUNCEMENTS - this is an integral part of how we'll use Canvas together this semester. Each week, you'll get a "Welcome to Lesson X" Announcement in which you'll be introduced to what's happening in the week to come, discuss any "take home" notes from the previous week, and make other important announcements. Please make sure your notifications are set to receive alerts for new announcements (see the Activity page for this lesson on steps of how to do so!). Also, you can reply directly to Announcements, almost like they are a discussion thread!
• SYLLABUS - this is a bit stripped down from the Syllabus we have on this course website; however, it pulls in all the due dates for assigned work and assembles it for you nicely.
• MODULES - Here you will find links to the assignments, discussions, and other relevant information for the course; organized sequentially by lesson.
• DISCUSSIONS - Access all course-related discussion threads. This includes our weekly discussions for later in the semester, as well as the general discussion threads intended for you to use to ask questions about the course.
• GRADES - Access your running course average as well as individual assignment grades and feedback here. You can also get back into the assignment where you submitted it (in Modules) to see feedback, markup, the grading rubric, and carry on a dialogue with me about any questions you have about your submission and how it was graded.
• PEOPLE - See our course roster.

Setting Up Communication Tools in Canvas

In Canvas, there are three main ways that instructors can interact with students and that students can communicate with other students. They are outlined below.

Canvas makes it easy to stay engaged in your courses. Canvas supports several types of communication, as described below.

In addition, you have a Penn State e-mail account (<Access Account ID>@psu.edu) that you will need to monitor for any official communications that come from your adviser, the University, or from the Penn State World Campus. Get in the habit of checking your email a few times a week. Vital information about your accounts, etc. will be communicated to you using your Penn State email account. It's important, so make checking your email a weekly priority.

Set up your Canvas account so that you receive notifications when there is activity in the class.

To set your notifications, click on the "Account" circle that should have your photo in it. Then, click on "Notifications". Set the Announcements, Grading, Submission Comment, and Conversation Message to "Notify me right away." Please note that in addition to pushing the notification to your e-mail immediately, you can also elect to push it to a mobile device. If you have any questions about setting up these notifications, please let us know!

Screenshot of Notification Preferences page in Canvas

Credit: © Canvas, 2021

Grading Structure

Your grade in this course will be formulated from assessments:

• Written assignments
• Course participation (commenting on discussion posts, other work as assigned)
• Quizzes
• Academic planning

All of the grades and instructor feedback on your work will be contained within Canvas. Visit the Grading page to better understand the expectations for each type of assignment. [15]

Each type of assessment has its own Grading Rubric — a table that describes in detail how your grade is calculated. Be sure to visit the rubric for each type of assessment so that you understand how to earn points for all assignments. Rubrics can be found in Canvas in each assignment, typically included as a link or displayed at the bottom of the page (see screenshot below).

Screenshot of the grading rubric visible below the assignment directions in Canvas

Credit: © Canvas, Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Grades

You can view your grades collectively under Grades in Canvas, or you can go into each assignment individually to review instructor comments and the completed grading rubric used.

Check your grades often. Be sure to discuss any grading issues or concerns you may have with your instructor immediately. If you have not yet been assigned a grade, the space will be left blank - this does not mean you have earned a zero (unless you've not submitted work); it only means your work has not yet been evaluated.

Instructor Feedback

Using Canvas, an instructor can leave comments for you directly in the assignment. Additionally, Canvas allows the instructor to edit your work right in the document itself (similar to Microsoft's Track Changes tool for those of you that may be familiar). For your quizzes, the feedback will occur automatically (for multiple choice and true/false) and is visible when you re-review the quiz.

Some instructors will provide lots of detailed feedback, while others may leave little or none. If you have a question regarding a grade, politely ask for more information from the instructor.

Canvas Activities

In the ESP Program, we work really hard to make sure that our students have a personal, meaningful experience in their classes and that your distance from a campus doesn't detract from that at all. Our motto is, "If we can do it in person, we can do it online!" We encourage you to get to know your instructors, your adviser, AND your classmates. Your classmates all have varied and exciting background experiences, and you can certainly learn from each other. Your classmates are your potential colleagues for the future, so start networking now! For this lesson's assignment, you will be asked to introduce yourself on the Introductions Discussion Forum.

The focus of this assignment is you! Everyone has a story - what is yours? What brought you to the ESP program? Where do you hope the program will take you? Be sure to address the assignment prompts included in the "Assignment Details" section of the table below.

Summary

By now, you should have had a few chances to surf around the course space in Canvas. Hopefully, you'll quickly find using Canvas to be second nature.

One of the most helpful features of Canvas is the calendar feature. All of your courses can input assignment deadlines so that all of the assignments for all of your courses show up in one calendar, making it much easier to understand how your semester will shake out for big projects, exams, etc!

NOTE: If you see something that doesn't make sense here, on the course website or in Canvas, or if you have a suggestion for improvements for this course, please be sure to speak up! I am always looking for ways to make this a better experience for everyone!

Lesson Overview

Maybe it's been a while since you've been in an academic setting, or maybe you've just never had a knack for studying. Either way, this lesson will help you brush up on your study skills and hopefully provide some tools that will help you be successful as an online student!

What will we learn?

By the end of this Lesson, you should be able to:

• create a plan for studying success!
• locate and complete the ALEKS math assessment

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the corresponding Canvas forum or e-mail the instructor (if the question is personal in nature).

Three Habits of Successful Learners

Read about some of our graduates here [18]

Credit: Penn State World Campus
© Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Resuming academic work after a hiatus can be tough. Maybe things have changed since the last time you enrolled, or maybe this is your first online course. Either way, there are some things you can do to help set yourself up for success in an online learning environment. We recommend the following three study habits that will maximize your chances for success in your online class:

1. Devote sufficient time and effort. Schedule several blocks of time during each week to study the text, to work on assignments, and to read and contribute to discussions. The typical recommendation is 1-3 hours per week for each credit. So, if you're enrolled in one 3 credit course, you should have 3 - 9 hours per week set aside to work on that course.
2. Communicate effectively. Post succinct, specific questions and comments with informative subject lines. Whenever appropriate, share questions and comments with the entire class (through the designated Canvas forum) rather than using private e-mail. Read others’ questions and comments and replies. Compose communications with the same care and skill that you’d hope your instructor or employer would devote to a letter of recommendation on your behalf. Be civil and respectful. If frustrated or angry, weigh your words carefully or wait until the next day to post a message if the timeline allows.
3. Approach learning reflectively. Be aware of your strengths and weaknesses as a learner. Students who develop strong “metacognitive” skills tend to be the most effective learners. Also, those who are able to relate what they learned to situations outside the classroom (real or virtual) are most likely to retain that knowledge (Bransford, J.D. et al. 2000).

Study Smarter, Not Harder

Not doing so well on your exams? Feel like you're spending a ton of time trying to study all the information covered? Are you getting overwhelmed and frustrated when you study? There is a better way! Study smarter, not harder!

Click the image below to download PDF files of these Study Skills handouts.

[19]

Study Skills

Click for an accessible version of the handouts. (This will expand to provide more information.)

Study Smarter, Not Harder: What to focus on

What's covered on the exam?

Good courses build their assessments (assignments, quizzes, exams, projects) on lesson and course objectives.

Lesson objectives should support course objectives, and assignments, quizzes, exams, projects, etc., should align with lesson and course objectives.

Read the objectives to make sure you know what the assessments will cover. By engaging with the content and asking yourself questions as you read and study, the material will more likely stick in your brain:

• Do I understand what I am reading? Can I put it in my own words?
• How does what I am reading relate to the lesson objectives?
• How can I relate what I am reading to stuff I already know?
• How would I describe what I'm reading to someone else?
• Can I illustrate this material in a visual way - like a chart, a drawing, a table or diagram?
• What questions do I have that would help me understand the material better?

Study Smarter, Not Harder: Practice time

When should I start studying?

Do study soon after initial learning, though not immediately after class -- take a break (maybe 24 hours)before reviewing. Study again after another break and before the test. Do not wait for a long time (several days, or weeks) after initial learning to begin reviewing and then taking a test. Basically, Practice soon after class and don't wait too long before reviewing again.

Plan a Schedule for study and practice, just like you would for meal or gym workouts. Then stick to it!

Practice Take a practice test, use flashcards, pair up with a friend. Help each other or quiz yourself.

Take a Break Review information from each class, and get a good night's sleep before you review.

Mix it up! Studying more than one topic per study session helps you retain knowledge.

Make your Brain Work! Don't just re-read your notes - this won't stick! Instead, practice retrieving important concepts from memory. Go back and review material you can't remember or have questions about and repeat.

Study Smarter, Not Harder: Note taking for better learning

What is the best way to take notes?

Course content (books, web material, video instruction, lectures, etc.) plus active note-taking equals durable learning.

Taking good notes will improve your recall and deepen your understanding of any topic. Try dividing your note-taking space into sections: in a large area, record main ideas and important concepts in your own words. In a smaller space, capture keywords, questions, and vocabulary. In another space, summarize your notes at a later time.

Mind the Gaps When reviewing or revising your notes, identify gaps and work to clarify concepts. Ask questions, search the content, and check with others.

Create VisualsBuild tables to compare concepts, Map processes, Create a concept map, Draw diagrams, Construct timelines, Draw what you know from memory.

Credit: © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Resources for Further Investigation

Taking Notes

• Taking Notes: Crash Course Study Skills#1 [20] (8:50 YouTube video)
• Cornell Note-taking Lined Paper PDF Generator [21]
• Keep your notes organized with software (some free, others at minimal cost):
  • Microsoft OneNote [22] (free to PSU students),
  • Evernote [23]
  • Using Evernote in Amazing Ways [24]
  • Google docs [25]
  • GoodNotes [26] (app for iOS devices, has built-in templates)
  • The Best Note-Taking Methods for College Students [27]
• Oxford Learning [28]:
  • Cornell Method (Best for understanding key ideas and relationships)
  • Mapping Method (Best for visualizing connected topics and ideas)
  • Outlining Method (Best for easily creating study questions for review)
  • Charting Method (Best for Reviewing lots of facts)

Flashcards

• Google slide/flashcards
  • Create a Flash Cards Action using Templates [29]
  • flashcard template - Google Slides [30]
• Quizlet Flashcards [31]
• 8 Flashcard sites [32]- Make your own!

Research Resources

• Example (blog post) Trying out 6 study techniques [33]
• The Learning Scientists' downloadable materials [34]
  • Spaced Practice [35]
  • Retrieval Practice [36]
  • Elaboration [37]
  • Interleaving [38]
  • Concrete Examples [39]
  • Dual [40]Coding [40]

References

ALEKS

Maybe you love math, maybe you don't! Maybe it's been so long since you've used math, you don't know how you feel about it. Either way, ALEKS is here to help you figure out what math course is the best fit for you! ALEKS is our math assessment test that will help you better understand what math courses match your math skills. Completing the math assessment will ensure that you're not getting in over your head in a math class, thereby saving you money and stress, and hopefully preserving your GPA!

Math Pre-Course (copied from the World Campus Math Resources page [47])

Join the Math Pre-Course to start your course early. You can work in your Math 004, 021, and 022 courses by joining the pre-course. Your instructor will invite you to participate in the math pre-course about two weeks before the semester starts.

Tutoring

Tutor.com’s professional tutors are available 24/7 to provide free, online tutoring for students in select math courses, including Math 004, 021, 022, 034, 036, and 037.

Learn more about tutoring resources. [48]

Guided Study Groups

Students in MATH 021, 022, 034, 037, 110, 140, 141, 220, 230, 231, 232, 250, 231, 252, and 486 may attend free weekly guided study groups. Study groups provide a great way to master new concepts. You can review notes, ask questions, and learn with your fellow students online. The study groups take place on Zoom and are recorded so that you can review them as often as you like.

Academic Support partners with Penn State Learning to provide guided study groups. Visit the Penn State Learning site for more information [49].

