NECI COURSE SYLLABUS

I.
II.

Course Code:
DECT4000
Course Title: Shaping Our Sustainable Future
Number of Credits: 3 credits
Instructors Name
Mae Quilty

III.

Phone #

NECI Email

802.225.3306

Mae.quilty@neci.edu

Course Description and Rationale

Welcome to Shaping Our Sustainable Future. Throughout this course, students will be exposed to a variety of definitions of
sustainability and will be able to think critically about much of the terminology used in this field. Through site visits, guest
lectures, on campus course work, and online participation, students will learn about the intersectionalities of economics,
environment, politics, and social justice as they relate to sustainability and specifically sustainable food systems. Students will
develop a deeper understanding of the problems and difficulties facing our current food system and the efforts underway to
address these issues.
During the first three and a half weeks of the course, students will engage in an intensive combination of in-class discussion,
guest lecture and site visits while hearing from individuals working to rebuild the foodshed and create sustainable food
systems. While these first weeks will introduce students to global issues of sustainability, there will be a focus on efforts in
Vermont and throughout the Northeast region as a launch point for the course. During the final eight and a half weeks, students
will engage in course material through our online portal, Moodle and strengthen their knowledge on this subject.

IV.

Course Evidence:

Evidence Descriptions
For each graded domain, assign the style of evidence and describe what will be
assessed as evidence of learning.

Evidence is how the student demonstrates that they have met the Standards.
Describe what the student must do to successfully complete the evidence.

Associated Standards
For each piece of Evidence, see the
associated Standards as listed in
Active Standards document. .

GRADING SCALE
Assign the percentage of the
total final grade in this
column.

For example:

PPD Career Development 1 4

BM Info Technology 1 3
CA Garde Manger 1 and 3
Professionalism Rubric: Participation during Site Visits & Guest Lectures and Active
Attendance

During the on campus phase of the course (3.5 weeks) students will be
expected to attend all guest lectures, site visits, and instructor-led classes.
Punctuality, attendance, and participation are an essential part of this course
and a professional demeanor is expected at all times. Taking initiative, asking
questions, and engaging in course material is key for students to
demonstrate professionalism and leadership in this course and in this field.
During the online phase of the course (8.5 weeks) students will be expected
to view the instructors presentation (i.e. PowerPoint) and listen to the
associated commentary by the Friday of each week at 3pm EST. During the
on campus phase (3.5 weeks) students will prepare 3 questions for guest
lectures/site visits as referenced in the reading list and will upload them via
moodle by the start of class. Additionally, for the first three weeks of the
course students will write a 500-1000 word reflection on the weeks site
visits, themes, and material to be uploaded by Sunday at 12pm EST. These
reflections will be due on January 8th, January 15th, and January 22nd.
Discussion & Participation.: Weekly Homework
During the online phase of the course (8.5 weeks) students will be responsible for
posting on the discussion board once a week on or before Sunday at 12am EST.
These posts should be roughly 500-1000 words and should reference the most recent
assigned material (i.e. readings, videos, and/or podcasts). Correct grammar, spelling,
and punctuation are expected as well as thoughtful and thorough responses to the

New England Culinary Institute 2016

PPCDCD 1-3
PPCDPD 1-13

CCTL: 2, 5, 6, 7, 8
CCGI: 1-3
CCTSU:1-9
CCTTOP: 1-10
CCTTOP: 1-10
CCTL: 2, 5, 6, 7, 8
CCTW: 1-3
CCTRM: 1-3
CCTARPS:1-6

15%

CCTR:1-6
CCTL:2, 5, 6
CCTGI:1-3
CCTSU: 1-9

15%

NECI COURSE SYLLABUS

material with proper referencing used. Throughout the semester, students will be
required to respond to a classmates post a total of three additional times over the
course of the semester. These additional posts can be done at the students discretion
but must be completed on the final Friday of the term by 12pm EST. In summation,
each individual student is expected to post a total of 12 times over the course of the
semester (9 posts in response to course material and 3 posts in response to
classmates).
Assignments: Posts in Discussion Boards
During the online phase of the course (8.5 weeks) students will be responsible for
posting on the discussion board once a week on or before Sunday at 12am EST.
These posts should be roughly 500-1000 words and should reference the most recent
assigned material (i.e. readings, videos, and/or podcasts). Correct grammar, spelling,
and punctuation are expected as well as thoughtful and thorough responses to the
material with proper referencing used. Throughout the semester, students will be
required to respond to a classmates post a total of three additional times over the
course of the semester. These additional posts can be done at the students discretion
but must be completed on the final Friday of the term by 12pm EST. In summation,
each individual student is expected to post a total of 12 times over the course of the
semester (9 posts in response to course material and 3 posts in response to
classmates).
Assignments: Group Project and Presentation
At the end of the first 3.5 weeks of the course, students will be responsible for
working as a group on a presentation to faculty, staff, and students that represents
their experience during the first portion of the course. This presentation should be
30-40 minutes long with equal distribution among group members of course work.
Students will be graded on professionalism, ability to work together as a team, and
creativity in presenting on their learnings during the first phase of this course.
Details outlined on Moodle under course assignments. This presentation will take
place on Tuesday, January 24th.
Assignment: Individual Project and Presentation
At the end of the twelve-week course, each individual student will be responsible for
a final project and presentation based on the organization of their choosing. A list of
suggested organizations can be found on moodle, though you are welcome to choose
something that is not on this list. Each student will write a 2000 word essay on the
organization and how it contributes to building a sustainable future. Students should
plan to interview individuals from this organization to gain a deeper understanding
of the work they do and incorporate that into the project and presentation. They
should also incorporate readings and materials from the semester (at least three) as
reference points to frame the discussion. During the final week of the course,
students will present via videoconference on their organization. This presentation
should be 10-15 minutes. Details outlined on Moodle under course assignments.

