SOS 321: Policy and Governance in Sustainable Systems
SOS 321: Policy and Governance in Sustainable Systems
Mondays and Wednesdays 2:00-3:15 pm
GIOS 101
Dr. Michael Schoon, [email protected]
Office Hours, Mondays and Tuesdays 10:00-11:00 am, West Hall 145
Dr. Milan Shretha, [email protected]
Office Hours, Tuesdays and Thursdays, 10:30-12:00, GIOS 221
Teaching Assistants:
Wen-Ching Chuang
[email protected]
Office Hours, Wednesday, 9:30-11:00,
GIOS 112B
Ryan Delaney [email protected]
Office Hours, Tuesday, 2:00-3:30,
GIOS 112B
Policy and governance in sustainable systems requires integration of theory and practice,
as well as micro-level program analysis and marco-level policy analysis. All too often
solutions are conceived for micro-level problems with limited attention paid to the macro
issues. The purpose of this class is to expose students to US and global sustainability
issues and policy prescriptions. Using two lenses, program analysis and policy analysis,
students will apply a broad understanding of sustainability governance to a specific issue
in the region, management of state land. We are partnering with the state government
officials and NGOs in this study. Students will conduct policy and program analyses for
them. This class provides students a unique opportunity to integrate theory and practice
in the real world of sustainability policy. Student will work to help find solutions to real
world problems. One issue is about how to incorporate conservation planning into a
State Trust. Throughout the semester we will explain what exactly that means.
Course Objectives
Students learn to utilize theories of governance and public policy on environmental issues
and the creation of sustainable policy to understand a local issue. Students conduct
policy analysis integrating concepts of governance and sustainability directly with real
world sustainability issues. Students understand the history of environmental and
sustainability policy, how to analyze policy issues, and how to present academic theory
and evidence to a practitioner audience.
There are three broad objectives for this course:
1) To provide students with an understanding of the “big ideas” in the study of
human-nature interactions and be familiar with a number of issues in the
environment;
2) To provide students with an understanding of some of the methods for evaluating
and studying governance and policy in sustainable systems; and
3) To provide students with real world application.
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SOS 321: Policy and Governance in Sustainable Systems
To facilitate achieving these three broad objectives, students will have a variety of tasks
to secure this knowledge. Ultimately, success in our professional lives comes down to
three skills – critical thinking, oral persuasion, and written communication. The
assignments in this class will work on improving our abilities in each.
Textbooks
1) Bickers, Kenneth and John T. Williams. 2001. Public Policy Analysis: A Political
Economy Approach. Houghton-Mifflin. Relevant chapters will be available on
Blackboard.
2) Souder, John and Sally Fairfax. 1996. State Trust Lands: History, Management, and
Sustainable Use. University Press of Kansas. Available in the bookstore and online, i.e. at
Amazon.
3) Chasek, Pamela S., David L. Downie, and Janet Welsh Brown. 2010. Global
Environmental Politics. 5th edition. Westview Press. Available in the bookstore and
online, i.e. at Amazon.
Expectations
Readings should be done prior to class. The course is designed, so that Mondays are
primarily focused on theory from the academy and Wednesday on practice. You are
expected to participate in discussions on both dimensions. This is a unique opportunity
to engage directly with real policymakers from both NGOs and state/local government.
Remember that you are seen as a representative of the class as a whole, the School of
Sustainability, and ASU when you interact with our policymaking partners. You are
expected to practice professional and respectful communication and behavior on campus
and off. The class project is not an academic exercise. We have been asked for our help.
Your recommendations may lead to real policy change in 2011.
Introduction to Environmental and Sustainability Policy
Wednesday, January 19
Read: Kraft Chapter 1 (See Blackboard)
Key Points-What is environmental policy? How does this relate to sustainability?
Introduction to Public Policy Analysis
Monday, January 24
Read: Bickers and Williams (B&W), Ch 1&2 (See Blackboard)
Key Points-What is the difference between government and governance? What is the
ultimate test of public policy?
Due: Quiz 1, in class.