Khan Academy

Khan Academy is an educational service created to support students through math tutorials in short lectures on YouTube. Some subjects include algebra, geometry, and calculus.

Sleeping and Dealing with Stress

I know many of you are all too familiar with the sleeplessness that comes with a new baby...even if you haven't experienced parenthood, I'm sure you've got some great examples of silly things you did or events you've forgotten because of lack of sleep. I hear many people say that days/weeks/months/years were a blur, that they don't remember much about times when they were sleep-deprived. That's because your brain needs sleep to function properly! Sleep is more instrumental than you may realize! Not getting enough sleep can cause a plethora of side effects...eating unhealthy, forgetfulness, not to mention lack of attention and who needs that when they're trying to earn a degree?!

Sleeping

Check out the Learning Scientist's podcast on Sleep, Learning, and Self Care [50] for some good info on why sleep and self-care affect your ability to learn!

Dealing with Stress

Credit: © John Stocker [51] / Adobe Stock

Have you ever heard someone say that they're hangry? It's a real thing folks, just ask my husband. When I get snippy, the very first thing he asks is "when was the last time you ate something?" I can't focus when I'm hungry. And, it's so easy to eat poorly when I'm stressed or tired. Tiredness, stress and hunger...sounds like a trifecta for mass failure, doesn't it? Be aware and do your best to head these issues off at the pass. Set yourself up for success! You might not be able to control the amount of stress that comes in and out of your life, but you can definitely take control of your eating and sleeping habits!

Here's some additional reading on the topics, if you'd like to know more:

It's Hard to Study if You're Hungry [52] by Dr. Sara Goldrick-Rab

Record Numbers of College Students Are Seeking Treatment for Depression and Anxiety - But Schools Can't Keep Up [53] by Katie Reilly

Theories of work-related stress [54] by Dr. Sally Pezaro

Effect's of stress on college students' eating habits [55] by Olivia Shackleton

Managing Your Time in an Online Learning Environment

Know your time limitations and plan accordingly when scheduling your classes. Sure, we all understand that you're eager to complete your degree and have it behind you as you embark on a new career - but you want to get your money's worth out of the courses you're taking, and you want to be prepared for whatever job you take when you graduate and, if at all possible, you should enjoy the process - so that means having some time to really devote to the class.

Know your other limitations as well. It's not enough to just have the time to complete the work for the class, but you also need the brain power. If you work in a particularly intellectually challenging job were coming home in the evenings means that you might not be mentally fresh enough to handle a 4 credit calculus course, another course, and still be with it enough to help your kids with their homework, then don't tempt fate - schedule accordingly! Your academic adviser will be happy to help you devise a plan for scheduling the courses that will help you complete the degree requirements in a way that doesn't overextend your ability to think about your courses! There is no “normal”. Some students take one course a semester. Some take a full load. Only you know what you can handle.

Set realistic expectations of yourself. And of your instructors. Your instructors recognize and appreciate that you're likely doing this work at odd hours throughout the week and may have limited pockets of time to complete assignments. That's why they all do their best to respond to inquiries quickly. But no one is completely tethered to their e-mail, so it's a good idea, even if you don't have the time to work on an assignment near the beginning of a week, that you at least look it over and anticipate any questions you might have.

Give yourself (and your family) a schedule. Let's say you decide to take two, 3-credit classes next semester in addition to working full time and having family obligations. Pick a time that you can devote to your coursework and try to stick with it. Maybe it's Mondays, Tuesdays, and Thursdays after your kids are in bed, from 8-11 pm, and then finish up remaining assignments on the weekend. By setting a schedule, and communicating it to your family, you set expectations about the time you'll need to work on your classes.

The last minute can be pretty short. We've seen this happen multiple times in many different classes. DO NOT wait until the very last second to log in to submit something before the deadline. It's never a good idea to race against the clock to submit an assignment or exam. You're almost certainly guaranteeing that your computer will freeze, your Internet connection will fizzle, or that some other technical glitch will prevent you from submitting on time. You may find your instructors rather unforgiving and unwilling to waive point deductions for assignments that are submitted late - even if only by a few minutes. If it's due Sunday night at 11:55 pm, give yourself at least an hour's wiggle room, if not more, to ensure that your assignment reaches its destination before the deadline.

Seeing is believing. Canvas puts all the due dates for all of your courses on one calendar, use it.

Tools

There are lots of tools out there to help you set yourself up for success. Here are a few:

How to Create a Study Schedule [56] by wikiHow

[56]

Click on the image to go to Wikihow's "How to Create a Study Schedule" website.

Credit: Creating Your Schedule by wikihow [56] is licensed under CC BY-NC-SA 3.0 [57]

Tips and tricks for time management are also outlined on the World Campus' Time Management webpage [58].

[59]

Click on the image to go to the Penn State World Campus Time Management page.

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

You can use any of the templates available from Bucknell University [60] website to help you schedule your time more effectively! Scroll down to the Resources for Students section.

Summary

We get it, you've got a ton going on. Everybody does! So, what can you do about it? Plan. Use the tools that are provided to help you get your school work done. Make appointments for yourself to focus on your coursework. Stick to those appointments. If you need to reschedule, then make sure you reschedule. It's the only way to prevent procrastination.

While we understand that school work may not be your first priority, it does need to be near the top in order for you to be successful. If you need help at any time getting a schedule set up, reach out to your adviser. We're always glad to help!

Lesson Overview

The ESP degree includes a study abroad or internship requirement. There are many options available to students that do not require you to leave your job or family for an extended amount of time. This lesson will hopefully distill the myths and ease your anxieties around this requirement.

What will we learn?

By the end of this Lesson, you should be able to:

• understand the degree requirements regarding study abroad/internship;
• know what options are available to you;
• know who to contact to discuss your options;
• how to complete the Study Abroad/Internship Prior Learning Experience Questionnaire

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the Canvas Discussion Forum called "Questions" or e-mail the instructor (if the question is personal in nature).

Degree requirements

Both the ESPBA and the ESPBS degrees require that you complete 3 credits of study abroad or internship. Let me repeat that...study abroad OR internship. You need not do both.

Please don't stress - we know that many of you have jobs, kids, and probably a mortgage too! When you're thinking of your options regarding the study abroad/internship requirement, we want you to think outside of the box. What I mean by that is, don't think that you have to find a "traditional" study abroad/internship opportunity. You can fulfill this degree requirement in many different ways! We have had students be very creative and find wonderful solutions to meeting the degree requirements while not giving up their jobs or their entire summers!

The options available will be outlined in the following pages. But here are the cliff notes regarding this requirement:

• ESP students are required to complete one OR the other - a study abroad or internship
• Your study abroad/internship experience can look very different than "traditional" study abroad/internship experiences
• It does not need to be completed in the summer semester, again, think outside of the box!
• If you have lived abroad or have completed an internship in the past, you may be eligible to apply for a waiver for this requirement
• To discuss available opportunities, contact me [62], Haley Sankey, I am the ESP study abroad/internship administrator

Internship Info

We know that as adult students, the idea of an internship may be daunting! But don't fret. You can fulfill this option by finding something that suits your location, your schedule, and your life! Completing an internship as an adult student probably will look a bit different than you think: your internship does not have to happen over the summer, in your senior year, or even during traditional hours.

Internship requirements

1. The internship must be very strongly related to energy, sustainability and/or policy.
2. The internship must provide 120 hours of service within one semester.
3. You will need an internship "sponsor" willing to vouch for the internship job description, communicate with the instructor, and provide periodic review of your work.

Examples of prior internships

We have had students fulfill this degree requirement in the following ways:

• Worked one day a week in an internship position
• Interned in a different department at their current company in a position that is relevant to ESP (however this could work: one day a week, or maybe full time for just a few weeks, etc)
• Interned on nights/weekends
• Interned from a distance (many virtual or online internships can be found or even negotiated if the right circumstances exist)
• Created their own project and found partners and sponsors who were willing to work with them/support their project

Not all internships are applicable; you will need to contact me [63] to review the job description/proposed project for approval of rigor and applicability.

Feel free to visit the internship course website [64] in order to learn more about the internship requirements and the course expectations.

How to find an internship

Finding an internship may be easier than you think. Keep your eyes and ears open and spread the word that you're looking for an opportunity. If there's a company or organization nearby that you'd like to work for, contact them and let them know that you're interested in an internship; just because they haven't posted anything doesn't mean that they don't need your help! Look within your own company for opportunities as well. Perhaps another department or division could use someone with your education and expertise!

Finding and securing an internship is each student's responsibility, but there are a few resources available to help:

ESP Program Office Website

The Internship Information [65] page lists a few websites you may want to investigate as a starting point!

Job and internship information is included in the weekly ESP digest that is emailed to you (typically on Fridays).

You can also visit the "Job Planning and Opportunities [66]" page for some links to organizations that may be offering jobs or internships.

World Campus Career Services

World Campus Career Services office may be able to assist you in finding an internship. Visit the Career Services website [67] to learn more!

World Campus Virtual Internships

World Campus has partnered with employers to offer virtual internships. You can learn more about those opportunities by visiting the Virtual Career Development and Internship Program webpage [68].

Study Abroad Options

Want to spend the summer in Spain? Don't we all! While that is certainly an option, it is not at all necessary!

If you choose to fulfill the study abroad/internship option by traveling, great! There are a ton of experiences you can do that won't take you out of your life for an extended amount of time.

Embedded options

Several courses offer what is called "embedded travel" experiences. These are courses that are offered online with an embedded travel component at some point in the semester (typically spring or fall break). Often the travel portion of the course is only one week in length, and then students return home to continue the coursework online.

ESP instructor, Dan Kasper, leads an online course and study abroad opportunity that is a perfect fit for ESP students. Dan also teaches at Delaware Technical Community College in Delaware, where he serves as the International Education Coordinator. There he developed NRG 154, an online Renewable Energy course at Delaware Tech, which after completed is followed up with a 12+ day trip to Switzerland. The course itself is a great supplement to your ESP education, as you will learn about renewable energy technologies including solar PV, wind, hydroelectric, and biomass. You will also cover energy policy and energy efficiency, as well as carbon footprint considerations and calculations. The Penn State students that have completed the course and travel experience in the past have found both to enhance the education they have received in the ESP Program.

Dan blogged about the trip in 2015 [69] here, and a student from the 2016 course kept a blog [70] also. Both will give you a very good idea of what the travel portion of the course entails.

The trip includes 3 different locations: Lucerne (a small medieval-era city near the Alps), Interlaken (a small town tucked into the Alps), and Zurich (Switzerland's largest city).

Penn State Brandywine

Penn State Brandywine regularly offers Gen Ed courses that contain this type of embedded travel experience. Enrolling in a Gen Ed that also has a travel component will fulfill two of your degree requirements at once! For example, in Spring 2019, a course called CIVCM 211N Foundations: Civic and Community Engagement is offered. If you were to enroll in the course and successfully complete the associated coursework, including the travel, you would fulfill both a Gen Ed requirement (GH, GS, US, IL) and the ESP study abroad/internship requirement. You can learn more about what's offered here [71].

[72]

Screenshot of Penn State Brandywine website about an study abroad program in Puerto Rico

Credit: © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Other embedded options

You can find more courses that offer an embedded travel component by visiting the Penn State Global Programs Office website and entering your search parameters on the Programs Search [73] page. Just be sure to clarify that the coursework before/after the trip is offered online! 

The GREEN Program

Haley Sankey stands in front of a waterfall in Iceland in February of 2014 and Haley with the GREEN Program

Credit: Haley Sankey © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

We have had a few students travel with The Global Renewable Energy Education Network (GREEN) [74] Program, otherwise known as TGP. TGP is a great fit for ESP students because their travel education programs focus on issues related to energy, sustainability, and policy. TGP is constantly opening up new and exciting opportunities in new places that have unique energy and sustainability opportunities or challenges. Right now they offer trips to:

• Iceland
• Peru

Each trip is 8-10 days in length and is intensely focused on learning about the culture and surroundings as well as energy and sustainability. I, personally have attended the Iceland and the Peru programs, and can say without a doubt that both experiences were supremely educational and very fun! They do a great job of mixing up 50 hours of educational programming with adventurous activities such as hiking, zip lining, white water rafting, snorkeling, 4x4 excursions, etc.