V.

CCTR:1-6
CCTW:1-3

CCTL: 2, 5, 6, 7, 8

30%

CCTR: 1-6
CCTL: 2, 5, 6
CCTGI: 1-3
CCTSU: 1-9
CCTR: 1-6
CCTW: 1-3
CCTARPS: 1-5

15%

CCTR: 1-6
CCTL: 2, 5, 6
CCTGI: 1-3
CCTSU: 1-9
CCTR: 1-6
CCTW: 1-3
CCTARPS: 1-5

25%

Course Standards

This course is designed to deepen students understanding of sustainability as it relates to their professional goals as well as
their current coursework. As professionals in the food service industry, it is key that individuals have an understanding of the
food system and its future as it relates to sustainability. After completing this course, students should be able to articulate key
concepts in sustainability, think critically about different elements of the food system, creatively engage in solutions to the crises
our current system faces, and identify key players and organizations working toward an alternative food future. In order to gain
a broad understanding of these topics, students will read and analyze a variety of publications on the subject, form written
responses to the topics and develop their own opinions with suitable evidence, engage in discussion both physically and in the
online forum, and present individually as well as in a group. Students will learn valuable team building, leadership, critical
thinking, and persuasive writing skills through this process.
CCT Understanding Sustainability
Students understand that they are contributors to broader ecological, economic, and social systems and demonstrate awareness
of how their personal and collective actions affect sustainability at both a local and global level. The standard is met when the
student:
1.
Explains and analyzes the intersectionalities of economic, social, political, and environmental sustainability and can
articulate the ways in which these different elements of sustainability can reinforce and strengthen one another.

New England Culinary Institute 2016

NECI COURSE SYLLABUS

2.
3.
4.
5.

Distinguishes and analyzes the economic, social, political, and environmental repercussions of purchasing food grown
conventionally versus organically and identifies the range of agriculture that these two broad terms can encompass.
Articulates his or her own understanding of what the term sustainable means while familiarizing him/herself with
the mainstream definitions.
Forms his or her own stance regarding sustainable business practices based on moral, ethical, social and ecological
factors.
Develops a heightened sense of responsibility as a consumer and member of the global community and recognizes the
reverberations of a single purchase on the larger system.

CCT Reading in Contemporary Issues

The student explores multiple viewpoints on complex global issues. The student reads assigned material including nonfiction,
case studies, newspaper articles, journals, and interviews. The standard is met when the student:
1.
Demonstrates an ability to read and analyze written work
2. Comprehends and retains key information.
3. Identifies key concepts and ideas, supporting arguments, and supporting evidence
4. Interprets implications and consequences
5. Makes connections between multiple works
6. Relates reading to relevant personal perspective and experiences
CCT Writing
The student demonstrates his or her understanding of the material at hand through articulate, persuasive, and thoughtful
writing. Through the active process of writing and revising, the student establishes his/her point of view in a disciplined and
sophisticated manner. The standard is met when the student:
1.
Demonstrates an ability to draft, revise and finalize written work at a professional level by clearly articulating main
ideas, providing appropriate supporting information, following an organized structure, using the appropriate tone and
maintaining correct sentence-level grammar.
2. Produces critical and creative writing including persuasive essays, reflective writing and descriptive writing.
CCT Research Methods
The student engages in one or more research projects throughout the course and improves his or her skills in this area. The
student uses the gathered research to inform written work as well as oral presentations at a professional level and properly cites
his or her sources. The standard is met when the student:
1.
Demonstrates the ability to access and analyze information from a variety sources including books, magazines,
newspapers, documentaries, podcasts, and interviews while discerning the relative value or credibility of a source by
identifying bias.
2. Is able to synthesize cited material into his/her own writing by using citations that are appropriate to his / her
overlying argument, incorporating citations into the text with an appropriate introduction and discussion and using
citations as determined by the MLA guidelines.
CCT Critical Thinking, Analytic Reasoning and Problem Solving
The student will be able to use observation, research, experience and creativity to develop a critical and careful response to a
written work or an observed situation. The standard is met when the student, through his/her writing and discussions:
1.
Demonstrates observational skills by reading or reviewing a primary source for context and interviewing a person for
their perspective on an issue, topic, or situation.
2. Demonstrates critical reading skills by identifying key concepts in media, books, journals and other sources.
3. Uses observation, research, experience, and creativity to develop and present a critical and careful solution to a stated
issue or an observed situation.
4. Is creative and critical in the development of innovative responses to specific situations.
5. Demonstrates sensitivity to diverse situations and people and can discuss controversial and sensitive topics with an
understanding of multiple viewpoints.
CCT Teaching, Training and Oral Presentation
Through the preparation and delivery of professional presentations, the student gains knowledge of a specific topic while
sharpening communication and oral communication skills. The standard is met when the student prepares and delivers
professional presentations by:
1.
Projecting a professional appearance and demeanor.
2. Facilitating presentation in a timely manner with proper distribution of the work (if in a group presentation).
3. Documenting findings of presentation topic and properly citing sources.
4. Addressing and engaging the group in a confident and clear manner.
5. Using visual aids when appropriate.
6. Integrating appropriate technology.
7. Accepting and responding appropriately to questions, comments and criticisms.

