ENVS 333</p> — Sarah Ku

Welcome to Introduction to the Circular Economy!

I’m excited to teach you!

In this course, you will learn about circular economies. We’ll discuss what they are, how they are relevant to you and your major, and how to identify and evaluate them at different levels. A main goal of this course is for you to learn how to critique challenges and opportunities of circular systems. I will try my best to go at a pace that adequately explains concepts for newcomers as well as cover new content for those who have taken my other courses. This course relies heavily on participation through discussion, activities, and exercises. If this style does not match your expectations or suit your learning style, please feel free to explore other electives that might fit your interests and style better. Thank you for your patience and flexibility as this course is still being developed.

Please peruse this website to get all the information you need for class. I will post class updates here, so please bookmark this site.

SEMESTER: FALL 2024

COURSE: ENVS 333

DATE AND TIME: Thursdays, 6:30pm - 9:00pm

LOCATION: SES Building, room 111 [lakeshore campus]

Professor: Sarah Ku [she|her|hers]

Email: sku@luc.edu ***Please EMAIL DIRECTLY*** Do NOT use Sakai

Offices:

Lakeshore campus: SES building, BVM Hall, 4th floor, Room 417
Watertower campus: Schreiber Center, 5th floor, Room 513

Student hours:
I will be in my Watertower office (Schreiber 513) every Tuesday from 3-4pm.
I will be in my Lakeshore office (BVM 417) every Thursday before class from 5-6pm.
These set hours are meant for students to drop by, ask questions, hang out, drink kombucha, check out some bugs, etc. These times are specifically dedicated to support y’all, so leverage them! If you ever want to meet outside of these days/times, please email me to schedule an appointment to meet in-person or via Zoom :)

A little bit about me

My teaching philosophy focuses on cooperative, collaborative relationship-building through mentorship, guidance, encouragement, inspiration, and support. I feel that providing a comfortable environment stimulates participation and engagement. Therefore, I design my courses by prioritizing the development of both hard and soft skills to help y’all be successful in life, not just in the classroom. I foster active discussions and critical thinking through sharing my own experiences and cultivating you all to share your experiences as well. I look forward to getting to know each of you!

Why take my class?

Below are some student testimonials that may give you a better idea about my teaching style to see if it matches your learning style.

Employment

Many students are in school in order to get a better job and make more money. The reason I ask you all your goals is so that I can design class to help you develop both hard and soft skills to help you reach your goals. Soft skills are important not only for career development but for life in general. I want to help you all succeed in life, no matter where your future takes you. Therefore, the activities we do in class are designed to help you learn the course content as well as develop the soft skills that are important for professional and personal development.

*Source:* *Falling Short? College Learning and Career Success. Hart Research Associates survey conducted for the Association of American Colleges and Universities (AAC&U), 2015*.

Source: Capgemini employees

Click here for opportunities (jobs, internships, further education)

LOYOLA Land Acknowledgement

I acknowledge that our university resides on the native homelands of the Indigenous people of the Odawa, Potawatomi, and Ojibwe nations, who joined together into the Council of Three Fires. Along with several other tribes, I know that their lives and livelihoods were destroyed in part by the historical events of displacement, conquest, and dehumanization leading up to the establishment of Chicago and Illinois.

I want to remember and honor what was lost, acknowledge how I directly benefit from other people’s pain and loss, and uplift the fortitude and resilience of Indigenous communities surviving and thriving today. I recognize their continued connection to this region and give thanks to them for allowing us to live, work, and learn on their traditional homelands. I offer my respect to their communities and to all Indigenous people, past, present and future.

Course Description

This course focuses on circular economies. We’ll discuss what they are, how they are relevant to you, and how to identify and evaluate them at different levels. A main goal of this course is for you to learn how to critique challenges and opportunities of circular systems.
Please understand that this course is cross-listed, which means it has both undergraduate and graduate students. This means that this course may go at a pace that is different from what you expect or desire. Please communicate with me if this class is not meeting your expectations and I will do what I can to mend the gap. If you do not communicate with me, I will not be able to help provide you with an optimal learning experience. I have no control over the combination / separation of these courses, as it is based on the enrollment numbers, available faculty, resources, etc. If you have questions or concerns about the combined nature of this course, please talk with your undergraduate / graduate advisor.

