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Final Paper

1. Final paper guidelines

The final paper is related to designing and developing actions to improve Sustainability in IES Abroad Barcelona Community, so that it's ecological footprint can be reduced, and resources can be kept for future generations.

Each student has to participate, in 3 or more actions, leading at least one of them. You can continue previous students work, provided that you clearly state how far did they reach, from where you are starting, as well as citing and referencing appropriately your sources of information, bibliography, etc.

Each action has to be presented at design stage in a student council meeting, in order to let "them" (IES Barcelona staff and other students through their representatives attending) know about your intentions. This way, also, you can get some hints directly from IES Staff about the actions that you plan to implement in short.

2. Deadlines

  • Session 7 (Tuesday Feb. 11): create the brainstorming page where you write a couple of sentences, at least, for each of the actions that you would like to participate in. Bring laptops to class.
  • Session 9 (Tuesday Feb. 23): Deadline for starting the page about the first action that you lead (before the start of the class session)
    • It has to include at least one paragraph about "what" is the action about and "why" this action will improve sustainability of IES Barcelona. Bring laptops to class.
  • Day after Session 22 (Friday Apr. 16): Deadline for Actions report.


3. Template for Action reports


The final report of the actions has to include the following sections:

1. Action name

1.1. What

Description of the action

1.2. Why

Justification. Use as many concepts as possible from the ones you learned in this course. Like:

  • Resilience
  • Change in Attitudes
  • Reducing dependency on...
  • Ecological/Water footprints
  • Externalization of costs
  • Long term effects
  • Feedback loops (balancing / reinforcing, lagged or not)
  • SLEN vs. TINA
  • Copyleft (CC)...
  • Free Software
  • "Cradle to cradle" design (Waste = Food)
  • Eco-effectiveness (vs. Eco-efficiency)
  • ...

1.2.1. Potential Benefits

Benefits of any type, in short, mid or long term

1.2.2. Potential Costs

Costs of any type: money, time, human resources, risks...

1.3. How

Implementation/Methodology. Including a description of the work done so far by IES Abroad Barcelona (listed maybe in the document from previous semester - See links in the Home page), Steps or phases to implement this action in a perfect world and in a real world of the few weeks remaining before YOUR departure back to USA, details for the common Time sheet of all actions, ... Links to the documents you created to support your action (stickers, survey forms, advertisements, notices to hand on IES walls, etc.) should be added here also.

Books, Websites, Companies offering products, ... including action described by students in previous semesters in their Final paper documents. See links in the Home page

1.5. Students involved in this action

Write your names, and if you didn't participate equally on this action, state briefly what each one of you did for this action; i.e.: identify which is the "official" leader of this action, who the other participants, indicating the role of each student in the team. Remember that the leader the person in charge that the team work together and all things get done in time; if some member of the team for this action doesn't do his/her duties, the "leader" is expected to do instead to warranty the success of the action in time

4. List of Actions


5. Assessment methodology

5.1. Type of contributions

You have already seen that you have to select some options in the "type of contribution" field when you are editing a wiki page (or posting to a forum or posting comments to a page).

Moreover, these options have a number of stars in front, ranging from one (*) to three (***). The more stars indicate that this type of contribution is more worth than the others, from the assessment point of view.

An example:

* Adding information


has one star, while

*** Summarizing information


has three. This means, that while adding information is important, more important (and difficult, sometimes) is summarizing long texts, which usually contain way too long reports with repetitions of information, and several levels of quality of the information provided. So that some summarization is needed, in order to improve the quality of the text presented.

The goal of this box and selection of "types of information" is to remind you of the importance to contribute not just adding information, but doing also the other important tasks, that you need to do in order to work on the outcomes expected to get through this course.

List of contribution types

#
Type of contribution
Description
* Improvements of markup, style and typos Improvements of markup (headings, font size, blod, colors, images, ...), writing style and fixing typographical mistakes
* Organization and logistics Issues related to organization and logistics
* Simple questions and help requests Simple questions and requests for help, missing information, etc.
** New Information New information added
** New references added Adding new references of sources of information (bibliography, ...)
*** New Hypothesis New hypothesis, from new or previous information already present
*** Summarizing information Making a synthesis or refinement of information already present, which includes deleting content and eventually moving content in order to improve the quality of the content
Another type (not listed) Another type of contribution (please, report to the teachers which type of contribution is missing according to your opinion)

5.2. Grading Rubric

Each action will be graded upon the report of the action. The reports will be graded using the following table.