A TGP program is not credit-bearing. So, if you choose to pursue a TGP experience, you will also need to enroll in EGEE 299 and complete the associated assignments in order to earn credit for your travel. So, in short, a TGP trip, while amazing is less of a "value" than one of the embedded type of experiences discussed previously.

Other study abroad options

Screenshot of Penn State's Global Penn State website

Credit: Global Penn State © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

We recognize that you're all different, and maybe there are some of you that have the ability and desire to study away for an entire semester! If that's the case, great! Penn State Global Programs offer a host of amazing opportunities all over the world. We have had students that were able, study entire semesters in Costa Rica, Germany, etc. If you find a program that you're interested in, but you aren't sure how that would work with your ESP degree requirements, please reach out to your adviser or me (hjs142@psu.edu [75]) so that we can help you get things figured out!

Funding options

Each program is different, so varying scholarships may be available based on exactly what type of experience you choose. However, the Penn State Student Engagement Network [76] provides grants for students that embark on any type of "engagement experience". Meaning any out of the classroom educational experience can qualify you for a grant (e.g. research, study abroad, internship, study away, etc)

The grant monies can be used to pay for the experience itself, or to help cover other expenses incurred as a result of the commitment. For example, you could apply for funds to cover the tuition for the GREEN Program, or for the flight to get to Iceland or Peru for the GREEN Program. It could also be used for child care or housing costs if you need to stay away from home (even if it's for an entire semester!) You could also apply for lost wages, if you end up taking time from work to participate in an unpaid internship.

The goal of the grant program is to remove barriers that prevent students from taking part in out of the classroom learning opportunities. If you choose to apply, be sure to put ample time and effort into the application, as it is highly competitive and open to every Penn State student. Watch the ESP weekly digest email for notifications of when the applications are open!

Waive application

You may have prior learning experience that could fulfill the internship/study abroad requirement. However, just having the experience isn't enough to have the requirement waived, you will have to submit a waive application proving that the learning you experienced is comparable to what you would have encountered had you completed a study abroad or internship program in conjunction with the associated course (EGEE 495 or EGEE 299). Once you submit an application, it will be evaluated by the ESP faculty board.

For this week's assignment, you will be asked to fill out a questionnaire that will provide us with information regarding your eligibility to have the requirement waived. If you are approved to apply for a waive, you will be provided with directions on how to complete the waive application process.

Keep in mind, you cannot apply to have the requirement waived without first communicating with me and your adviser about your intentions.

Specific waive application directions will be provided to each individual that qualifies, however, a general overview of the process looks like this:

General overview of the process for completion of the waive application

Click here to see a text description.

1. Student completes the questionnaire
2. Questionnaire responses are evaluated by ESP faculty
3. If experience warrants, the student is invited to submit an application to have the internship/study abroad requirement waived. (Specific directions on waive application contents are provided at this point.) \Student communicates with their adviser to ensure the 3 credits are not needed to reach the 120 cr degree requirement.
4. Student communicates with their adviser to ensure the 3 credits are not needed to reach the 120 cr degree requirement.
5. Student works with Maria Scalzo Wherley, our in house writing tutor, to create a strong application.
6. Student completes all portions of the application
7. Student submits a completed waive application through Canvas. Applications must be submitted before the end of the semester, the semester before graduation (e.g. if graduation is intended for FA20, completed applications must be submitted by the end of SU20 semester.)
8. The application packet is reviewed by a board of ESP faculty for approval.

Credit: © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Summary

In summary, please don't be intimidated by this requirement. You can complete a study abroad experience or an internship at any time while you're working towards your ESP degree!

Helpful tips for securing an internship:

• Start searching early! Get the word out that you're looking for an opportunity.
• Search the websites of organizations you're interested in. If there are no internships listed, that doesn't mean that there aren't opportunities available. Contact the HR department or someone that you know that works there!
• Read the ESP weekly digest that is emailed to your PSU email address every Friday!
• Utilize the resources outlined in this lesson to broaden your search
• Open your mind, think outside the box! Not all internships have to be full time, 9-5, during the summer! And not all study away opportunities have to be crazy expensive and an entire semester long!

Lesson Overview

By now, hopefully you've been in touch with your World Campus adviser! If you haven't reach out immediately [77].

What will we learn?

By the end of this Lesson, you should be able to:

• Contact your adviser;
• Understand the degree requirements; and
• Plan semester courses

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the "EMSC 302 Assignment/Lesson Questions?" discussion forum or e-mail the instructor (if the question is personal in nature).

Advisers and Advising: Who is your adviser?

If you don't already know who your adviser is, you can find their name in Lionpath or Starfish.

You should have learned a lot about your academic responsibilities vs. your adviser's responsibilities in the New Student Orientation's, Academic Advising module [78]. Academic Advisers are here to help you navigate the ESP degree requirements, but they are not experts in:

• Financial aid
• Tuition bills
• Reading your mind

How can your adviser help you?

Your adviser can't help you if they don't know you need help! Reach out and communicate with your advisers regularly, that is what they're here for! To make sure you’re on track for meeting your degree requirements, we recommend contacting your adviser at least once a semester, and in any instance that you have questions about your degree, transfer credits, dropping a course, etc. You can learn more on the Acadmic Advising, Undergraduate Students page [79].

Tools

When you were admitted to the program, your adviser should have provided you with a checksheet listing all of the required courses for the ESP program. If you did not receive this, it is possible that it was sent to your personal email address or your PSU email before you had it set up. If you do not have the checksheet file, please contact your adviser immediately and ask for a copy.

*All students need to complete 120 credits to earn the ESPBA or the ESPBS degree. Completing all the courses listed on your checksheet alone, will not ensure your graduation, a total credit count is also required. Talk to your adviser about your total credit count. It is possible that your transfer credits will make up the difference. If not, you may want to consider picking up a minor while completing the 120 credit requirement.

Advisers & Advising: Communicating with your Adviser

There's no such thing as a dumb question or "being a bother". Your adviser needs to hear from you so that they can help you. If you have an advising-related question, email using your Penn State email account (Outlook) or schedule a time in Starfish to meet. Either are preferraable routes of initial communication, because that way your adviser can have some time to look up your record and better understand your situation. If you call and ask a question, it may be harder for your adviser to give you a thorough response. Starfish and; email interactions allows advisers to keep an accurate record of communications and it also gives you something to refer back to if needed.

At a bare minimum, you should check in with your adviser before every semester, so they can confirm the courses you intend to take will keep you on the most efficient path to graduation.

In your emails/communications with your adviser, you should:

• Always include a clear and relevant subject line (e.g. "Question regarding SP19 scheduling" or "Update on my transfer courses from HCCC")
• Address your adviser as instructed. (for some reason people think it's okay to address emails unprofessionally, like "Prof" or "Hey" -- hint: it's not okay)
• Use a greeting, punctuation, and capitalization. Always.
• Use full course names or numbers when referring to classes. When you say things like "That EGEE course I'm taking" that is not enough information.
• Be clear, specific, and to the point.
• If you'd prefer to talk on the phone or on Zoom about the matter, state such in your email.
• Be patient. Every adviser has other advisees that are equally important, therefore a same-day response may not be possible.

Other items to consider:

• Advisers are usually very responsive to their advisees, typically responding within 24-48 BUSINESS hours. If it's been a few days, and you haven't heard from your adviser, please feel free to follow up!
• Check your Penn State email regularly. At least 3 times a week.

Penn State World Campus Academic Advising
Hours (Eastern Time): Monday–Friday: 8:00 a.m.–5:00 p.m.
Saturday–Sunday: Closed
Make an appointment in Starfish [80]
Phone: 814-863-3283
Academic Advising contact form [77]

Looking to earn credit for prior knowledge of a subject? You have several options outlined below. Once you've evaluated your options, be sure to check with your adviser to confirm next steps!

CLEP (College-Level Examination Program)

You can earn credit for courses by taking a CLEP exam. CLEP exams provide you with an opportunity to demonstrate your existing knowledge and earn credit for prior learning. You may have learned about applicable topics by completing an independent study epxiernce, prior coursework (that didn't transfer in), on-the-job training, professional development, cultural pursuits, or internships.

CLEP Costs

CLEP exams are now available online! These typically cost about $105 (one $20 nonrefundable administrative fee and one $85 CLEP exam fee.)

CLEP Exam Subjects Available

• business,
• composition and literature,
• foreign languages,
• history and social sciences, and
• science and mathematics.

For a complete list, visit the Penn State Credit from CLEP Exams page [81].

Typically CLEP exams take 90 minutes to complete.

Military and Veteran Students

CLEP exams are free for eligible military personnel and eligible civilian employees. You can learn more about that at the CLEP Military Benefits page [82] on the CLEP site.

You can read more about how to get credit for your military schooling and DANTES/DSST testing on the Credits for Military Experience page [83].

DSST

DSST exams are another way to earn college credit.

DSST Exam Subjects Available

• business,
• humanities,
• math,
• physical science,
• social sciences, and
• technology.

For a complete list, visit the Credit from DSST Exams page [81].

Typically DSST exams take 2 hours.

Credit by Validation

If you completed coursework in a non-accredited institution and the course credits were rejected by Penn State, you may be able to complete the credit by validation process to earn credit for those courses. Read more about that at Undergraduate Admissions' Credit by Validation [84] page.

Credit by Examination

World Campus students can earn additional credits to fulfill degree requirements through successful completion (C or better) of a comprehensive examination, which is a substitute for completing the usual requirements of a course. Please note that this option is only available to students who have already completed at least one Penn State course for 3 or more credits. Contact your adviser for the application form needed and further instructions.

Prior Learning Assessments

Prior Learning Assessment (PLA) is how Penn State determines whether knowledge gained outside of the traditional academic environment is at the college-level and worthy of college credit. For more information and to see if your experience qualifies for PLA, visit Penn State’s Prior Learning Assessment website [85]. Your adviser can tell you if credits obtained through PLA will apply to your degree program.

AP Credits

In order to see if you have earned Penn State credit based on your AP test performance, please search the list found on the Credit from Advanced Placement Exams page [86].

Required ESP Courses

I know that there's a lot of info in a lot of places and you've been bombarded with info since starting with us. We've done our best to minimize the amount of clicking around that you have to do by providing program-related information on the student.worldcampus.psu.edu website. When you visit the page, scroll down and look for the yellow "Select Program" button. See screenshot below:

On the Courses page [87], there is a table called "Prescribed Courses (62 credits) and Additional Courses (6 credits)" (see screenshot below). All of the required ESP core courses are listed here. Note that there are differences between the BS and BA degree, outlined below.

Course Planning

In order to see when courses are typically offered, you can visit the Lionpath course search page [89] and search for the courses listed on the Course List page for your major.

Prerequisites

Several courses in ESP have pre-requisites, meaning you need to complete the prerequisite courses before you can enroll in the required ESP course. Most prerequisites are also required for the major, but make sure you check what the prerequisites are before scheduling a course. If you enroll in a course and you do not meet the prerequisites, you will be booted from the course the first week of the semester, and it's usually too late to then get into a different class that you need! To double check the prerequisites for your courses, you can see them in Lionpath when you register or if it's outside of a registration period, you can use the Course Bulletin [90].

Credit for all screenshots: © Penn State is licensed under CC BY-NC-SA 4.0 [6]

You can use the tools we reviewed in this lesson to formulate a long-term academic plan. Here's how:

Step 1

Use your check sheet (like the one pictured below) from your adviser to understand what courses you still need to complete.

Step 2

Use the Course Search function in Lionpath [91] to understand when the courses you need are offered.