Introduction to State Land Trust Issues
Wednesday, January 26
Read: Souder and Fairfax (S&F), Introduction and Ch. 2
Key Points What is state land trust?
Democracy and Public Policy
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SOS 321: Policy and Governance in Sustainable Systems
Monday, January 31
Read: B&W, Ch 3 (Available on Blackboard)
Key Points: What are some of the problems of democracy?
Land-use in Arizona: Policies and Trends
Wednesday, February 2
Read: Redman and Kinzig (2008); Sheridan (2001)
Redman, C. L., & Kinzig, A. P. (2008). Water can flow uphilll: A narrative of Central
Arizona. In Redman, C. L., & Foster, D. R. (eds.) Agricultural Landscapes in
Transition: Comparisons of Long-term Ecological and Cultural Change. Oxford
University Press, New York, NY, pp 238-271
Sheridan, T. E. (2001). Cows, condos, and the contested commons: The political ecology
of ranching on the Arizona-Sonora borderlands. Human Organization, 60(2), 141152.
Key Points: What can we learn from Arizona’s land-use legacies?
Due: Quiz 2, in class.
DUE: CODE OF CONDUCT/WORKING PLAN – FEB 4 AT NOON
Problems of Collective Action
Monday, February 7
Read: B&W Ch. 4 (on Blackboard)
Key Points: What are examples of collective action problems in environmental issues?
What is the prisoner’s dilemma?
Beyond the Tragedy of Commons: Management of Commons
Wednesday, February 9
Read: Dietz et al (2002); Schlager & Ostrom (1992)
Dietz, T. et al. (2002). The drama of the commons, Chapter 1. In E. Ostrom, T. Dietz, N.
Dolsak, P. Stern, S. Stonich, and E. Weber (eds.), the Drama of Commons, pp. 3-35,
Washington, DC: the National Academies Press.
Schlager, E. and E. Ostrom. (1992). Property-rights regimes and natural resources: A
conceptual analysis. Land Economics 68(3): 249-262.
Key Points: What are
Due: Quiz 3, in class
Government and Collective Action
Monday, February 14
Read: B&W Ch. 5 (on Blackboard)
Key Points: What does this have to do with Valentine’s Day? When is the government a
good solution to collective action dilemmas? In the environment?
Due: Quiz 4, in class
Parks and Peoples
Wednesday, February 16
Read: West et al. (2006)
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SOS 321: Policy and Governance in Sustainable Systems
West, P., J. Igoe, and D. Brockington. (2006). Parks and Peoples: The Social Impact of
Protected Areas. Annual Review of Anthropology 35 (1):251-277.
Key Points: What are the consequences of the parks-peoples conflict?
Markets and Collective Action
Monday, February 21
Read: B&W Ch. 6 (on Blackboard)
Key Points: What are some examples of market solutions to environmental challenges?
Due: Quiz 5
Maine’s Lobster Farming
Wednesday, February 23
Read: Acheson (1997)
Acheson, J. (1997). The Politics of Managing the Maine Lobster Industry: 1860 to the
Present. Human Ecology 25 (1):3-27.
Key Points: What are some of the key features of Maine’s lobster industry that make
them more effective than the state-regulated in-land fishery business?
Limitations of Markets
Monday, February 28
Read: B&W Ch. 7 (on Blackboard)
Key Points: What are environmental examples of a public good? Of a CPR?
Evaluating State Land Decisions
Wednesday, March 2
Read: S&F Ch. 3
Key Points: How do environmental benefits factor in to land management decisions?
DUE: PROBLEM ANALYSIS – MARCH 4 AT NOON
Policy Analysis in America
Monday, March 7
Read: B&W Ch. 8 (on Blackboard)
Key Points: What are the differences between top-down and bottom-up governance?
Due: Quiz 6
Science and Policy (Working with Policymakers)
Wednesday, March 9
Read: Steel et al (2004)
Steel, B., P. List, D. Lach, and B. Shindler. (2004). The role of scientists in the
environmental policy process: a case study from the American west. Environmental
Science & Policy 7 (1):1-13.