New England Culinary Institute 2016

NECI COURSE SYLLABUS

VI.

Rituals & Routines

Below are general policies on issues during the course of the semester. See moodle for clarification or ask instructor for further
details regarding any questions:
Engaging in class discussion both during the on-campus phase of the course as well as online in discussion forums is a key
component of this course. During site visits, guest lectures, and instructor-led classes, students are expected to demonstrate
their engagement with the course material by asking questions, participating in discussion and in-class work, and presenting
both formally and informally on the assigned material.
Class Discussion (online and on campus)
Engaging in class discussion both during the on-campus phase of the course as well as online in discussion forums is a key
component of this course. During site visits, guest lectures, and instructor-led classes, students are expected to demonstrate
their engagement with the course material by asking questions, participating in discussion and in-class work, and presenting
both formally and informally on the assigned material.
Late Submission:
Assignments are due at or before their due date and should be submitted through moodle unless otherwise noted. If a student is
experiencing technical difficulties with the moodle site, he or she should notify the instructor and ensure that the work is
submitted via e-mail as a backup precaution. Late submission of work will be penalized by a 10% reduction of the grade for each
day the assignment is past due.
Grading Breakdown:
Assignments: 70% of your grade
Class Participation: 30% of the final grade
*See rubric for more detailed breakdown
Suggestions for Getting the Most Out Of This Course:

Show up and actively participate during each class.

Complete the assigned reading and complete assignments prior to class.

When working with within a team, maintain mutual accountability.

Work within the team structure to review the material and practice for the exercises, quizzes and the final team
project.

Think outside the box and remain open to input from peers and the instructor.

VII.

Lesson Topics

Below is a general overview of the major themes we will be discussing during each week of the term. For more information
regarding specific lessons, readings, and assignments please visit the moodle page and as always, feel free to contact the
instructor for further clarification.
Week 1: Defining Sustainability (On Campus)
Week 2: Regional and Local Solutions to the Climate Crisis (On Campus)
Week 3: Looking Forward: What is our role in building a sustainable future? (On Campus)
Week 4: Food Systems & the Move to a Local Food Economy (Hybrid on campus and online)
Week 5: Industrial Agriculture & Corporate Social Responsibility
Week 6: Sustainable Seafood and Ocean Acidification
Week 7: Renewable Energy and Biodiversity, Adaptation v. Mitigation
Week 8: Food Policy and its Impact on Industrial and Alternative Agriculture
Week 9: Social Justice and the Disproportionate Impact of Climate Change and Food Insecurity
Week 10: Limits to Growth and the Role of Local Economies (Emphasis on Vermont)
Week 11: Activism and the Role of Social Movements in Building a Sustainable Future
Week 12: Revisiting definitions of sustainability: What is my role in building a sustainable future?

VIII.

Course Schedule/Reading List see academic schedule for class meeting dates and times.

IX.
X.

Lesson Plans - Lesson plans for this course are on file with the Department Chair
Library Resources

Students are required to use sources from the library during their research. Sources available include books, magazines and
online databases. See the NECI Librarian or Learning Services Coordinator for additional help in locating and using these source

New England Culinary Institute 2016

NECI COURSE SYLLABUS

materials. We encourage everyone to connect with Library Services. They can provide lots of great ideas and resources, as well
as being willing to participate in your classes if you would like. As a higher education institution, we have a responsibility to
ensure that students learn to use resources beyond Google and we must be able to prove and document that this is a part of
our curriculum. Every class should be using some external resources, and Rachel can help identify what might be best for you!