Step 3

Use the information to then make a "plan" for the next two semesters. You are provided an Excel document on the Activities page to complete.

Step 4

Check the Bulletin [90] to make sure you've completed the prerequisites listed for the courses you're planning to complete over the next two semesters.

Credit for all screenshots: © Penn State is licensed under CC BY-NC-SA 4.0 [6]

Summary

Your adviser is one of a team of people that want to see you succeed at Penn State! We are available to answer questions, but we can't do that unless we hear from you!

Get in the habit of contacting your adviser every time registration opens, at a minimum. It's your responsibility to make sure you complete your degree requirements, but they are here to help you navigate the process!

Lesson Overview

The Penn State Library system is one of the most powerful tools you have access to as a Penn State student. From accessing scholarly research to learning how to cite properly, the Library provides a wealth of information and services that you’ll grow to appreciate as you make your way through the ESP program. In this lesson, you will complete a series of assignments designed by the Penn State Librarians.

Additionally, we will discuss Academic Integrity. What does it mean, and why is it important?

What will we learn?

By the end of the Lesson, you should be able to:

• use the PSU library to research topics;
• get help with library resources;
• use Lionsearch, know how to evaluate information, and how to utilize in-text citations;
• describe what academic integrity is and why it is important.

What will be due?

Each topic area (LionSearch, Evaluating Information, and In-Text Citations) has specific assignments where you will submit “evidence” to the librarian to prove you have completed the module.

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the Canvas Discussion Forum in the Helpful Resources module called Have A Question? Ask it here! or e-mail the instructor (if the question is personal in nature).

Library Literacy

Penn State's Pattee & Paterno Libraries

Credit: Penn State Libraries

This lesson will include our embedded librarians. You may see an announcement from the librarian(s) at some point this week. The librarians work on campus at the Paterno Library, but may be dedicated to World Campus courses and helping online learners get the most out of the Penn State library system.

There are so many resources available to you as a Penn State student. The library system is robust and comes with services other than just providing research materials. This lesson is intended to help you better understand how to use our library and its services more effectively.

Academic Integrity

Academic Integrity is one of the four Penn State Principles [96]. As stated in Policy 49-20 [97]:

Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University’s Code of Conduct states that all students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts.

Behaviors which violate the University’s Code of Conduct would be violations of Academic Integrity. Examples include plagiarism as well as copying on an exam, submitting the same assignment to multiple courses without permission and others. For more information, see the Penn State Office of Student Conduct [98].

Carefully read and review the College of Earth and Mineral Sciences Academic Integrity Policy [99]; you are bound by it.

Research

You will be asked to do some minimal research in this course; however, you will engage in more in-depth research in your other, upper-level ESP courses. Knowing how to conduct research is a critical skill, espcially in this day and age when anyone can post anything on a website or publish in "journals".

When I went to College (and I'm sure many of you can remember the same), if we wanted information about a topic, we had to trudge to a physical library and work through the tedious process of finding the right type of information and then physically finding the source in the library! While you don't have to physically go to a library anymore, you do have the monumental task of sorting through information to find meaningful and reliable sources! Not only do you have more information at your fingertips than ever before, the amount of information available grows by the day. Therefore, finding the most appropriate information for your paper or project can be a challenge. You are encouraged to think critically about each piece of information you read and make an informed decision regarding whether or not to use the source in question. You cannot and should not only use Google to find everything you need. That's where the Libraries and Librarians come in. You're paying for access to the Penn State Libraries, so use it!!

Summary

Penn State's library [102] is more than just books. It is a great resource for you, providing unlimited access to tools and people that can help you do your best!

Research Help and Tools and Subject Experts!

Research Help and Tools and Subject Experts

Credit: Penn State Libraries © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Ask a Librarian

Ask a Librarian

Credit: Penn State Libraries © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

And many other services!

Click for a text description of Penn States Libraries' list of services web page.

• Borrow and Renew: Check out Library materials and find out about borrowing periods, renewals and return policies.
• Course Reserves: Search for course reserves or place items on reserve for courses.
• Rooms and Spaces: Reserve a group study room and find Library study spaces.
• Technology and Equipment: Borrow laptops and other technology and equipment.
• Adaptive Technology and Services: Services to facilitate inclusive access for differing needs and disabilities.
• Interlibrary Loan: Borrow materials not owned by Penn State Library.
• Instruction Support: Request Library instruction and get help with classrooms, media, and Course Reserves.
• Search Bar Services: Work toward academic success by meeting with peer tutor experts in research, writing, and technology.
• Alumni Library: As an Alumni Association member, you have access to online resources not available to the public.
• Virtual Reality Services: Virtual reality equipment and applications for student, faculty, and staff use and University Park.

Credit: Penn State Libraries © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Lesson Overview

Part of being successful as a college student is getting involved. There is evidence [103] supporting the idea that students who are engaged with their peers have a higher chance of reaching graduation than those who are insulated. Even though you are spread all over the country, there are ways that you can get involved with other ESP students, other World Campus students, and the Penn State Community as a whole.

What will we learn?

By the end of this lesson, you should be able to:

• articulate the variety of ways you can get involved with Penn State, with other ESP students, and with other World Campus students and faculty
• create a plan to become an EMSAGE laureate
• create a LinkedIn profile

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the corresponding Canvas forum or e-mail the instructor (if the question is personal in nature).

World Campus Student Organizations

"As a distance learner, being able to participate in a student organization, like World Campus Sustainability Club, helped me feel more connected to the university and my peers. I was able to interact with other students outside of the classroom and form lasting bonds that we will carry with us past the completion of our degree programs." - Alicia Peck, ESPBS student, World Campus Sustainability Club President

World Campus Sustainability Club

Yes, there are many clubs available to World Campus students, and the World Campus Sustainability Club [104] is one of them! I am currently serving as the club's adviser, and we meet online, via Zoom at least once a month. The Club's Board (President, Vice President, Secretary, and Treasurer) meets regularly to discuss things like upcoming events, membership drives, and the latest Sustainability related news. In addition, the members have been hosting guest speakers like Michael Mann (You can listen to his 43-minute talk here [105] (transcript [106])) and running a monthly reading series!

There are many reasons to get involved with a club, including the valuable interactions and networking opportunities with your peers and instructors (it's never too early to be thinking about your impending job search!), increased access to relevant information and opportunities, and don't forget that club involvement (especially holding a leadership position) is a great resume booster!

The Sustainability Club is always looking for new members! Consider joining as a regular member or run for an officer position! Either way, contact the group at: psusustainabilityclub@gmail.com [107]

Other World Campus Clubs

You can see the full list of clubs available and a short description of each at the Student Organizations page [108] shown below. These clubs are mostly exclusive to World Campus students, and there's something for everyone!

Some of the clubs listed include:

• American Association of University Women

• Military Service Organization

• Organizational Leadership (OLEAD) Club

[108]

World Campus Student Organization webpage

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Listen to the World Campus Podcast about ways to meet other World Campus students and get involved at Penn State.

[110]

Student Affairs Podcast: Leadership and Involvement

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Credit for all screenshots: © Penn State is licensed under CC BY-NC-SA 4.0 [6]

Credit: © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

What is EMSAGE?

EMSAGE is the acronym for The Earth and Mineral Sciences Academy for Global Experience. It is a way to recognize students that have gone above and beyond and exemplify the College's efforts to foster students’ global competence and to promote a spirit of integrity, service, and leadership.

It's a distinction that you can earn by completing the ESP degree requirements and taking advantage of some of the other opportunities offered to you through the College. As stated on the College's website, EMSAGE laureates are formally recognized, awarded a crystal Laureate memento and certificate, and enshrined on the EMSAGE Laureate roster in the Ryan Family Student Center. Not to mention, EMSAGE status looks great on a resume!

Being an EMSAGE Laureate is a unique distinction offered by the College of Earth and Mineral Sciences only. This should not be an accomplishment that you “check off,” but a pathway to develop into someone that will graduate with the necessary competencies to meaningfully contribute to the world and be successful in a rewarding career.

An Engagement Plan is a draft roadmap, integrating curricular, engagement, and service activities that can help prepare you for your imagined future, but also be used to achieve EMSAGE Laureate status. The following is a list of some of the types of achievements you can use to complete the Laureate requirements. However, there are many other ways that you can fulfill each; this list is not exhaustive in any way, think of this as things you could do to fulfill the requirements, not things you must do. Some of the most common qualifiers for ESP students have been changed to bold green font and noted with an asterisk *.

Achieving Laureate status will require accomplishments in a minimum of nine activities that demonstrate balance across each of these categories:

Scholarship

• * Enrolled in an Integrated Undergraduate/Graduate degree program (IUG) in the College of Earth and Mineral Sciences
• * Enrolled in one or more minors or concurrent majors
• * Demonstrated proficiency in a foreign language(s)
• * Dean’s list for 4 or more semesters
• Recipient of a prominent scholarship award (Examples: Bunton-Waller, Udall, Goldwater, NSF, Truman, Rhodes, Marshall, Discovery Grant, etc.)
• Publication in peer-reviewed literature
• Participation in the William Grundy Haven Paper Competition
• Participation in a poster competition
• Undergraduate research

Experiential Learning and Global Literacy

• * Participation in International Internship and/or Study Abroad programs
• * Participation in Cooperative Education and/or Internship programs
• Participation in a Research Experiences for Undergraduates (REU) program or equivalent
• Participation in CAUSE projects or an academic project with an international travel component
• Participation in extended field studies
• * Presentation at a professional forum
• * Work experience relevant to your EMS major
• * Unique life experiences (Examples: military service, Peace Corps, extensive travel, living abroad, etc.)

Service

• Participation as a teaching assistant
• Participation as a mentor in TOTEMS
• * Active participation in professional societies
• Educational outreach (Examples: mentor in SEEMS, ASM Camp, WISE Camp, Campus Weather Service, Weather Camp, school visitations, EMEX, EMS Museum Docent, etc.)
• * Participation and service to University organizations or commissions (Examples: EMS Student Council, Interest House, IFC/Panhellenic Council, UPUA, Faculty Senate, FISE, etc.)
• * Participation in local, state, or federal government (Examples: Congressional Fellow, voter registration, etc.)
• * Civic and volunteer service (Examples: Habitat for Humanity, Food Bank, Big Brother/Sister, Red Cross Blood Drive, Meals on Wheels, etc.)
• Demonstrated commitment to diversity (Examples: World in Conversation discussion facilitator, LGBTQA; Commission on Racial/Ethnic Diversity.)
• Peer mentoring
• Tutoring
• Resident Assistant
• * Demonstrated leadership in the organizations of which you are a member (Examples: PTA, church organizations, etc)

Social Media: Additional Ways to Connect...

Credit: LinkedIn [113] [113]by Mohamed Hassan is licensed under CC0 [114]

LinkedIn is the "world's largest professional network on the Internet," with more than 300 million members in over 200 countries and territories. (LinkedIn - Company page [115]). Its mission is to "connect the world's professionals to make them more productive and successful. When you join LinkedIn, you get access to people, jobs, news, updates, and insights that help you be great at what you do." (LinkedIn - About page [116])

The ESP program has an official LinkedIn page. If you have questions or need help with LinkedIn, let me know!

You can:

• view What is LinkedIn [117]? (less than 2 minutes!);
• visit LinkedIn and signup [118] (if you haven't already);
• read 8 Mistakes You Should Never Make on LinkedIn [119] (Forbes, 2013);
• create a complete up-to-date profile [120]. Include a photo, summary, experience, and Education. Add more sections if you like!
• connect with me (Haley Sankey [121]) and Brandi Robinson [122]

Be sure to join the Penn State ESP Majors and Alumni group! [124] You may also be interested in these groups:

• Penn State Career Services
• Sustainability @ Penn State

Credit: Facebook [125] by Pixabay is licensed under CC0 [114]

The ESP program has an official Facebook page where we frequently post about events, news related to Penn State and ESP students, and job openings. Be sure to "like" the Penn State Energy and Sustainability Policy Degree Facebook [126] page to keep in touch with your fellow students and instructors!