Key Points: Is it possible to translate the good science into effective policies?
Spring Break – March 13 - 20
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SOS 321: Policy and Governance in Sustainable Systems
Intro to Global Environmental Politics
Monday, March 21
Read: Chasek, Downie, and Brown (CDB) Ch. 1
Key Points: What has caused the emergence of global environmental politics?
Emerging Issues in State Land
Wednesday, March 23
Read: S&F Ch. 7, pp. 270-284
Key Points: How do we balance economic and non-economic benefits for state trust
beneficiaries?
Due: Quiz 7
Group Presentation to External Panel
Monday, March 28
Students will present their group solutions on conservation in state land.
Group Presentation to External Panel
Wednesday, March 30
Students will present their group solutions on conservation in state land.
Group Presentation to External Panel
Monday, April 4
Students will present their group solutions on conservation in state land.
Institutional and Stakeholder Analysis
Wednesday, April 6
Read: IIED (2005); Aligica (2006)
IIED, (2005). Stakeholder Power Analysis. Power Tool Series. London, UK:
International Institute for Environment and Development (IIED).
Aligica, P. (2006). Institutional and Stakeholder Mapping: Frameworks for Policy
Analysis and Institutional Change. Public Organization Review 6 (1):79-90.
Key Points: How do we identify major stakeholders in public policy formulation?
Actors in Global Environmental Politics
Monday, April 11
Read: CDB Ch. 2
Key Points: What are some of the important points of interaction between domestic
actors and international ones?
Due: Quiz 8
Writing policy brief (State Trust Land)
Wednesday, April 13
Read: TBD
Key Points: How does writing a policy brief interact with the policy process?
International Regimes – Species and Habitat
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SOS 321: Policy and Governance in Sustainable Systems
Monday, April 18
Read: CDB Ch. 5
Key Points: What is the role of sovereignty in international natural resource
management?
Community-based Natural Resources Management (CBNRM)
Wednesday, April 20
Read: Berkes (2007); Blaikie (2006)
Berkes, Fikret. (2007). Community-based conservation in a globalized world.
Proceedings of the National Academy of Sciences 104 (39):15188-15193
Blaikie, P. (2006). Is Small Really Beautiful? Community-based Natural Resource
Management in Malawi and Botswana. World Development 34 (11):1942-1957.
Key Points: What are some of the key lessons learned from the CBNRM and their
policy implications?
Due: Quiz 9
International Regime Formation
Monday, April 25
Read: CDB Ch. 6
Key Points: How do we measure the effectiveness of an international environmental
regime?
Population and Development
Wednesday, April 27
Read: CDB Ch. 7
Key Points: How is the concept of sustainability evolving?
Due: Quiz 10
DUE: POLICY BRIEF – APRIL 29 AT NOON
The Future of Global Environmental Governance
Monday, May 2
Read: CDB Ch. 8
Key Points: How
Due: Receive Take Home Final Exam
TAKE HOME FINAL EXAM DUE MIDNIGHT, MAY 7.
Assignments
Project #1- Code of Cooperation -Due Friday February 4 by noon via Blackboard (5
points)
Your group is to agree and write a code of cooperation based on class discussions on
team building. Your team’s code of cooperation should include all actions and items
that you have all agreed to that will allow your team to successfully work together.
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SOS 321: Policy and Governance in Sustainable Systems
Consider how you will arrange to meet, how you will approach the work involved for
your project and, importantly, how you will deal with any conflict that arises or with
members that are not abiding by the Code of Cooperation to which you have all agreed.
This assignment will include splitting up the project into individual tasks, which will
become the main work in Project 2. Should be approximately 1-3 pages double-spaced
with 12 point Times New Roman font.