Course Objectives | Learning outcomes

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

Identify and describe circular economy
Critically evaluate existing problems through a circularity lens
Identify and analyze challenges and opportunities for transitioning to circular economy
Recommend solutions for transitioning to circular economy

Please note: The course description and learning outcomes on LOCUS are from a previous iteration of this course (administrative stuff takes a long time to update in a university!). This course has been adapted in an attempt to reduce redundant content. I will try my best to go at a pace that adequately explains concepts for newcomers as well as cover new content for those who have taken my other courses. This course relies heavily on participation through discussions, activities, and a team project that simulates a real-world scenario. If this style does not match your expectations or suit your learning style, please feel free to explore other electives that might fit your interests and style better. Thank you for your patience and flexibility.

Course Methodology

The central theme of this course will be the study and evaluation of circularity in various economies. The primary teaching tools are lectures, class discussions, videos, activities, guest speakers, and projects. You are expected to read, watch, and listen to the designated material and all other assigned content before class.

Please note that I video record class lectures and post them on this website to improve accessibility. Offering these recordings is done with the understanding and trust that they will not be used in any way against me or students whose classroom comments are recorded.

Required Text | Materials

Access to the internet
Access to software
Tech support: ITSServiceDesk@luc.edu or 773-508-4487

I will provide links/files to articles, readings, videos, audios, etc. on this website

Additional resources

General Policies

This syllabus is subject to change based on the needs of this class.

If you cannot attend class or are late, please communicate with me. Send me a quick email letting me know. If you miss work or are late for a meeting, you may get fired for it. While you’re in school, take the opportunity to practice communication and accountability. I don’t need to know why or need proof of your absence / tardiness. You are allowed up to 2 absences before it starts affecting your grade. If I had to miss class, it would be disrespectful for me to not let you all know. All I ask is for you to give me the same courtesy and respect. College is about preparing you for life. Time management and prioritization are important skills to learn. Plus, you pay money to take this class— don’t waste it!
You are expected to attend class, come prepared, and participate to maximize your learning. I am here to help you learn and am likewise responsible for coming to class prepared to accomplish the objectives listed in this syllabus.
You are responsible for any material you miss.
Be punctual for class. When you are tardy, you miss important course announcements and disrupt the learning process for others. If you do arrive late or must leave early, please do so quietly and respectfully.
Complete all assignments on time. If you fail to meet deadlines, you will not receive full credit.
Be courteous and respectful to me and to your fellow students. Put away cell phones and other distractions and be present during class time. If you choose to use a laptop in class, please sit in the back row so that your screen activity does not distract other students. This class is designed to benefit you, so take advantage and engage!
While I encourage you to participate in class discussions and team activities, I understand that students absorb knowledge in various ways. I intentionally provide content through a variety of outlets (e.g., reading, videos, audios, activities) to be inclusive of different learning styles. I will regularly solicit your feedback to better provide knowledge and content in ways that work for you.
I will treat you all with respect, courtesy, and empathy. I ask that you treat me and each other the same way. Bullying and all forms of harassment will not be tolerated. Please reach out to me if you feel that you are a subject of any form of bullying or harassment, whether it occurs in our classroom or elsewhere.
You may eat in class as long as you are quiet, not disruptive, and you clean up after yourself. I may bring food for you all during the semester. Please let me know if you have any allergies or concerns and please don’t sue me for sharing food in good faith.
Ask questions and have fun!

Inclusivity

Addressing one another by using appropriate names and gender pronouns honors and affirms individuals of all gender identities and gender expressions. Misgendering and heteronormative language excludes the experiences of individuals whose identities may not fit the gender binary, and/or who may not identify with the sex they were assigned at birth.

If you wish, please share your pronouns with me and the class when you introduce yourself. If you do not wish to be called by the name that appears in the Loyola system, please let me know. My goal is to create inclusive and affirming environments for all students.