Conferences and Poster Exhibitions

Throughout the year, you'll see announcements about conferences and calls for posters through the College's weekly emails. If there is a conference you'd like to attend, look into it, many times students get free or discounted registration! If you need financial support for travel or accommodations, you can apply for a grant through the Student Engagement Network [127] or contact the Student Services office to see if there's funding support available.

There are several exhibitions on campus that you can participate in! We have had students from afar present at multiple events, and it's been a great hit! We will work with you to get your poster printed and displayed here on campus, and you'll also have a copy to have with you at your home. Then we use technology to make sure you're where you need to be, when you need to be there!

Check out this video showing one of our students from Florida participating in the 2018 Undergraduate Poster Exhibition:

Video: Energy and Sustainability Policy program (1:46)

If you see any opportunities happening on campus that you'd like to participate in, please do not hesitate to contact me or your adviser to discuss how we can make that happen for you!

Summary

If you have the ability to join a club, please consider doing so; you won't regret it! If the only thing you're able to do at this time is to follow our Facebook page, or join our LinkedIn group, then please do that! We want you to feel connected to your peers, to us, and to the University. But we can't do that without your help! If you have any questions about how to get involved, let me know.

Also, if you ever find yourself near State College, PA, or want to come here for a visit, email me and let me know. Brandi Robinson and I both love meeting our students and their families.

Finally, there is one football game every year that is deemed "All University Day"; if you're interested in attending a game with other World Campus students, be sure to watch your email to get tickets in advance!

Lesson Overview

As a World Campus student, you may be studying from a distance, but you still have access to Penn State services!

What will we learn?

By the end of this Lesson, you should be able to:

• better understand what services are available to you as a World Campus student.
• become aware of the variety of events available to you as a World Campus student by subscribing to the calendar of events.

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the corresponding Canvas forum or e-mail the instructor (if the question is personal in nature).

World Campus Student Services

Start where you do for anything else related to Penn State... the World Campus Student Portal website [5]! You were introduced to this website in the New Student Orientation and I always tell my advisees, this is your hub for all things Penn State! It is the administrative office that is open to you all day, every day!

On the homepage you'll see a calendar list of Important Dates, a calendar list of Events and the World Campus Blog. The important dates are all related to academic deadlines, registration timelines, etc. The Events calendar [130] is full of cool opportunities! World Campus constantly hosts online events to help you take advantage of all that Penn State has to offer and to be more successful as an online student. There is an online book club, a webinar about mortgages and home buying, information about an upcoming job fair, and much, much more! Be sure to sign up for notifications of events, even if you can't make them at the particular date and time, most are recorded for you to view later! You can integrate the World Campus calendar into your Google calendar so that you never miss an event! Directions on how to do so are located on the Events Calendar webpage under "Subscribe to the Calendar" (on the right side of the screen!)

The World Campus blog [131] has a range of contributors, from Penn State staff to World Campus students. You can read more on How to Decide If a Job Opportunity Is Right for You [132], or How to Use the E-Book Program at Penn State World Campus [133], plus dozens of other articles that you may find helpful.
 

The image above is a link to the World Campus Student Portal website homepage

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Student Affairs

In addition to the amenities previously discussed, the Student Portal homepage also offers a link to World Campus "Student Affairs". See screenshot series below:

World Campus Student Resources

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

As shown in the screenshot below, on the Help and Support page, you will see a tile that is labled "Contact Our Teams". After you click on that, you'll see that one of those items listed is the Student Affairs Office [134].

World Campus Student Resources

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Just as you would if you were attending an institution in person, you have a Student Affairs office that is dedicated to helping you get the most out of your college career! Want to start up a student club or find a club that fits your interests? The Student Affairs office can help you connect to the club that's best for you! Do you need help with a resume? The Student Affairs office has people that can provide assistance!

It is worth noting that World Campus offers Mental Health services [135]. Your health is important; should you find yourself needing assistance, do not hesitate to reach out!

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Image links to the World Campus Student Affairs webpage

Click here to see a text description.

World Campus Student Affairs comprises many units that carry out distinct functions and seek to foster student development and engagement through academic support and co-curricular activities. Some of these opportunities for development and engagement include:

• Career Services
• Mental Health Services
• Student Clubs and Organizations
• Student Engagement Events
• Conduct, Care, and Concern
• Student Advocacy
• Diversity and Inclusion
• Leadership Development

For questions ranging from personal to professional, you can contact Student Affairs for many types of requests, or even when you're not sure where to go for answers. We are here to help with:

• connecting with your peers online
• finding an internship
• resolving a dispute with your faculty member
• starting a club or organization
• managing stress or anxiety
• prepping for an interview

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

HelpDesk (Technical Support)

Our tech gurus are awake ALL HOURS of the day and night, 7 days a week, to serve you better! As the website says, they are available "to help address any computer or technological concerns you have!"

Who wouldn't want an on-call "geek squad"? You've got it at your fingertips! Your tuition dollars help pay for this service, so take advantage of their knowledge!

I call Tech Support regularly, because, believe it or not, I am not tech-savvy. If I were, I'd certainly make sure the videos that I post to the course didn't show up with my face distorted, mid-word, and showcasing my molars. Tech Support staff are experts and chances are whatever problem you're facing, they've seen it before. They're experts at helping World Campus students that are new to online learning and might need help figuring out apps, widgets, and even hoozywhatsits.

Use the 5-minute rule: If you've spent 5 minutes on trying to find a button that you can't locate or trying to solve a tech issue that you're not sure about, or you can't connect to your psu.edu email inbox, CALL TECH SUPPORT.

Five minutes. Then call in reinforcements via Tech Support. You'll save valuable time and who knows, you may even learn something!

You can contact them by clicking on the "Help and Support" [137] button on the top of the Student Portal website homepage (top right of the screenshot below) and you'll see their tile listed as an option. After you click that, then click on the "IT Service Desk" text in the first paragraph to get to here:

Help Page from the World Campus Student Portal website

Click on image to access the Contacts & Help page from the World Campus Student Portal website.

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

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IT Service Desk from the World Campus Student Portal website.

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Career Services

If you think you need to wait until you graduate to take advantage of the services provided by the Career Services office [138], think again! You can always search for a job in the field before you've actually graduated. Many organizations will hire you (usually conditionally) if they know you're working towards a degree. So, it's never too early to polish that resume and practice writing cover letters!

If you already have a job, you can work with the Career Services staff to hone your skills for that next big promotion or create a road map for career advancement.

If you're looking for an internship, Career Services can help with that too! Don't be afraid to call them up and say, "I need help with X, can you help me?" If they can't, they will find someone that can.

Work with the staff in Career Services to get your resume in tip-top shape! Resume formats and norms are constantly changing; get expert advice on how to make yours the best it can be!

Career Services [139] offers many services including:

1. Career Counseling
2. Career, internship, and grad school resources
3. Employer connections

Check out the Career Services webpage by clicking on the image below!

[138]

Click on the image to access the World Campus Career Services webpage

Credit: Penn State World Campus © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Summary

I know, I know, I keep repeating that there are resources out there to help you, but I want you to be successful both as a student and as a graduate. And the truth is, it's easier to be successful when you let people help you! Also, I want you to know that being an online student doesn't mean that you're disconnected or not a real Penn State student. You are Penn State!

If you didn't know, World Campus is the second-largest campus (of 24! [141]) at Penn State. You have access to the same resources as those students on campus, so USE THEM. The bottom line is, you're already paying for all of these things through your tuition dollars, so why not leverage them to help you get a leg up?!

Lesson Overview

Excellent communication skills are necessary to review and discuss energy and sustainability policy effectively. While you may be rusty at writing, it is an unavoidable necessity in order to be successful in today's job market.

What will we learn?

By the end of this Lesson, you should be able to:

• understand how to compose various parts of an essay;
• understand how to create and use an outline to formulate a compelling essay.

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post them to the Canvas Discussion Forum called "Questions" or, if the question is of a personal nature, e-mail the instructor directly.

Communicating Through Writing

In today’s world, being able to communicate effectively through writing is just as important as being able to engage in conversation. The nature of this program is a great example of why writing is so important – your primary way of communicating with your peers, your instructors, the librarian, etc., is through the written word. Nearly all of your assignments revolve around your ability to write well. Finally, strong communication skills are one of the primary competencies we want our graduates to perfect before graduation. You are expected to graduate with the ability to write effectively and read, interpret and convey relevant policies to a diverse audience.

For the ESP degree, you are required to take 2 specific English courses and one writing intensive course:

• ENGL 015 (GWS) Rhetoric and Composition (3) Instruction and practice in writing expository prose that shows sensitivity to audience and purpose.
• ENGL 202D (GWS) Effective Writing: Business Writing (3) Writing reports and other common forms of business communication.
• GEOG 438W Human Dimensions of Global Warming (3) Human dimensions of climate change: human causes, human consequences, and policy implications of global warming.

It is suggested that you take the English courses as soon as possible because what you learn in those courses can be used throughout all of your other coursework.

What and how well you write are a direct representation of you. Keeping that in mind, writing, as your primary tool for communication, can serve as a double-edged sword. You have the benefit of really being able to think through what you’re trying to convey, so that each word is deliberate and purposeful, unlike when speaking off the cuff. However, poorly written messages, assignments, etc., have the ability to erode your reputation very quickly.

Creating an Outline

You can work through the writing process with these tips:

Organize Your Thoughts

Approach the assignment from the “top” down. At the very least, include the following:

• an introduction
• a body
• a conclusion
• references

Determine your purpose

Is your purpose to inform? To review a particular article or book? Or to persuade with your point of view?

Determine your Audience

If you’re writing to 2nd graders, your tone will be significantly different from the tone you'd use for an academic assignment.

Build an outline within the parameters listed above. This can help you see how your ideas relate, in what order they should be presented, and if more information is needed to support each one.

Outlines can be created with short phrases or full sentences. Short phrases are good for when there is a variety of topics, but sentence outlines are helpful for topics that include complex details.

Once you've got a solid outline in place, writing your first draft is simply a matter of filling in the blanks. Be sure that your sentences flow together nicely and that your paragraphs contain more than 1-2 sentences.

The completed outline could look like this:

1. Introduction
   1. NOAA declares 2016 hottest year on record
      1. Third year in a row
      2. Data
         1. Average surface temperatures
         2. Ocean temperatures
         3. The record was broken 5 times in the last 16 years
   2. NASA data supports NOAA data
      1. Data
         1. Temperature findings
         2. Warmest years on record
2. Climate Change Deniers
   1. Donald Trump
      1. Tweets
   2. Scott Pruitt, EPA nominee
      1. Written opinions
   3. Other Nominees and their stance on Climate Change
      1. Rex Tillerson, State Department
      2. Ryan Zinke, Interior Department
3. Scientific Community
   1. Agreement regarding warmest years
   2. Varying methodologies
   3. Anomalies
      1. El Niño
         1. Long-term effects of El Niño
   4. Japan Meteorological Agency and Britain's Hadley Center findings support NASA and NOAA findings.
      1. Varying methodologies
   5. Additional supporting data from NASA
      1. Historical comparison
      2. Current efforts (<2 degrees C)
   6. Examples of Climate Change effects
      1. Australia - Great Barrier Reef bleaching
      2. Arctic - sea ice record lows, and high temperatures
      3. Mega-fire in Fort McMurray, Alberta, Canada
      4. Record high temperatures in India
      5. US effects
         1. Second warmest year on record
         2. Warmest year recorded in Alaska
      6. Stratosphere data
4. Conclusion
   1. Record is no surprise to NASA

Outline derived from:
Mooney, Chris. 2017. "U.S. scientists officially declare 2016 the hottest year on record. That makes three in a row." The Washington Post. January 18. Accessed January 20, 2017. https://www.washingtonpost.com/news/energy-environment/wp/2017/01/18/u-s [144].