Project #2- Problem Analysis and Solution Identification-Due Friday March 4 by noon
via Blackboard (15 points)
Students will all work from a problem description developed by their group as a followup from Project 1. Each individual will present preliminary findings from their analysis
of a section of the group assignment. The specific section of the group project each
student will focus on will be defined during Project 1. Frame the problem that needs to
be solved and discuss the findings. Students are expected to use 5 professional and 5
academic cites. Should be approximately 1-3 pages double-spaced with 12 point Times
New Roman font. See rubrics for guidance about grading criteria.
Project #3- Group Presentation - Due March 28-April 4. Time slot for presentation
scheduled in class. (20 points – 15 points for the group, 5 based on peer evaluation)
Students present their solution and final report as a group. Talks will be 15 minutes long
with 5 minutes for Q&A. For a group of five, one student should introduce the group and
project, two students should present, and two students should lead the Q&A. See rubrics
for guidance about grading criteria. As noted, 5 points of each grade will be based on
anonymous peer evaluation of the other members of the group.
Project #4- Policy Brief -Due April 29 at noon via Blackboard. (15 points)
Students are expected to include 5 academic and 5 professional citations. Should be
approximately 3-5 pages double-spaced with 12 point Times New Roman font. This is
an individual assignment so be sure to start fresh. Do not use text from the prior
assignments. You may use sources from prior work. This work will build upon the group
projects, particularly the Problem Description and the Presentation. In this paper,
individuals will focus on their individual aspects of the group project research. See
rubrics for guidance about grading criteria.
Quizzes
There will be 10 quizzes throughout the semester. Some are take-home and some inclass. You may only makeup quizzes if you notified the instructor of your absence prior
to class and received approval for a makeup. Quizzes are worth 2 points each.
Final Examination You will have one exam during the semester – a comprehensive
final. If something is on the syllabus or is covered in class, you are expected to know it
for the exam. Make-ups for exams will only be given by the instructor for illness of the
student or death in the student’s immediate family; all make-ups will be ORAL exams. If
the student does not take the exam on the date scheduled or an approved make-up, they
will receive a grade of 0. Exams may cover materials in the assigned readings, in lectures,
in handouts, or in presentations by guest speakers.
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SOS 321: Policy and Governance in Sustainable Systems
Class Participation: Every student starts off with “full points” for this portion of their
grade. Excessive absences or not participating in class discussions will lead to loss of
points. See also the note below on cold calling.
Cold Calling: The reason that class participation is a portion of the grade in this class is
because class discussion will play a leading role in the course. This will be an active
learning experience, not a standard lecture course. To stimulate discussion, I will cold
call someone in the class at random to begin our discussions each day. This will not be a
difficult task, and I will guide the discussion. It will require, however, that you read the
assigned material ahead of time. If you have difficulties with the material, please let me
know ahead of time. There may also be opportunities to earn “immunity” for a session’s
cold calling through other classroom activities.
Assignments
Code of Conduct/Group Work Plan
Quizzes (10)
Problem Analysis/Prospectus
Group Presentation
Policy Briefs
Final Exam
Class Participation
Points
5
20
15
20
15
20
5
100
Writing
Students are expected to use the APA style of citation in this class. Please refer to ASU
Library’s page for advice about this format
(http://libguides.asu.edu/content.php?pid=3172&sid=16506).
Students are encouraged to seek help with the Writing Center, TA, or instructor prior to
turning in an assignment. There are no “re-writes” in this course, so ask questions prior
to the due date.