If you feel comfortable, please also share any other concerns with me that relate to how you learn and how you are feeling in class. I cannot guarantee that our classroom will feel like a safe space to you. But I promise to try my best to make everyone feel included, heard, and valued to facilitate a safe and comfortable environment.

Please also reach out to the Student Accessibility Center (SAC) and Wellness Center to leverage their resources. All clickable links on this webpage are both a maroon color and also underlined in case colors are difficult to differentiate.

I encourage you to step out and/or let me know (directly or anonymously) if I say or do something that you don’t like. I also know that it might be triggering or uncomfortable to bring things to my attention, so I don’t want to retraumatize and sacrifice your well being for my growth. I will try my best to read the room, seek continuous feedback, and continue learning how to create a comfortable, safe, and nurturing environment.

However, I ask you all to recognize and understand that my job as an educator is to encourage you to explore outside your comfort zones. When I ask questions and facilitate (sometimes tough) discussions, I do so to help you practice navigating topics and scenarios to help you develop professionally and personally. But I am human; I will make mistakes. What I hope to model is not someone who tries to mess up but rather someone who is willing to mess up for the sake of growth. I don’t know everything and I won’t execute class perfectly every time. Please give me the same amount of grace as you would like me to give each of you.

Evaluation Criteria

Grading

A+ = 98–100
A   = 94–97.99
A- = 90–93.99
B+ = 87–89.99
B   = 84–86.99
B- = 80–83.99
C+ = 77–79.99
C   = 74–76.99
C- = 70–73.99
[Anything below C- is not passing]
D+ = 67–69.99
D   = 64–66.99
D- = 60–63.99
F < 60

Late Work

No late work will be accepted. If you are late and unreliable in a job, you will be fired. Consequences exist in school, too. Please take responsibility for your actions and do not ask for exceptions to this policy. Welcome to college and the real world!

That being said, I am not unreasonable. I recognize that we are living in uncertain times with multiple economic, environmental, social, and health concerns that are beyond our control. I will work with you on a case-by-case basis as needed. But you MUST communicate with me in as much advance notice as possible. I cannot accommodate you if you don’t communicate with me. I don’t need to know the details of what is going on in your life, but you have to give me a heads up. If you don’t ask for help, you likely won’t get it. But if you ask, you just might. These are important life lessons!

Attendance [100 pts]

If you cannot attend class or are late, please communicate with me. Send me a quick email letting me know. If you miss work or are late for a meeting, you may get fired for it. While you’re in school, take the opportunity to practice communication and accountability. I don’t need to know why or need proof of your absence / tardiness. You are allowed up to 2 absences before it starts affecting your grade. If I had to miss class, it would be disrespectful for me to not let you all know. All I ask is for you to give me the same courtesy and respect. College is about preparing you for life. Time management and prioritization are important skills to learn. Plus, you pay money to take this class— don’t waste it! You are responsible for any material you miss.

I understand that you all have lives outside of this class— so do I! But we all began the semester knowing the day and time in which it is held every week. Please take responsibility and accountability for your choice to take this class. If you have consistent challenges with attending class, you have a grace period to be able to drop classes without receiving a penalty on your transcript. You have an additional grace period to withdraw with a “W” for the course. Please refer to Loyola’s Academic Calendar to see the dates for these withdrawal deadlines.

I video record class lectures and post them on this website to improve accessibility. Offering these recordings is done with the understanding and trust that they will not be used in any way against me or students whose classroom comments are recorded.

Discussions [300 pts]

Description
Weekly discussions are designed to stimulate your curiosity and critical thinking. I will assign a something (e.g., article, report, video) and want you to discuss how it is connect to the things we discuss in class.

Post every week (by 11:59pm Central time every Sunday as indicated on the schedule) in the corresponding Discussion folder in Sakai. Instructions and rubric are also stated in each Discussion folder.