Submitting Your Best Work

When you’re done writing, you’re still not finished! The final step may be one of the most important - proofreading.

“Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.).” (Purdue, 2016)

The importance of proofreading your work cannot be stressed enough. It only takes a few minutes, but can have a very big impact on the final product (and therefore your grade!) Some great ideas when it comes to proofreading include:

Credit: Editing [145] by annekarakash [146] is licensed under CC0 [147]

• Read what you have written aloud. Don’t worry, Fido won’t mind! Just take your time and speak what you’ve written – you’ll be shocked at how many errors are caught that way.
• Walk away. Once you’ve finished writing, go do something else entirely for a few minutes. Then, come back and re-read what you’ve written. I like to let my writing sit overnight; it’s amazing what a fresh set of eyes will catch!
• If you don’t trust yourself to identify errors, give your work to someone else to review. My husband and I are constantly e-mailing stuff to one another for a final review. A second set of eyes can also help identify any gaps in the information provided, problems with the overall flow of your writing, etc.

Visit the Purdue Online Writing Lab - Proofreading [148] for more tips and tricks to be effective, including what to look for when proofreading.

Need Writing Help?

If you’re struggling at all with writing, please use our in-house writing tutor. It only takes a little bit of planning on your part so that Maria has adequate time to review your work and suggest edits. If our assignments are due on Sunday night, and you need help, submit your work to Maria by Thursday morning at the latest. She will then have enough time to provide feedback, and then you'll have time to incorporate the changes and submit your work. If you need additional time to work with Maria, please let me know.

Writing Tutor

Maria Scalzi Wherley, Writing Tutor

Credit: Maria Scalzi Wherley © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

Contact Information

Official Title: Learning Designer and Writer-In-Residence, Dutton e-Education Institute
Email: please use the course email system
Zoom: please contact me via email to set up a Zoom meeting

Hi! I'm Maria Wherley, the writing tutor for this course. I've got a long history of teaching and helping people with their writing, from best-selling authors to professors and college students, to high school and elementary school kids. Please get in touch with writing questions of any kind or for full-on tutoring for your exams in this course. I look forward to hearing from you.

Summary

"Almost all good writing begins with terrible first efforts, you need to start somewhere." -Anne Lamott

I’m sure many of you have read things that are poorly written, difficult to follow or even incorrect like this example from Saint Leo University [150]. While writing is like any other skill – it gets better with practice – you can make sure the best version of your work is submitted by following the outlining tips and proofreading ideas provided in this lesson. If you’re not confident that your submission is the best that it can be, ask for help!

References

Lesson Overview

The ESP degree was constructed with the idea that graduates of the program will have the skills necessary to fill the communication gaps that exist in today's energy and sustainability fields. We want our graduates to be able to read and interpret policy and understand its applications, benefits, and potential ramifications. It was with this goal in mind that the five learning competencies for ESP graduates were established.

What will we learn?

By the end of this Lesson, you should be able to:

• list the five competency areas for the ESP degree
• describe each (i.e. the intention)
• understand the relevance of each competency to the ESP degree

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the Canvas Discussion Forum called "Questions" or
e-mail the instructor (if the question is personal in nature).

Program Competencies

The Energy and Sustainability Policy program was designed from the ground up. One thing that distinguishes this program from many others is that the design process was driven by the input of an Advisory Board. Our Advisory Board is comprised of a group of professionals from a wide range of positions and responsibilities in the energy industry. The Advisory Board helped us to identify and articulate the knowledge, skills, and values that are required in the industry today. As a direct result of our continual interaction with our Advisory board, the ESP program emphasizes learning in five competency areas:

• Energy Industry Knowledge
• Sustainability Ethic
• Analytical Skills
• Global Perspective
• Communication Skills

You can review in more detail what each of these competency areas involves below.

Energy Industry Knowledge

• Demonstrate broad and accurate business and technical knowledge of all major sectors of the energy industry, including conventional, alternative/renewable, and emerging technologies.
• Recognize and correct misinformation about the energy resources on which society depends, the prevailing and emerging new technologies, policies and associated rules by which energy is produced and supplied, and the environmental and human implications of energy consumption.
• Explain the requirements of private and public sources of financing of energy ventures in light of political, legal, and regulatory considerations, tax and accounting policies, and warrantied performance of energy technologies.
• Cite case studies to explain principles of energy and environmental economics, including pricing of non-market values, cap and trade, and social discounting.

Sustainability Ethic

• Embody the conviction that corporate interests can be reconciled with social and environmental interests;
• Advocate public participation in decisions whose outcomes affect environmental justice; and
• Make a business case for sustainable practices in the context of a particular energy business or utility.

Analytical Skills

• Find, read, understand, interpret, and synthesize evolving energy policy and regulations;
• Understand legislative processes within state, federal, and international governments, including the roles of regulators, non-governmental organizations, and other advocacy groups;
• Prepare and critique quantitative benefit and cost analysis of proposed and existing energy business ventures;
• Assure regulatory compliance of utilities and related entities;
• Help identify advantageous sites and routes for energy generation, transmission, and distribution.

Global perspective

• Illustrate and explain the geographic distributions of various energy resources.
• Discuss case studies that reveal how global systems of energy production, distribution, and consumption are linked to social and environmental systems in particular places (e.g., climate change, water scarcity).
• Document pertinent insights gained from an overseas field trip, internship, or other relevant international experience.

Communications

• Effectively explain to diverse audiences – orally, in writing, and through maps and other information graphics – the intended and unintended consequences of energy policy and regulation;
• Listen to and learn from other members of diverse teams;
• Demonstrate competence in a language other than English.

Energy Industry Knowledge

In order to be competitive in the types of careers emerging in environmental and energy-related industries, you will need to possess both a breadth and depth of related knowledge. While no one person can be an expert in all things energy related, having a keen understanding of how these industries operate and interact with each other, the economy, and society will be key. But, even before you learn any of that, you'll need to understand how to talk the talk! Know the terminology and get familiar with the basics of energy! Memorize the categories, forms, and sources of energy, so that you can talk intelligently and also better understand information that is directed at you!

Energy Terminology

The common language element that allows everybody to talk about energy is the difference between forms of energy and the sources of energy. If you don’t understand the differences between forms and sources, it is very difficult to talk about the energy industry.

Forms of Energy vs Sources of Energy

Forms of energy are not traded. Sources of energy, or the technologies that convert the source from one form to another, are traded. You can get a real practical understanding of this from the statement, “Energy is never created nor destroyed. It is only transformed.” For example, the sun’s radiant energy is transformed into the electromagnetic waves of light which then undergoes a transformation in a photovoltaic device that changes the form of electromagnetic radiation into the form of electricity. Although the energy forms vary, the source stays the same, it is the sun. Make sense?

Watch this video that explains it much more clearly! It repeats after 22:00, so it's much shorter than indicated!

Video: Bill Nye the Science Guy: Energy (29:51) - only watch to 22:00

Sustainability Ethic

When YOU think of sustainability, you may think of recycling or waste management, or maybe even “the ability to continue a defined behavior indefinitely” (Thwink.org, 2014). However, as you will read in our textbook, Working Toward Sustainability, “there are at least 70 documented definitions of sustainable development or its sister term, sustainability” (2012). Definitions range from the simple: “living within limits” (sustainablemeasures.com), to the more focused: "improving the quality of human life while living within the carrying capacity of supporting eco-systems."

The term sustainability is fluid; its meaning can change based on context and who is doing the talking. So you can see why the term itself may be misunderstood or discussed abstractly at times. It is important that you have a general understanding of what sustainability is and what it means so that you can engage in discussions related to sustainability, no matter what the context. If you plan to build a career around sustainability, you need to be able to address it both in a broader scope and in varying contexts.

For the purposes of the ESP Program, we will use sustainability in the context of the Brundtland definition, which implies that sustainable development is “development which meets the needs of current generations without compromising the ability of future generations to meet their own needs.” This definition was born out of the United Nations World Commission on Environment and Development acknowledgment of the need to address poverty, environmental crises, and resource shortages. The balance of meeting the needs of our current and ever-growing population while also ensuring we don’t leave the earth in squalor for the next generation is difficult to define and implement.

Additional Resources

While there are many challenges associated with sustainable development, some broad areas tend to take the main stage; they can often be categorized as population, poverty, energy use, food, economy, environment and climate change. Each category can be further broken down into more specific focus areas. For example, the UN released the “17 Goals to Transform Our World [170]”. Go to their website and learn more about each goal by clicking on the associated tile shown.

The United Nation's Sustainable Development Goals, 17 Goals to Transform Our World. See website for details.

Credit: Sustainable Development Goals [171]. United Nations [172]. Published 2015.

Now watch the following video produced by the U.N. about the 17 SDG's

Video: Do you know all 17 SDGs? (1:24)

Do you know all 17 SDGs?

Click here for a transcript of the U.N. video about the 17 SDG's.

The world’s best plan to end poverty

1: No Poverty

The world’s best plan to reduce inequalities

10: Reduced Inequalities

The world’s best plan to tackle climate change

13: Climate Action

The Sustainable Development Goals

17: Partnerships for the Goals

12: Responsible Consumption and Production

8: Decent Work and Economic Growth

3: Good Health and Well-being

14: Life below Water

6: Clean Water and Sanitation

13: Climate Action

15: Life on Land

16: Peace, Justice and Strong Institutions

7: Affordable and Clean Energy

5: Gender Equality

4: Quality Education

2: Zero Hunger

9: Industry, Innovation and Infrastructure

10: Reduced Inequalities

11: Sustainable Cities and Communities

1: No Poverty

Sustainable Development Goals

17 goals to transform our world

Learn more about the Sustainable Development Goals: un.org/sustainabledevelopment

Download the app sdgsinaction.com

Follow us @GlobalGoalsUN on Facebook and Twitter #GlobalGoals

Credit: United Nations [172]. “Do you know all 17 SDGs? [173]” YouTube. April 2018.

Global Perspective

Credit: Abstract Art Cooperation Earth [191]
by OpenClipart-Vectors [192] is licensed
under CC0 [147]

Global perspective, another core competency of the ESP program, prompts us to think about the context and scope of our energy planning decisions. It is often easy to find common ground with those who share our language, cultural norms, locale, and economic standing. In this program, you are challenged to step out of your comfort zone and walk in someone else's shoes, so to speak.

It is important to be aware of our own bias and cultural perspective with respect to the rest of the world. In ESP, we try to cultivate our awareness of biases and perspectives of "the other."

Why is it important to understand people, cultures, and practices that are different from us and our experiences? Because we know that energy-related issues (e.g., resource conversion, demand, exchange, and unwanted emissions) typically extend beyond political boundaries and insulated societies. Energy projects can exceed the scope of the immediate community of interested clients and often have regional or global impacts.

Energy, Environment, and Society

What is the role of energy when you think of a specific geographic region as an ecosystem? Do our energy and environmental systems respect state (and national) boundaries?

What is the role of water in energy demand and use in different countries or geographic regions of countries? Is there an environmental implication to our energy planning decisions based on a competition for water as a basic human need (again in what geographical contexts)?

Global perspective prompts us to think about the context and scope of our energy planning decisions.

How do you know how to prepare for a different audience or an audience that you are unfamiliar with? What strategies could you use to present energy information to audiences with a different view of context and scope than your own?

Envision yourself not in your hometown but instead in Alabama, Nigeria, Canada, or China and trying to introduce the idea of a new wind farm project to the local people. How would you adapt your message to meet the needs of this new audience? In what ways do you need to be adaptive? Context and scope are everything in unfamiliar scenarios.

Where do we fit?

As you search the Internet or read the papers, you will find many articles related to energy solutions that come from all around the globe. However, these descriptions often have the reader asking more questions than anything else. This is because readers will naturally ask themselves, "How would this work in my own context?"