Academic Integrity
ASU’s Policy is the following
(http://provost.asu.edu/academicintegrity/policy/StudentObligations):
Student Obligations to Academic Integrity
Each student must act with honesty and integrity, and must respect the
rights of others in carrying out all academic assignments. A student may
be found to have engaged in academic dishonesty if, in connection with
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SOS 321: Policy and Governance in Sustainable Systems
any Academic Evaluation or academic or research assignment (including a
paid research position), he or she:
A. Engages in any form of academic deceit;
B. Refers to materials or sources or uses devices (e.g., computer disks, audio
recorders, camera phones, text messages, crib sheets, calculators, solution
manuals, materials from previous classes, or commercial research
services) not authorized by the instructor for use during the Academic
Evaluation or assignment;
C. Possesses, reviews, buys, sells, obtains, or uses, without appropriate
authorization, any materials intended to be used for an Academic
Evaluation or assignment in advance of its administration;
D. Acts as a substitute for another person in any Academic Evaluation or
assignment;
E. Uses a substitute in any Academic Evaluation or assignment;
F. Depends on the aid of others, including other students or tutors, in
connection with any Academic Evaluation or assignment to the extent that
the work is not representative of the student's abilities;
G. Provides inappropriate aid to another person in connection with any
Academic Evaluation or assignment, including the unauthorized use of
camera phones, text messages, photocopies, notes or other means to copy
or photograph materials used or intended for Academic Evaluation;
H. Engages in Plagiarism;
I. Uses materials from the Internet or any other source without full and
appropriate attribution;
J. Permits his or her work to be submitted by another person in connection
with any Academic Evaluation or assignment, without authorization;
K. Claims credit for or submits work done by another;
L. Signs an attendance sheet for another student, allows another student to
sign on the student's behalf, or otherwise participates in gaining credit for
attendance for oneself or another without actually attending;
M. Falsifying or misrepresenting hours or activities in relationship to an
internship, externship, field experience, clinical activity or similar activity;
or
N. Attempts to influence or change any Academic Evaluation, assignment or
academic record for reasons having no relevance to academic
achievement.
See the ASU Library Statement “Avoiding Plagiarism” on Blackboard.
See also: http://provost.asu.edu/academicintegrity/students#avoid_policy_violations
E-Mail
If you need to contact me, the most effective way is to use my campus email listed on the
first page.
Wireless Communication
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SOS 321: Policy and Governance in Sustainable Systems
Cellular phones, iPods and pagers are an unacceptable distraction to the class and the
learning process. Cell phones and beepers must be turned off during the class period.
Therefore, any audible signals from these or similar devices will not be tolerated, unless
you have spoken with me prior to class. Audible signals from these devices may result in
a decrease in your final grade.
Classroom Conduct
Civility is important in an academic community to ensure that everyone is working in a
healthy and productive environment. Civility requires all parties to demonstrate personal
integrity and conduct themselves in a manner that shows respect, courtesy, and tolerance
to others. Examples of discourteous behavior during class include: reading the
newspaper, listening to headphones, text messaging, talking or laughing with others apart
from class discussion, and so on. Discourteous behavior is distracting to the instructor
and your classmates and will not be tolerated. If this behavior occurs, the student will be
asked to leave the class. In addition, students are expected to arrive for class on time and
to stay for the entire period. Violations may result in a lowering of your final grade and
may be reported to the Office of the Dean of Students.
Incompletes, Late or Missed Assignments
Please turn in all assignments on the due date. Late assignments are a burden on your
time and mine. Therefore late assignments will not be accepted. However, if there are
extenuating circumstances prohibiting you from completing your work on time, please
notify me before the due date. Proper documentation may be necessary to justify late
assignments or missed exams (as outlined previously). If an emergency does arise which
prevents you from taking an exam, you must notify me within 24 hours to arrange a
makeup exam. Any make-up exam will follow the format outlined in the Exams section
above (i.e. make-up exams will be oral). Incomplete grades will not be given except
under extraordinary circumstances with the appropriate documentation.
Religious Observances
Students at Arizona State University come from a great mixture of ethnic groups and
religions. Both the University and your instructors recognize and support a student’s
right to participate in and observe key religious holidays and festivals. If a conflict or
potential conflict exists between a religious holiday and a class deadline, please see me at
the beginning of the semester so appropriate arrangements can be made.
Accommodations for Students
Students who qualify under the Americans with Disabilities Act (ADA) that may need
special assistance in their academic career and dealings with professors should contact
me. We will follow Arizona State University’s guidelines in providing accommodations
and/or adjustments. It is the student’s responsibility to have official documentation
directed to the instructor at the beginning of the semester.