We will discuss some of these in class. I will do my best to provide an interesting, engaging, safe classroom setting and encourage participation. However, I also understand that public speaking can create anxiety and stress for some students. While I want to be mindful of different learning styles and cultural norms, I also want to emphasize the importance of practicing some of these soft skills to help you all be successful in your futures. I will ask for your feedback throughout the course to see what is working and what is not. I am here to help you learn, so please help me help you!

Format
These discussion posts can be written in a journal format, put into a PowerPoint format, sung, drawn, TikTok, animation, whatever you want to do. I encourage you to be creative!

Purpose
Show your classmates and me how you relate in-classroom topics. The main point of this assignment is to flex your critical thinking skills and share how YOU FEEL about a topic. These discussions are designed to provide you with an opportunity to think about things and formulate your own conclusions based on information you have. It’s ok if you don’t have a solid conclusion about something; share exactly what it is you’re struggling with and the challenges you’re experiencing. This assignment is designed to evaluate the learning outcomes and also facilitate communication, critical thinking, accountability, as well as giving and receiving criticism.

Grading
Each post will be graded according to the rubric to the right (click image for larger view). If you notice, we will have 12 discussions, but only 10 will be graded. The lowest 2 will be dropped, specifically to account for times when something comes up and you are unable to complete it. Similar with attendance, I don’t have to know the reason you don’t complete it, but communication is clutch!

Due dates
Submit a post Every Sunday by 11:59pm Central time in the corresponding Discussion folder in Sakai

This timeline allows me to have time to review and grade the discussions before Thursday’s class

Team PROJECT [300 pts]

Description
At the beginning of the semester, we will brainstorm on specific problems in the world that need solving. We will create teams around these problems for you to work on throughout the semester.
Undergraduates will serve as clients who will work together to propose a specific problem to solve. Graduate students will serve as consultants who will work together to recommend solutions to the proposed problem.

Format
You have free reign to compile this information however you’d like! This project does NOT need to be in a traditional paper format, although it can be if you prefer that. It can be in a paper, powerpoint, TikTok, infographic, Canva, Prezi, video, comic book, song, animation, whatever! There are no limitations to how you share this information, but each section MUST be thoroughly described to receive full credit. Don’t forget to cite your sources!

Purpose
The purpose of this project is to evaluate whether you have achieved the learning outcomes of this course. In this project, you will apply the concepts we discuss throughout the semester to identify circular systems and their various levels; critique them; incorporate the roles of policy, financing, and design; and navigate economic, environmental, and social impacts. You will need to identify and distinguish between the linear and circular systems to compare and contrast them. This project will require you to practice investigating and collecting information; organizing, analyzing, and evaluating it; exploring problems; and offering solutions. While this is not a formal research-level project, I still expect you to cite your sources and provide references for your claims. If you have any questions on how to cite your sources, please contact Kelly Hallisy, a Loyola librarian, who can help you. This assignment is designed to evaluate the learning outcomes and also facilitate information gathering, communication, critical thinking, accountability, as well as practice giving and receiving criticism.

Grading
This project will be graded according to the sections outlined in the rubric below.

Due dates
This project will be due on 10/17 by 11:59pm Central Time in Sakai.

Undergraduate Rubric

Problems identification [30 pts]
- Clearly state the specific problems that need solving [10 pts]
- Describe specific barriers that cause the problems to exist [10 pts]
- Describe specific stakeholders and how they are involved [10 pts]
Draw the current life cycle of problem(s) [50 pts]
- Clearly label input materials (both biological and technical) [10 pts]
- Clearly label operations / processes [10 pts]
- Clearly label outputs / byproducts [10 pts]
- Clearly label stakeholders involved [10 pts]
- Clearly label the relationships (direct and indirect) between various components [10 pts]
Identify areas to eliminate / reduce waste [50 pts]
- Describe the waste that needs to be eliminated / reduced [10 pts]
- Describe specific barriers involving eliminating / reducing waste [20 pts]
- Describe existing stakeholders involving eliminating / reducing waste [20 pts]
Identify areas to recycle materials [50 pts]
- Describe what materials can be recycled [10 pts]
- Describe specific barriers involving recycling materials [20 pts]
- Describe existing stakeholders involving recycling materials [20 pts]
Identify areas for regeneration [50 pts]
- Describe specific opportunities for regeneration [10 pts]
- Describe specific barriers involving regeneration [20 pts]
- Describe existing stakeholders involving regeneration [20 pts]
Feasibility analysis [60 pts]
- What are economic costs involving this problem?
- What are environmental concerns involving this problem?
- What are social concerns involving this problem?
Rate the current circularity of the problem [20 pts]
- State your rating [5 pts]
- Describe the general metrics of how you would rate this problem [15 pts]
Data and evidence [50 pts]
- Clearly indicate which information came from which sources [25 pts]
- Provide your sources [25 pts]
Clarity of writing [20 pts]
- Your proposal is easy to follow/understand [10 pts]
- Your proposal has no spelling / grammatical errors [10 pts]
Feedback of interactions [20 pts]
- Clearly state the feedback you received from each other and from grad students while developing this proposal [10 pts]
- Clearly state HOW you incorporated feedback from each other and from grad students when developing this proposal [10 pts]