You will find yourself coming back to this question repeatedly as a professional in an energy or sustainability policy related field. All across the globe, at every scale of governance, people are implementing innovative and creative solutions to some of our biggest challenges, and there is a lot we can learn from the triumphs and missteps that occur. Putting these ideas into different contexts to account for cultural, environmental, and economic differences is key to understanding what could work for us here at home.

Analytical Skills

Credit: Thinking Man [193] by
Videoplasty is licensed
under CC BY-SA 4.0 [194]

Switching gears a little bit and moving away from the overarching practices needed in today's job market, we're now going to focus in on specific skills that employers are looking for!

The Oxford Dictionary [195] defines analysis as the “detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation.” In other words, we examine something, so we can discuss it or interpret it.

The something can be just about anything—last night’s baseball game, a Beatles album, your family budget, medical results, a business plan, marketing strategy, sales results, consumer behavior, an environmental study (hey, now we’re talking…), a policy, energy information, etc..

In this program, of course, we are mostly concerned with those things related to policy, energy, and the environment (sustainability). In your courses, you’ll examine reports, policies, proposals, and data on topics related to energy and sustainability policy from a wide range of sources.

The methods of examination fall into two basic categories: qualitative methods and quantitative methods.

Qualitative methods explore information that is often subjective, such as descriptions and images, to discover more about the thing we are examining. These kinds of methods don’t begin by saying, “Here’s what I think is happening and here are the variables I’m going to measure to prove that what I think is or is not true.” Instead, they look to gain an understanding of the underlying interactions. This kind of research is often used to study human behavior, especially related to decision-making.

I think of qualitative methods as less number driven, or more narrative in some instances! For example, information gathered from commentary that was provided through an open-ended question on a survey (vs. choosing an answer from a provided multiple choice list).

Credit: Qualitative observations are relative [196] by Richard Parsons is licensed under CC BY-SA 3.0 [197]

Quantitative methods use facts and statistics (numbers!) to prove or extract something about the thing we are examining. These methods do start with defined variables and measurements and often involve statistical analysis. Graphs like the one below are created using quantitative data in the form of numbers. 

World energy consumption by energy source (1990-2040)

Click here to see a text description.

EIA Projects 28% increase in world energy use by 2040. The line graph is of World energy consumption by energy source (1990 - 2040) in quadrillion British thermal units.

• Nuclear: remains relatively flat with a slight increase from 25 to 45 BTU's from 1990 - 2040
• Renewables: Increased from about 40 BTUs in 1990 to 50 BTUs in 2007 and then to 75 BTUs in 2015. It is projected to increase to 125 by 2040
• Coal: Fairly steady from1990 - 2004 at 90 BTUs. Rapid increase from 2004 - 2015 (90 BTUs - 155 BTUs). It is projected to remain fairly steady from 2015 - 2040
• Natural Gas: Steady increase from 75 in 1990 to 180 in 2040
• Petroleum and Other Liquids: Steady increase from 180 in 1990 to 225 in 2040

The text below the image says" The U.S. Energy Information Administration's latest International Energy Outlook 2017 (IEO2017) projects that world energy consumption will grow by 28% between 2015 and 2040. Most of this growth is expected to come from countries that are not in the Organization for Economic Cooperation and Development (OECD), and especially in countries where demand is driven by strong economic growth, particularly in Asia. Non-OECD Asia (which includes China and India) accounts for more than 60% of the world's total increase in energy consumption from 2015 through 2040.

Credit: EIA projects 28% increase in world energy use by 2040 [198], U.S. Energy Information Administration [199] (EIA) (Public Domain).

Communication Skills

Credit: communication [200]by geralt [201] on Pixabay (CC0 [147])

The final, and maybe most important competency, that we hope you'll master is communication skills. You may be the most knowledgeable person in your department or the smartest person at your company, but if you don’t know how to communicate what you know, what’s the point? All of us can think of a scenario when miscommunication has been an issue at work, home, or otherwise. In this section, we will provide you with resources and practice opportunities that will help you communicate effectively through writing.

In today’s world, being able to communicate effectively through writing is just as important as being able to engage in conversation. The nature of this program is a great example of why writing is so important – your primary way of communicating with your peers, your instructors, the librarian, etc., is through the written word. Nearly all of your assignments revolve around your ability to write well. Additionally, strong communication skills are one of the primary competencies we want our graduates to perfect before graduation. You are expected to graduate with the ability to write effectively and read, interpret and convey relevant policies to a diverse audience.

For the ESP degree, you are required to take 2 specific English courses and one writing intensive course:

• ENGL 015 (GWS) Rhetoric and Composition (3) Instruction and practice in writing expository prose that shows sensitivity to audience and purpose.
• ENGL 202D (GWS) Effective Writing: Business Writing (3) Writing reports and other common forms of business communication.
• GEOG 438W Human Dimensions of Global Warming (3) Human dimensions of climate change: human causes, human consequences, and policy implications of global warming.

It is suggested that you take the English courses as soon as possible because what you learn in those courses can be used throughout all of your other coursework.

What and how well you write are a direct representation of you. Keeping that in mind, writing, as your primary tool for communication, can serve as a double-edged sword. You have the benefit of really being able to think through what you’re trying to convey, so that each word is deliberate and purposeful, unlike when speaking off the cuff. However, poorly written messages, assignments, etc., have the ability to erode your reputation very quickly.

Summary

As you can see, we've got big goals for you! Most of these competencies are transferrable across a plethora of jobs; communication skills, analytical skills, global perspective, sustainability ethic...these can all be applied to almost any job, anywhere. While getting a bachelor's degree of any kind will most certainly open doors to you that weren't open before, the skills you gain while earning an ESP degree will allow you to pursue so many more opportunities!

We'll talk more about job placement later in this course, but for now, remember that these learning competencies were identified by industry professionals, not academics sitting in an office on campus. These competencies are what employers want in today's job market!

Credit: Success [226] by geralt [201] is licensed under CC0 [147]

Lesson Overview

Communication with your instructors and your advisors is of the utmost importance if you wish to be successful in the ESP program. We want to get to know each and every one of you. We will reach out, but you have to do your part too! Be engaged. Be respectful. Be open to talking about yourself - especially if you need our help! We can't help you if we don't know you need help.

What will we learn?

By the end of this lesson, you should understand:

• how to communicate with your instructors
• how to communicate with your advisor
• how to appropriately interact with other World Campus students (your peers)

What will be due?

Refer to the Activities page for more information on the assessments for this lesson.

Questions?

If you have any questions, please post to the Canvas Discussion Forum called "Questions" or e-mail the instructor (if the question is personal in nature).

Communicating Effectively and Appropriately with Your Instructors

Watch the following video about e-mail communications created by World Campus.

Video: Tips for Writing a Good Email to Your Instructor (0:42)

Establishing and maintaining communication with your instructors throughout your time in the ESP program will be an integral part of your success as a student. And, because you're taking your classes online from a distance, communication will take on a slightly different role than if you were in a face-to-face classroom. Think about this - your instructors can't see you showing up each week for class and diligently taking notes as they lecture. Similarly, you can't see their passion and dedication to the course material as you complete reading assignments and follow along on course websites - your one-on-one communications with each other will be integral to establishing a solid working relationship.

Don't let the distance discourage you from being an active and engaged student! Just because we need to do things a little differently for an online course doesn't mean we can't have all the same benefits as a residential course - and maybe a few extra ones! Below is a list of tips for effectively and appropriately working with your instructors as you take online courses with us here at Penn State. These are meant to be general guidelines for how you should approach your relationship with your instructors since all instructors will have slightly different expectations.

Use Course Mail in Canvas

Yes, it's slightly more cumbersome than just e-mailing from your personal Penn State e-mail account, but using the course specific e-mail provided in Canvas (also known as "Inbox" or "Conversations") does provide you with a few important reassurances:

1. You can guarantee the instructor has received the message and that it hasn't fallen victim to an overly sensitive spam filter.
2. You will both have a complete record of your correspondences within the course space if you always use it to communicate with your instructor. This could become important if you are having some sort of problem or issue with the course.

Also, remember that all correspondence with your adviser, the financial aid office, bursar, etc., should be done using your PSU account, not a personal account.

Credit: Communication [229]by Austin Kleon [230]
is licensed under CC BY-NC-ND 2.0 [229]

Communication Tips

Be professional, courteous, and respectful

Make sure that you're conducting yourself in a way that's respectful of both yourself and your instructor. It's easy to feverishly type an emotional e-mail, so, before you hit send, review what you've written. Think to yourself, "Am I handling this the best way possible?" ask, "Would I say this in front of others if I were sitting in a classroom?" if either of these questions cause hesitation, consider letting the draft sit while you have some time to think things through a bit more.

While it may be tempting in a world of overly abbreviated, unpunctuated text messaging, e-mail with your instructors is not the appropriate place to be super casual. For example, never address an e-mail to an instructor as, "Hey," - you're corresponding with an instructor, not reconnecting with a friend. Don't send off an e-mail with poor grammar, no punctuation, or other typographical errors.

Be sure to:

• use a descriptive subject line for your mail message. Poor subject lines such as "Question" or "Grade" are difficult to search for later;
• use an appropriate salutation;
• write in complete sentences;
• sign your e-mail.

If you have a question or concern about a grade earned or other issue with the course, make sure you describe it fully so that your instructor understands the concern.

Your correspondence with your instructor is a reflection on you and your dedication to your education. Treat these correspondences as you would be communication with a boss or colleague.

Phone or e-mail?

This will inevitably be a matter of personal preference from instructor to instructor, but the majority of instructors will request that you send them questions and concerns via e-mail (using Canvas). It's always helpful to have a written record to refer back to, and a phone call doesn't afford that. Now, sometimes, it's just easier to resolve an issue over the phone - so this isn't a black and white issue by any means. The important thing to be thinking about here is what works best for you and your instructor. It's possible that both of you are working on this class in the evenings or on weekends, and maybe one form of communication is more convenient than the other.

Be honest and upfront

While each instructor will have his or her own policies for handling late assignments and missed exams, there is a common theme that you'll find repeatedly. Instructors are people, too. Really, we are! And we recognize that sometimes life gets in the way of getting schoolwork completed as scheduled - especially for our students who are juggling so many other important commitments to family, employers, etc. We're all here to help you, and we want to see you succeed in the ESP program and beyond!

Help us help you

We can't help you if we don't know there is a problem. If you suspect that something is going to prevent you from completing a graded assignment or exam of some kind, you need to talk to your instructor sooner rather than later. Be proactive, upfront, and honest. Illnesses, deaths, natural disasters, and other surprises come our way when we least expect them, and somehow always when it's least convenient. Save yourself some stress and alert your instructors to potential conflicts as they arise, not after the fact. Instructors will be much more willing to work with you toward a solution if you handle it immediately, rather than falling off the radar for a few weeks and then asking for extra credit to combat missed assignments.

Communicating with your peers

Fostering peer-to-peer learning opportunities in our ESP courses is essential to the work of ESP programs. Below are program expectations for how students will conduct themselves in these peer-to-peer learning opportunities for this course.

All Course Communications:

Please use appropriate behavior when interacting with others across all media in this course.

• Use professional language. Avoid slang and text acronyms. International students, in particular, can find them difficult to understand.
• Always address people by their name in email communications, and if they have a preferred name that they use, e.g., “Jeff” instead of “Jeffrey,” use that when sending a message.
• AVOID USING ALL CAPS; IT'S EQUIVALENT TO SHOUTING (and it's hard to read).
• When in an assigned discussion forum for a lesson, stay on topic. If you’ve got something else related to the topic you’d like to discuss, post it under the "Questions" forum found under "Helpful Resources".
• Support your position with credible sources and data, and make sure you are conveying information in a way which is informative, constructive, and cordial.
• If you believe another student has shared something which is factually inaccurate, and you can challenge their position with credible sources and in a cordial manner, that's great! However, please keep in mind that it is not your job to assess any of your classmates’ writing ability; that is something the instructor will handle privately with each student.
• Debate is fine, and even encouraged! Just make sure you're doing so in a way which focuses on the science, facts, and issues. As with any sensitive policy issue, it is important to avoid even the appearance of personal attacks. For example, a poorly worded note or posting can be easily misunderstood or misconstrued. Remember, recipients can't see your body language or the expression on your face, nor can they hear the intonation in your voice. If you suspect that something you've written might be taken the wrong way, it probably will. If you’re not certain, write your response in a Word document and allow it to sit for an hour or two. Sometimes rereading after a bit of time has lapsed will help you to see how others might interpret your tone.
• Proofread your work! E-mail and discussion posts are written communications and should contain correct grammar, punctuation, and spelling.
• Your classmates come from all over the country and the world. Remember that language, humor, and idioms are not universal. Be especially careful with sarcasm and idiomatic expressions that may make little sense to those whose first language is not English.
• Above all else: be courteous and respectful. This means no name-calling, putting people or their ideas down, or using vulgar or inappropriate language. Instead, let’s take this opportunity to learn from each other as a cohesive group!