If you have any disabilities that affect your ability to complete exams or any other
assignments, please notify me within the first week of class. This will allow me to
accommodate your needs in a timely manner. Such information will be treated as private
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SOS 321: Policy and Governance in Sustainable Systems
and confidential.
University and Community Partners
Arizona State University
Katja Brundiers, Community-University Liaison, Decision Center for a Desert City
School of Sustainability: 480-966-0528 [email protected]
Katja Brundiers is the Community-University Liaison for Decision Center for a Desert
City, where she proposes, develops, and administers activities that bridge scientific and
practical endeavors. Before joining DCDC, Katja headed up a small boundary
organization at the Swiss Federal Institute of Technology Zurich that initiated and
facilitated collaborative research projects between students, their faculty supervisors and
community partners (business, government, NGOs). These projects addressed real-world
sustainability problems and generated implementable results. Katja brings to the position
her experiences as a sustainability consultant to the University of British Columbia and as
a member of the UNESCO Committee on Education for Sustainable Development. She
also worked as a civil servant at the Swiss Federal Office for Spatial Development, as a
consultant in a private project management and planning office, and as a researcher in an
international development research project for the government of Sri Lanka. She holds a
master’s degree in geography and anthropology from the University of Zurich.
http://dcdc.asu.edu/dcdcmain/participants/persshow.jsp?id=7457
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SOS 321: Policy and Governance in Sustainable Systems
Grading Rubrics
#1 Problem Analysis
No Attempt
Emerging
Critical Thinking
Evaluation of Evidence
0
1
Writes in Generalities
Uses primarily personal experience.
Developing
2
3
Considers some evidence.
Mastering
4
5
Considers evidence from several
relevant sources
Points
6
Moves away from egocentric
Is able to avoid purely egocentric
perspective toward a focus on evidence perspectives.
from class and outside materials
Accepts information "as is." Does not Claims that evidence might be limited or Recognizes the limitations of the
indicate how evidence may be limited or one-sited, but does not explain why.
evidence and explains why it is limited.
one-sided.
Analysis and Synthesis
0
1
2
3
Merely repeats information as truth or
Provides a cursory and superficial
denies evidence without adequate
analysis of the evidence
justification.
4
5
Presents analysis of the information
rather than accepting "as is."
Does not demonstrate an understanding States that there are problems with the
of the flaws in the evidence.
evidence, but only addresses with
generalities.
Recognizes and avoids logical flaws.
Does not make connections among
different sources.
Draws explicit connections between
information from different sources.
Loosely ties information together from
different sources
6
Defends views based on self-interest or Points out general contradictions or
Explores the contradictions or
preconceptions.
inadequacies in the information without inadequacies in the evidence.
explaining the specifics.
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SOS 321: Policy and Governance in Sustainable Systems
Drawing Conclusions
0
1
Conclusions drawn heavily or
completely on unsupported opinion.
Draws unwarranted conclusions.
Does not use information to support
conclusion(s).
Suggests no need for further
explanation of the issue.
2
3
Conclusions present a mix of
unsupported opinion.
5
6
Constructs cogent arguments rooted in
information presented rather than
speculation and unsupported opinion,
avoids overstated or understated
conclusions.
Selects some information to support
Selects the strongest and most relevant
conclusions, but may also use irrelevant information.
information.
Identified holes in the information.
4
Identifies holes in the evidence and
suggests additional information or
types of information that might aid in
analysis.
Acknowledging Alternative Viewpoints
0
1
2
3
4
5
6
Treats problem as simple one requiring Recognizes that the problem is complex Recognizes that the problem is complex
an uncomplicated response.
with no clear answer.
with no clear answer; qualifies
responses and acknowledges the need
for additional information in making an
absolute determination.
Fails to identify or hastily dismisses
Mentions the possibility of alternative Proposes other specific options and
alternative opinions.
options, without providing any details. weighs them in the decision.
Does not consider the impact on
various stakeholders.
Suggests other stakeholders might be
affected but doesn't specify who or
why.
Considers all stakeholders or affected
parties in suggesting a course of action.