XI.

Textbook - Open Educational Resources available on Moodle.

XII.
Course Rubrics
Element of
Evidence
Conceptual
understanding
of sustainability
and issues
addressed in
course material

Discussion/Class
Participation/
Attendance

Written
Work/Discussion
Forums & Blog
Posts

Group Project

Student does not

demonstrate a basic
understanding of
course material and
has not shown that
he/she has
completed the
assigned readings
and associated
materials.

Student does not

think critically about
the issues addressed
in this class. Shows
little to no
engagement in the
material.

Student
demonstrates a basic
understanding of
issues addressed in
the course and
engages in class
discussion based on
assigned materials.

Student thinks
critically about the
issues addressed in
class and formulates
his/her own
conceptions of
major concepts and
theories in
sustainability.

Student
demonstrates a deep
understanding of
sustainability and
thinks creatively and
critically about
his/her own
definition of
sustainability and
his/her own role in
building a
sustainable future.

Student did not

attend all
classes/class related
events.

Student does not

meet minimum
requirements for
class participation
and/or is absent
from class with no
explanation.

Student attends all

classes and classrelated events and
meets minimum
standard of
participation in
discussion.

Student attends all

classes and classrelated events and is
punctual. He/she
actively participates
in class discussion
and demonstrates
understanding of
assigned materials.

Student did not

meet required
number of posts in
discussion forum
(12).

Students posts
frequently contain
grammatical errors
with no evidence of
revisions or careful
consideration before
posting.

Students posts
contain few
grammatical errors
and meet the
minimum standards
of written
assignments as
outlined in the
assignments rubric.
All written work is
submitted in a
timely manner.

Student did not

adequately
participate in group
project.

Student does not

participate fully in
group presentation
and fails to
demonstrate ability
to work well in a
team.

Student meets
minimum standards
of participation in
group project but
does not
demonstrate
significant
leadership and/or
teamwork abilities.

Students posts are

articulate, well
thought out, and
properly cited.
Writing
demonstrates a keen
understanding of the
material and draws
from previously
referenced concepts
in the course.
Student is able to
draw connections
between concepts
and articulate
his/her own
thoughts clearly and
professionally.
Student works well
in team setting and
demonstrates ability
to work creatively
with others while
contributing to the
success of the team.

Student actively
participates in class
discussion both in
person and online
and demonstrates an
eagerness to engage
in course material.
He/she comes to
class prepared with
questions and
thoughts on
assigned materials
and sparks creative
conversation with
his/her peers.
Students written
work exceeds
expectations as
outlined in the
assignments rubric.
His/her writing
demonstrates critical
thinking, creativity,
and understanding
of the issues at
hand. He/she offers
his/her own
thoughts on the
material while
providing sufficient
evidence to support
his/her own claims.

New England Culinary Institute 2016

Student
demonstrates
leadership in team
setting and ability to
lead as well as listen
in order to
strengthen team
dynamics.
Presentation is clear,
well thought out,
and creative.

NECI COURSE SYLLABUS

Student did not
meet the
requirements for
written or oral
components of
his/her individual
final project.

Individual
Project &
Presentation

III.

Students written
and/or oral
presentation is
below par with
reference to
assignment
expectation. Little or
no effort to think
creatively and
critically about the
organization is
demonstrated.

Student meets
minimum standards
of the assignment as
referenced in the
assignments rubric.
He or she meets the
constraints of time
and length of
presentation and
written work with
little to no
grammatical errors.

Student
demonstrates
initiative, creativity,
and extensive
research on his/her
organization of
choice and presents
this information in a
professional,
articulate manner.

Student exceeds
expectations as
outline in the
assignments rubric
and provides new
and creative insight
on the work of
his/her organization
of choice. He/she is
able to draw
connections between
a variety of course
material as it relates
to his/her
organization of
choice.

Emergency Procedures for National Life see addendum for complete instruction.

In the event of an emergency at the National Life building, the following procedures are to be followed:
1.
2.

IV.
V.

Fire: In the event of a fire or fire drill, ALL students will exit the building through the garage loading dock,
follow the sidewalk around the building and meet in the upper parking lot A.
Emergency: In the event of an internal emergency (a stranger acting suspiciously or brandishing a
weapon), or if you are instructed to lockdown or shelter in place, you are to meet as quickly as possible in
the dry storage room or lecture room. These rooms have lockable steel doors. If needed, evacuation could
happen through the classroom, through the loading dock area and exit out of the building for safety.

COPYRIGHT LAWS protect virtually EVERYTHING on the internet. Please see catalogue & moodle for guidelines.
Attendance Policy please see Academic Catalogue & moodle for guidelines.

New England Culinary Institute 2016