Summary

For those of you that already conduct business online regularly, communicating online with your instructors, advisers, and peers will be second nature and will require little thought and effort. But not everyone is married to their email, and even if you are, chances are you could use a refresher on how to communicate effectively.

Treat your email communications kind of like how you may approach any social situation - it's better to be over dressed than underdressed any day of the week. What I mean is, stay on the formal side, use titles, greetings, signatures, BE POLITE; it's always less embarassing to have someone tell you that you don't need to call them Mrs. or Dr. than it is if they have ask you to address them properly! Also, the nicer you are, the more of a chance you have of getting what you need/want!

Lesson Overview

As a World Campus student, and particularly as an ESP student, you are aware that we now live in a global society. Happenings across the globe have ripple effects like never before as the world continues to integrate and cross-cultural businesses and families become the norm. Everyone is affected as more and more people are "globetrotting" without ever leaving their homes; with the click of a mouse, the world is at their doorstep!

We'll be using a textbook (the free, electronic version) for this lesson, links to it can be found in throughout the lesson. In the book, Kibert et al. assert that “…social, cultural and business linkages through the Internet, computers, cell phones, and other media, transnational business operations that spread supply chains, workloads, and customers across multiple continents and growing cultural and political connections” have eliminated the option of functioning independently and in isolation in today’s world. (2012) Basically, the authors are saying that the days of operating within our own geographic and cultural boundaries are over.

In this lesson, we hope to lay the foundation for you to graduate as global stewards with the ability to function outside of your inherent native bubbles.

What will we learn?

By the end of this lesson you should be able to:

• explain “complex interdependence” and how it relates to energy and sustainability;
• recognize the cultural differences that exist and discuss how it shapes our families, communities, or business practices;

What will be due?

Refer to the Activities page for more information on the assignments for this lesson.

Questions?

If you have any questions, please post to the Canvas Discussion Forum called "Questions" or e-mail the instructor (if the question is personal in nature).

Global Citizenship

Credit: UK Interdependence
Report, 2021

What does it mean to be a global citizen? “A true global citizen possesses a wide view of the world and the part he or she plays in it.” (Alexander 2013) Like it or not, you are part of the first truly global generation of students. Being a part of the World Campus makes that even more true as you “sit” next to your classmates from all over the world every single semester.

In addition to the knowledge you’re gaining in the program, you’re also picking up skills. Analytical skills, critical thinking skills, and some lesser identified skills, like the ability to work in diverse teams, the ability to communicate to diverse audiences, and the confidence to work with people that don’t look or talk like you. All of these things are important in today’s global society.

As graduates of the ESP program, you will be faced with some of the biggest challenges ever encountered. Adequately addressing sustainable food, water, and energy needs with an ever-growing population and ever-shrinking resources is a daunting task. However, you are entering a time when we have insanely fast innovation taking place, the ability to communicate with partners across oceans in the blink of an eye, and the ability to be creative, ethical, and collaborative with those partners. Never before have more challenges existed, but, never before have there been more possibilities to creatively address those challenges.

The learning objective for the ESP competency titled “Global Perspective” encompasses more than knowing what other countries are doing to promote renewable energy. The purpose is far greater than that. We want you to be global citizens, and truly open your eyes to how the world works. Look outside the bubble you are living in. Whether it be a familial, political, geographical, religious, or other bubble, we want you to realize that differences exist and that is okay. It’s what makes things interesting! Like I tell my niece, “Different isn’t good or bad, it’s just different!”

As you work your way through the ESP program and into your careers, we hope that you practice open-mindedness to new people and situations. Global citizenship cannot be taught, it must be practiced. Practice seeing beyond your bubble. Encourage those around you to look beyond theirs.

Exploring Interdependence

BRICS leaders meet on the sidelines of G20 in China

Credit: This file is a copyrighted work of the Government of India [231], licensed under the Government Open Data License - India (GODL) [232].

The required reading from the textbook on page 75-76 is short, and just scratches the surface of the "complex interdependence" theory. For more explanation and examination of the subject, read the following excerpts from the article "Theory of Complex Interdependence: A Comparative Analysis of Realist and Neoliberal Thoughts [233]" by Waheeda Rana included below.

In interdependence there are costly reciprocal effects of transaction among the actors. The policies and actions of one actor have profound impact on the policies and actions of the other actors and vice versa. Interdependence does not only mean peace and cooperation among actors, but a relationship between actors characterized by cooperation, dependence, and interaction in a number of different areas, and conflict as well.

Complex Interdependence is a theory which stresses the complex ways in which as a result of growing ties, the transnational actors become mutually dependent, vulnerable to each other’s actions and sensitive to each other’s needs. Complex Interdependence is defined as: “An economic transnationalist concept that assumes that states are not the only important actors, social welfare issues share center stage with security issues on the global agenda, and cooperation is as dominant a characteristic of international politics as conflict.” (Genest, 1996: 140)

...In the world of ‘Complex Interdependence’, despite the increasing economic cooperation and ecological interdependence, the possibility of international military conflicts cannot be ignored. However, unlike the traditional power politics, in ‘Complex Interdependence’ this may not be the zero-sum game. “The politics of economic and ecological interdependence involve competition even when large net benefits can be expected from cooperation.”(Keohane & Nye, 1977:10)

Robert O Keohane and Joseph S. Nye in their book ‘Power and Interdependence: World Politics in Transition’, described three main characteristics of Complex Interdependence: -

1. Multiple Channels: In international politics there are multiple channels connecting the societies, including all the interstate, transgovernmental, and transnational transactions.
2. Absence of Hierarchy Among Issues: In the world of Complex interdependence, there is no hierarchy among the issues. The dividing line between domestic and foreign policy becomes blurred and there is no clear agenda in interstate relations. There are multiple issues which are not arranged in a clear or consistent hierarchy. Among other things, “military security does not consistently dominate the agenda.”(Keohane& Nye, 1977:25)
3. Minor Role of Military Force: As opposed to the central role that force is given in realist’s world, i.e. an ultimate necessity to guarantee survival, Complex Interdependence assumes that in international relations force is of low salience. When Complex Interdependence prevails, military force could be irrelevant in resolving disagreements on economic issues among members of an alliance, however simultaneously be very important for the alliance’s political and military relations with its rival bloc. According to Keohane and Nye, intense relationships of mutual influence may exist but force is no more considered an appropriate way of achieving other goals such as economic and ecological welfare which are becoming more important, because mostly the effects of military force are very costly and uncertain. (Keohane & Nye, 1977:28)

Excerpts from: Rana, Waheeda. "Theory of Complex Interdependence: A Comparative Analysis of Realist and Neoliberal Thoughts [233]." International Journal of Business and Social Science 6, no. 2 (2015).

Think Globally, Act Locally?

Cartoon of girl (Queen) and boy (King).

Credit: Heidi Sporre © Penn State University is licensed under CC BY-NC-SA 4.0 [6]

I'm sure you've heard the saying "Think globally, act locally!" but have you actually thought about what that means? The concept, originally used in the context of environment and sustainability, has now been widely customized for use when discussing brand proliferation in other countries. If you Google "Think globally, act locally" you will find a plethora of articles about how to customize products to be desired by those in a new geographic marketplace (e.g., the Chicken Maharaja Mac, the most popular McDonald's dish in India). When considering the original context, the use of the phrase "think globally, act locally" to promote consumables (especially mass-produced fast food) is nearly blasphemy!

Do you ever wonder if the efforts you make at home and in your local community make a difference when considering the big picture? Page 76 of our reading states that "...in order to pursue sustainability effectively, people must concern themselves first and foremost with the local communities in which they live and work." Alternatively, critics of localized efforts note that "Encouraging people to focus on local problems may lead them to ignore the larger contexts in which those problems have developed." (Kibert et al., 2012)

For many of us, the simple, home-based and regional efforts represent the most direct route to make a difference. It may be the only way we're able to be an activist for sustainability. If we're only able to participate by recycling, using mass transit, and eating less meat, does that make us insignificant in the fight against climate change? As the authors of our textbook state, "Ultimately, the pursuit of sustainability must always be Janus-faced [234], with one eye turned toward the local community and one eye turned toward the world community." (Kibert et al., 2012, 76-77)

Watch the following video in its entirety. It is 14 minutes and 28 seconds long. If the video isn't showing below, follow this link: https://youtu.be/XvjaIrYlkIg?si=BJjbF9mgLTzW26wW [235]

Part 1

Answer the following questions with a minimum 150 word response (see further directions at the bottom of the page):

• Are you able to identify your cultural biases and what has influenced them?
• Do you spend time with people that have different life experiences than you? Provide an example of what you have learned from that person regarding their history, values, politics, communication styles, economy, or beliefs and practices.
• How do you plan to learn more about other cultures?

Part 2

Consider how you would rate yourself on the following areas listed in the table below. For each item in the first column, choose a rating (1, 2, 3, or 4) for yourself and provide a few sentences of why you feel the rating is appropriate. See further directions below the table. If it's hard to see the text on the table below, you can find it here: Link to Intercultural Fluency Table [236]

The Intercultural Fluency Table

Valuing, respecting, and learning from people with diverse backgrounds (e.g., ability, age, culture, economic status, educational level, ethnicity, gender, nationality, race, religion, sexual orientation). The individuals demonstrate, openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals' differences (www.wcupa.edu [237])

Format your assignment submission as follows:

Part 1

List the first question above, provide the 150 word minimum response.

List the second question above, provide the 150 word minimum response.

List the third question above, provide the 150 word minimum response.

Part 2

List the header of the first row in the table (e.g. Cultural Self Awareness) then the rating (e.g. 2) then provide 1-4 sentences of why you've rated yourself at that level.

So on and so forth, for all 6 rows of the table.

An example for Part 2:

Cultural Self-Awareness = 2. I grew up in Central Pennsylvania on a diary farm with 4-H friends and family. I wasn't exposed to anyone "different" than me, meaning there was no diversity as it relates to ethnicity, culture, race, religion, sexual orientation. My cultural rules were never "challenged" meaning, there were no alternatives introduced to me until I was at college. Even now, although I've been acclimated to other ways of life, and now understand that you cannot assume you know anything about any person based on looks and limited knowledge, I still occasionally catch myself (embarrassingly), entering a conversation with someone new with pre-conceived ideas of "who" they may be.

Submit as a word document to the dropbox for Lesson 12.

Summary

We discussed a lot of different ideas related to global perspective in this lesson. Our history as a melting pot has influenced the way we do things in our work and home lives - more than we even realize. Our future as a global participant will continue to promote this trend, and we will see more and more "outside" influences in every aspect of our day-to-day lives. Being a global citizen and understanding the interdependency that exists is only part of the picture. Kenneth Boulding, in his last speech to the UN in 1965, referred to the idea of "Spaceship Earth" and stated:

We travel together, passengers on a little spaceship, dependent upon its vulnerable reserve of air and soil; all committed for our safety to its security and peace; preserved from annihilation by the care, the work, and I will say, the love we give our fragile craft. (Kibert 2012)

References