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SOS 321: Policy and Governance in Sustainable Systems
#2 Presentation
Presentation: How clear and concise is the argument
No Attempt
Emerging
Developing
0
1
2
3
Unclear what argument is being put
A position is taken, but it may be
forth (there is no thesis); rambling audio tentative.
suggests no clear understanding of the
topic.
Development: How effective is the structure
0
1
2
Includes much irrelevant evidence (or
no evidence) to support vague,
undeveloped ideas; confused or absent
organization.
4
Mastering
Points
5
6
Argument is clearly articulated with
context provided; conveys an accurate
understanding of the topic.
3
Develops some ideas more fully than
others; provides some evidence but
does not elaborate; organization is
inconsistent.
4
5
6
Develops ideas clearly and fully,
effectively integrating relevant evidence
from a variety of sources; logical and
appropriate organization of content.
2
3
Analysis is cursory; statements are
supported by minimal evidence;
information presented in a haphazard
fashion.
4
5
6
Offers insightful and thorough analysis;
correctly interprets the evidence to
defend the argument; considers
counterarguments; selected and ordered
information for greatest impact.
Mechanics: Speech is steady and transitions are not distracting.
0
1
Difficult to understand speaker.
2
3
4
5
6
Speaker's transitions in the speech are
Mechanics do not distract from content.
disjointed. Making the logic of the
Speaking skill enhances the argument.
speech difficult to understand.
Interest: How well does the student maintain the viewer's interest?
0
1
Style is not engaging.
2
3
Formulaic approach, but able to
maintain some interest.
Persuasiveness: How well does the student defend the argument?
0
1
Analysis is rare; argument is
unsupported and therefore not
convincing.
4
5
6
Engaging viewing. Incorporating visual
and audio information.
Overall Speech
0
1
2
3
4
5
6
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SOS 321: Policy and Governance in Sustainable Systems
#3 Policy Brief
Presentation: How clear and concise is the argument
No Attempt
Emerging
Developing
0
1
2
3
Unclear what argument is being put
A position is taken, but it may be
forth (there is no thesis); rambling
tentative.
writing suggests no clear understanding
of the topic.
Development: How effective is the structure
0
1
2
Includes much irrelevant evidence (or
no evidence) to support vague,
undeveloped ideas; confused or absent
organization.
Persuasiveness: How well does the student defend the argument?
0
1
Analysis is rare; argument is
unsupported and therefore not
convincing.
2
4
Mastering
Points
5
6
Argument is clearly articulated with
context provided; conveys an accurate
understanding of the topic.
3
Develops some ideas more fully than
others; provides some evidence but
does not elaborate; organization is
inconsistent.
4
5
6
Develops ideas clearly and fully,
effectively integrating relevant, diverse
evidence; logical and appropriate
organization.
3
Analysis is cursory; statements are
supported by minimal evidence;
information presented in a haphazard
fashion.
4
5
6
Offers insightful and thorough analysis;
correctly interprets the evidence;
considers counterarguments; selected
and ordered information for greatest
impact.
Mechanics: What is the quality of the student's writing?
0
1
2
3
4
Mechanical and usage errors seriously Mechanical and usage errors made, but
interfere with writer's purpose.
they do not significantly interfere with
the writer's purpose.
Interest: How well does the student maintain the reader's interest?
0
1
2
3
4
Writing style does not engage the
Writing style reflects limited
reader.
consideration of audience; uses limited
sentence variation.
5
6
Few or no mechanical and usage errors
5
Writing style engages the reader, is
aware of the audience, and is
stylistically sophisticated.
6
Overall Writing
0
1
2
3
4
5
6
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SOS 321: Policy and Governance in Sustainable Systems
SYLLABUS IS SUBJECT TO CHANGE. DUE TO THE COMMUNITY PARTNERSHIPS, STUDENTS SHOULD EXPECT
SOME MODIFCATIONS IN DUE DATES AND READINGS. STUDENTS WILL BE NOTIFIED OF CHANGES IN CLASS
OR ON BLACKBOARD.
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