Sustaining a Planet – Lecture Notes (Chapters 1–7)
Syllabus and Grading
In-class exams: three exams held in this room, plus a final exam. Schedule and times to be placed on your calendar: exams run from 11:00 to 11:50 in this room.
Grading weight:
Each of the three in-class exams: 15\% of your grade.
Final exam: 15\% of your grade.
Homework: assigned in your discussion section; discussion sections do not meet this week. Meetings begin next week when the university is open.
Important calendar note: University is closed for Labor Day on Monday; discussion sections begin Tuesday of next week (depending on your section).
Discussion section: engagement is a key component of your grade, including class participation in lectures and discussion sections. Participation may include posting on the Canvas discussion board.
Attendance: a large portion of engagement is attendance—come to every discussion section and every lecture. Some lectures will include an attendance check.
Portfolio: constitutes 18\% of your grade. There are additional extra credit opportunities mentioned by the professor.
Real difference: the portfolio is designed to let you explore deeply one of the course topics, beyond the broad coverage in lectures.
Portfolio: purpose, structure, and requirements
Core purpose: to explore in depth one topic of interest among sustainability topics covered in the course.
Theme selection: pick a theme such as Sustainability of the Oceans, Sustainable Water Resources, Clean Air, Climate Change, or Greenhouse Gas Emissions. Topics may be drawn from pre-posted options on Canvas (e.g., topics Adam Moss may see) or you can propose your own, which will require approval.
Portfolio components: you’ll select a set of activities that support your theme. Activities may include outside lectures or other related experiences.
Example activity: attend an on-campus lecture such as the university’s "hot science cool talks" series (organised by Professor Banner). If a talk is attended, you write a brief description of it, and relate it to your theme.
Off-the-couch activities: at least one portfolio activity must involve getting off the couch (e.g., attending a lecture, field trip, reading a book and describing it, etc.). The exact meaning will depend on the activity; ask your TA if unsure.
Synthesis essay: a roughly 750-word synthesis essay that explains how all portfolio components fit your chosen theme and why you chose it.
Deliverables: a synthesis essay plus descriptions of selected activities; some activities will be due earlier in the semester to get you started. There will be a distinct schedule posted in Canvas, with dates for portfolio submissions.
Topic approval: topic approval is required. In the first two months of class you’ll pick your topic and submit it to your TA; if it’s a topic that has been used before, it is automatically preapproved; otherwise you’ll obtain approval from the TA.
Portfolio in Canvas: Canvas site includes a portfolio section with a list of dates (not all dates are posted yet). More details will be provided in discussion sections.
Field trips: later in the semester a series of field trips will be offered (e.g., to caverns in Central Texas to observe underground water storage) which can serve as a portfolio activity.
Collaboration with instructors: Professors Banner and Allen have extensive experience teaching this course and will guide you through portfolio requirements.
About the instructors and TAs
Professors:
Professor Banner (geosciences, water resources; launched the Environmental Sciences Institute; recipient of a major national teaching award for college instructors).
Professor Allen (Chemical Engineering, air quality and greenhouse gases; advisor on national panels including the US EPA; recipient of the President’s Award for Research, UT’s highest research award).
Research and interdisciplinary emphasis: both instructors emphasize the need for interdisciplinary expertise to solve environmental problems.
Teaching credits: Banner has won multiple teaching awards; Allen has notable research leadership and recognition.
TAs: virtual introductions and section assignments (six TAs total)::
Sydney (Tue 09:30) , Trinity, Ella, Alex (Mon or Tue 5:00), Vivian, Trevor.
TA role: each TA has a short research blurb; all are graduate students at UT Austin conducting leading-edge sustainability research; they are resources for course material, careers, etc.
Course objectives and expectations
Critical objectives:
Think critically and use the scientific literature and the scientific method.
Appreciate the need to integrate knowledge from multiple disciplines to solve environmental problems.
Understand how the natural world works and how human activity impacts it.
Course theme: Sustaining a Planet.
Core concept: what sustainability means in this course, including various definitions and frameworks.
What is sustainability? Key definitions and ideas
Attire and initial activity: first attendance check requires students to fill two questions on index cards (see next section).
Brundtland definition: sustainability is defined as meeting the needs of the present generation without compromising the ability of future generations to meet their needs. This emphasizes intergenerational equity and long-term thinking.