Team project presentation [150 pts]

Description
If you want to share your project through powerpoint, make a video, draw out a model, make a diorama (do y’all know what that is?), share the components through song, do a theatrical skit, whatever you choose, it’s up to you! Try and think about what your strengths are but also consider your audience. See what you can do to impress your classmates! How you present and frame information (to your coworkers, to your customers, outside of work to various people in your life) highly influences how the information is received. So, try to be creative and think about how you can share information in an interesting, compelling, and captivating way. The length of time required for this presentation may vary depending on how many students are in the class so I will let you know when things simmer down and I have a more definitive number to work with. It will likely be short so you won’t be able to cram in all the information you learned. Pick out the things you think are the most important so that we can get a quick snapshot of your team’s experiences and what you learned.

Purpose
This assignment is designed to evaluate the learning outcomes and facilitate communication, critical thinking, and accountability. While a short amount of time can be super stressful to communicate a lot of information, developing how to judiciously share valuable information quickly is a great skill to learn! Whether you find yourself interviewing for a job, running a business, partying with friends, asking for donor dollars, hanging at home with family, or campaigning for local office, concisely relaying important information takes a lot of practice. That’s why we’re doing it in class to help you prepare for whatever future you choose!

Grading
I will grade these based on completion and adherence to the time limit. Rubric TBD.

Due dates
Presentations will be in class on 12/05 and during the final exam period on Thursday, 12/12 from 7-9pm.
If you do not attend class to be present for your classmates' presentations, your total presentation grade will automatically be deducted 10 points for each presentation day you miss.

REFLECTIONS [40 PTS]

Description | Format
I will ask you at the beginning of the semester to reflect on your current knowledge and feelings about sustainable business. You will complete this reflection in class during the first week. At the end of the semester, I will give this back for you to reflect on your answers from the beginning of the semester. You will have a chance to update them if anything has changed and also share any additional reflections.

Purpose
The purpose of this assignment is for you to practice taking the time to reflect as well as articulating / communicating your thoughts / feelings through writing. Sounds straightforward, because it is! But in our busy lives it can be hard to take the time to think about things. So this assignment provides justification and prompts to practice intentional reflecting and written communication skills.

Grading

Beginning of semester [20 pts]: Full credit if you answer each question

End of semester [20 pts]: Full credit if you answer each question

Due dates

Beginning of semester: To be completed in class during the first week of the semester
End of semester: To be completed in class during the final exam period

If you miss the first / last week of the semester, it is your responsibility to communicate with me to complete this assignment.

INSTRUCTOR EVALUATION [10 PTS]

Your grade is based on the percentage of the class that completes the SmartEvals evaluations that are emailed to you at the end of the semester. For example, if 85% of the class completes them, your Instructor evaluation grade will be 8.5 pts. So the more of you complete this, the higher everyone’s grade will be!

academic integrity

All students must follow Loyola’s academic integrity standards. You are all responsible for reading and following these standards and regulations. Failing to meet these standards is a serious violation of personal honesty and the academic ideals that bind Loyola as a learning community. These standards apply to both individual and team assignments. Individuals working in a team may be held responsible if one of the team members has violated one or more of these standards. Ignorance of these standards is not acceptable justification for violating them.

