Course Content and Outcomes Guides (CCOG)

CCOG for ESR 141 Winter 2025


Course Number:
ESR 141
Course Title:
Introduction to Individual Sustainability
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0

Course Description

Introduces theory, principles and practices of sustainability and their applications at the individual scale. Explores a wide range of topics at the individual level including the built world, water, energy, transportation, wise purchasing, sustainable agriculture and food choices. Covers recycling and waste reduction, recreation and its effects on the environment, restoring natural environments and connections between health and the environment. May include off-site field trips, physical activity, and hands-on learning opportunities. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available.

Addendum to Course Description

1. Evolution Statement

To clarify the teaching of evolution and its place in the classroom, the Portland Community College Science Departments stand by the following statements about what is science and how the theory of evolution is the major organizing theory in the discipline of the biological sciences.

A. Science is a fundamentally nondogmatic and self-correcting investigatory process. In science, a theory is neither a guess, a dogma, nor a myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.

B. The theory of evolution meets the criteria of a scientific theory. In contrast, creation “science” is neither self-examining nor investigatory. Creation “science” is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

Science (ESR) instructors of Portland Community College will teach the theory of evolution not as absolute truth but as the most widely accepted scientific theory on the diversity of life. We, the Environmental Studies and Resources (ESR) Subject Area Curriculum Committee at Portland Community College, therefore stand with such organizations as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula.

2. Field-based Learning Statement

Field-based learning is a professional competence in many areas of environmental sciences. Field-based learning includes use of all the senses to make observations in natural and built environments. Field-based learning is experiential often leading to unique sets of observations/data in particular locations. Field-based learning experiences include inherent risks and physical challenges, such as uneven terrain, variable weather and environmental irritants.

Intended Outcomes for the course

Upon successful completion of the course students should be able to:

  1. Apply an understanding of sustainability at the individual level.

  2. Identify the challenges of achieving sustainability on the individual scale.

  3. Quantify ways that individual choices can impact global sustainability.

  4. Apply problem-solving and critical thinking skills to identify sustainable solutions and to build resilient communities.

  5. Create a personal plan to incorporate sustainable practices into their lives and communities.

Quantitative Reasoning

Students completing an associate degree at Portland Community College will be able to analyze questions or problems that impact the community and/or environment using quantitative information.

General education philosophy statement

ESR 141: Introduction to Individual Sustainability asks students to use quantitative information to measure how humans impact the environment at an individual level. ESR 141 introduces students to data collection and analysis by investigating the connections between their personal choices and environmental issues such as pollution, decreases in biodiversity, and climate change. Students will collect data on their personal lifestyle, reflect upon their findings, and consider ways to authentically increase sustainability in their personal lives. This course promotes an understanding of how small scale individual actions are connected to larger scale societal changes and gives students tools and resources to live a more sustainable life.

Course Activities and Design

May include: lectures, guest lectures, field trips (off-site, on-site, during class, and/or out of class time), student projects, group projects, class presentations, and community-based learning.

Outcome Assessment Strategies

  • Essay, short answer, and/or multiple choice exams
  • Discussions based on course readings
  • Reflection and journaling
  • Research paper(s) or project(s) on sustainability topics

Course Content (Themes, Concepts, Issues and Skills)

  • Basic concepts of environmental systems and sustainability

  • The impact of  personal choices on sustainability

  • The roles of individuals in driving change toward more resilient communities

  • The roles of culture, community, and governmental processes in sustainability

  • The power of civic engagement in influencing sustainability

  • Locate, access and evaluate scientific information

  • Use basic math and statistics appropriately

  • Understand and use the scientific method

  • Collaborate with peers to effectively work in groups

  • Present information and conclusions logically