Grading rubric for the report of each action
Criteria
Under expectations
Satisfactory
Exemplary
Grading
(out of 100)
1. Type of action
20
  1a. Importance The action is not very important from the point of view of sustainability.
(0-1)
The action has some impact in the sustainability of IES Abroad Barcelona Life
(2-3)
The action cover a very important point to improve IES Abroad Barcelona sustainability
(4-5)
        5
  1b. Urgency The action doesn't address any urgent need to improve sustainability
(0-1)
The action partially covers an urgent need to improve sustainability
(2-3)
The fully action addresses an urgent need to improve sustainabiltiy in IES Abroad Barcelona
(4-5)
        5
  1c. Feasibility The action will be hardly implemented within a semester at IES Abroad Barcelona
(0-1)
The action can be implemented within a semester at IES Abroad Barcleona if the stated requirements are met in time
(2-3)
The action can be implemented very easily and all requirements are met or achievable with little extra effort
(4-5)
        5
  1d. Creative/Novel design There is no innovation at all in the design of that action. That was already suggested in the same terms by students from previous years
(0-1)
Some aspects of the action are new, and some others are the same as described in the students reports from previous years
(2-3)
Either the action is completely new or the student has been contributed significantly with a creative design
(4-5)
        5
2. Percentage of implementation By the deadline for delivery of the report, the action has not moved much from the design stage
(0-5)
By the deadline for delivery of the report, some parts of the action have been implemtented even if it hasn't been finished all what was feasible within this time frame. Some complementary maerials has been done
(5-15)
By the deadline for delivery of the report, the action is either completed or near to be completed as much as the initial design for this semester is concerned. All complementary materials for this action has been designed (leaflets, signs, surveys, ...)
(15-20)
20
3. Justification and linking to "Sustainability" The report does not include the minimum justification of why this action is important from the point of view of “Sustainability” as defined in the course. It looks as if the involved students didn't pay much attention to the course readings and discussions. Almost none of the new concepts tought in this course have been applied in the report.
(0-10)
The report includes sufficient justification of why this action is important from the point of view of “Sustainability” as defined in the course. The involved students included in the report some of the new key concepts taught in this course readings and discussions, so that it can be easily attributed to university students and not just “k-12 students” reporting how they “added recyling bins in their class or home”.
(11-30)
The report includes abundant justification of why this action is important from the point of view of “Sustainability” as defined in the course. The involved students included in the report many of the new key concepts taught in this course readings and discussions. The report clearly indicates that the students understood that some of the details in the design of their action were important, and were able to explain them clearly and concisely.
(31-40)
40
4. Presentation of report and other material The formal presentation of the report (style, markup, …) is very poor. No table of contents, no page numbering. No clear disttinction of sections within the report. No tables or figures were used in cases where they would have been very appropriate to clarify details of the action performed or the structure of its report.
(0-4)
The report included a fairly good presentaton, so that the structure of the document can be easily identified, not many repetitions of information are included. The report was printed on both sides of the sheets of paper, included page numbers, paged table of contents, as well as some tables or figures where appropriate to make the report clearer
(4-10)
The report included a good presentation: no unnecessary repetitions of information, sections clerearly distinguished (diferent size or style for headings). The report was printed double sided, in recycled paper. It included page numbers, a paged table of contents, as well as tables and figures where appropriate to clarify details of the action performed or the structure of its report.
(11-15)
15
5. Citations and references References to sources of information were scarce or missing significant parts so that they don't include all “Author, year, title, and editorial plus “url” where appropriate. The work from students of previous years was not referenced even if some ideas were first described in the previous work.
(0-1)
References to sources of information were adequate and they were not missing significant parts: they includes all “Author, year, title, and editorial plus “url” where appropriate. The work from students of previous years was partly referenced since the basic ideas for those actions were first described in that previous work.
(2-3)
References to sources of information were abundant and they were not missing anything but included all “Author, year, title, and editorial plus “url” where appropriate. The work from students of previous years was fully referenced since the basic ideas for those actions were first described in that previous work.
(4-5)
5
Total grade
100


Comments:

  • Each action report will get a grade.
  • Group work will be taken into account, as well as individual work on each action.
  • The grade for each student will go higher or lower than the grade for the action, depending on "how much" that student contributed to that action (compared to the other participants in that action). "How much" means in terms of quantity and quality.
  • Type of contributions (see above) will be considered to help assessing the quality of student contributions.


Page last modified on Sunday 09 of November, 2014 18:06:06