All students shall refrain from academic dishonesty and misconduct in all forms, including plagiarism, cheating, misrepresentation, fabrication, and falsehood. Plagiarism or cheating on the part of the student in individual or group academic work or in examination behavior will result minimally in the instructor assigning the grade of “F” for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved.

Further information about expectations for academic integrity and sanctions for violations can be found in the Quinlan School of Business Honor Code and Statement of Academic Integrity.

student resources

During the year, if you find that health problems, life stressors or emotional difficulties are interfering with your academic or personal success, and you are therefore finding it difficult to cope or to complete your academic work, please consider contacting the Wellness Center. I am happy to help talk through some challenges, but I am not a trained counselor, therapist, psychologist, or psychiatrist. I want to make sure that you are able to get qualified, trained help to serve you in the best ways possible. Just as I want you all to practice self care and what is best for you, I must also practice this and be mindful and respectful of my own boundaries. Healthcare services, crisis intervention, time-limited individual counseling, and group therapies are free of charge, and strictly confidential, having nothing to do with your educational records. You may also call 773-508-2530 for counseling appointments or 773-508-8883 to speak with a nurse about medical concerns.

If your medical or mental health condition requires ongoing academic accommodations, please register with the Student Accessibility Center (SAC). Loyola University Chicago provides reasonable accommodations for students. Any student requesting accommodations related to a disability or other condition is required to register with Student Accessibility Center (SAC), located in Sullivan Center, Suite 117. Professors receive the accommodation notification from SAC via Accommodate. I encourage you to meet with me individually in order to discuss your accommodations. All information will remain confidential, and I will ask for your permission before including anyone else for additional support. For more information about registering with SAC or questions about accommodations, please contact SAC at 773-508-3700 or SAC@luc.edu. Please also refer to the Center for Student Assistance and Advocacy for academic, food, housing, financial and other resources that may be available to you.

Resources:

Wellness Center
Student Accessibility Center
Coordinated Assistance & Resource Education (CARE)
Ethics Hotline - Phone: 885.603.6988
Sakai support
Library - Subject specialist: http://libraries.luc.edu/specialists

SAKAI

You are expected to be proficient in the use of Sakai. Sakai is the learning management system (LMS) that will be used for your online course. Specifically, you should be able to:

Read, upload, and download files
Read and send e-mail messages
Read and post messages on the discussion board
Hold chat room discussions

If you are unfamiliar with Sakai, a good place to start is: https://www.luc.edu/its/itrs/teachingwithtechnology/sakai/. Please refer to this website for log-in instructions if you are new to Sakai. You are expected to check Sakai daily for any changes, updates, and announcements. You are responsible for accessing and downloading all files needed. IT support and/or Sakai experts (not me) are responsible for assisting you with any problems related to Sakai. If you have any problems downloading or viewing files of any type or size from Sakai, please use the resources listed below:

Accessibility issues
https://www.luc.edu/sac/accessibilityguidelines/sakaiaccessibility/
Sakai support
sakai@luc.edu
Technology support
773-508-4487
helpdesk@luc.edu
LUC.edu/its

evaluations | feedback

Your constructive assessment of this course plays an indispensable role in shaping education at Loyola University Chicago. Upon completing this course, please take time to fill out a course evaluation through Loyola as well as on RateMyProfessor. I can’t improve my teaching without knowing what I’m doing wrong and what I’m doing right, so I will ask for your feedback throughout the semester.

Rate Sarah on RateMyProfessor.com

Tentative Schedule

Disclaimer: This syllabus provides a general plan for the course. However, deviations may be necessary and all elements are subject to change on short notice. This schedule is subject to change at any time, but I will do my best to provide ample communication when changes occur. You are responsible for checking this website for updates.

Week 1: Syllabus, Intros

08/29
ThursDAY

In-class topics

Syllabus and course overview
In-class reflection
Get to know each other
ACTIVITY: Brainstorm for team projects