Common framework: sustainable development is often described via a triple bottom line or three-part definition: environmental protection, economic viability, and social equity. Key phrase: the triple bottom line or multiple criteria.
Scientific framing: while there are many definitions, the course focuses on how science informs sustainability decision-making.
Optional reading: Canvas site contains a background reading on sustainability science for students who want to learn more.
Generations, media, and the sense of urgency
Grandparent conversation exercise: students were asked to discuss environmental images with grandparents to connect generational perspectives; the exercise emphasizes historical context and the sense that past generations did not have full knowledge of climate change.
Generational perspective: your generation has grown up with a full knowledge of what we’re doing to the planet (e.g., knowledge of environmental policies like the Clean Water Act and Clean Air Act in the 1970s, and the later emergence of climate change awareness).
Not about blame: the instructor emphasizes that it’s not about blaming any generation; responsibility to solve problems is shared across the planet.
Music as a lens on generations: musical acts and songs from different eras are used to illustrate generational differences and social change. The Who’s song My Generation (and other bands like The Rolling Stones, Bob Dylan, Joni Mitchell, etc.) are used to illustrate how music reflected and influenced social issues such as civil rights, antiwar movements, and environmental concerns.
Video reference: a fictionalized Bob Dylan introduction in a film about changing social norms; the song Times They Are Changing serves as a cultural marker for shifts across generations.
Generational heroes:
Baby Boomers (the Who, MLK, JFK, RFK, Gloria Steinem, Jane Goodall, Neil Armstrong, etc.) with causes like civil rights, antiwar movement, environmental protection, and space exploration.
Gen Z: contemporary figures like Greta Thunberg and Malala, contemporary scientists, and various public figures; there is a broader mix of real and fictional heroes reflecting current concerns (e.g., environmental sustainability, wealth and social inequity, international relations).
Poll of heroes: a class survey identified top heroes across generations, with recurring themes of presidents, civil rights figures, scientists, and pop culture icons; a noted shift in attention toward environmental scientists and contemporary public figures.
Generational comparison: causes and examples
Boomer era causes: civil rights, ending the Vietnam War, women’s rights, and civil rights leaders; notable heroes include MLK, Gloria Steinem, JFK, RFK, and others.
Gen Z causes: environmental sustainability, social equity, wealth inequality, international relations, and other global challenges; emphasis on climate action and systemic change.
Historical moments cited: Apollo 11 and the possible symbolism of a ticker-tape parade; the idea of recognizing and honoring generations for progress, and questioning why such public recognitions are rarer today for non-sport achievements.
Attendance and class policies
Attendance checks: students leave two pieces of information on a 3"x5" index card: their name, UTEID, and the day/time of their discussion section (if remembered). This is not graded but is used for attendance.
Two index cards: students should write two words/phrases that characterize sustainability for them.
Card submission: these will be collected at the end of the lecture.
Classroom conduct: students are asked to bring two index cards to class and to refrain from using electronic devices during lecture to avoid disturbance.
Free advice document: Canvas contains a document with recommendations on how to do well in the course.
Practical implications and real-world relevance
Emphasis on real-world engagement: outside lectures, field trips, and active portfolio work link classroom learning to real-world environmental issues and policy outcomes.
Interdisciplinary approach: the course stresses integrating knowledge from science, engineering, policy, and social sciences to address planetary sustainability.
Ethical implications: the course invites students to consider intergenerational equity and the ethical responsibility to future generations when making decisions today.
Critical thinking and scientific literacy: students are expected to use scientific literature and the scientific method to analyze sustainability problems and proposed solutions.
Summary of key numbers and dates (for quick reference)
In-class exams and final: each exam and the final counts as 15\% of the grade.
Portfolio component: 18\% of the grade.
Portfolio essay length: roughly 750-word synthesis.
Portfolio timeline: topic selection and approval occur in the first two months of the semester; dates for portfolio submissions are posted on Canvas and discussed in discussion sections.
Attendance and participation: ongoing throughout the semester; some lectures include attendance checks.
Index cards: two 3 \times 5 index cards per student for the first attendance check.
Field trips: later in the semester (e.g., caverns in Central Texas) as potential portfolio activities.
Outside events: talks such as the "hot science cool talks" series organized by Professor Banner are examples of portfolio activities when they relate to your theme.
Quick study prompts
What is the Brundtland definition of sustainability, and how does it relate to intergenerational equity?
What are the three pillars of sustainability often described as the triple bottom line?
How does the portfolio component differ from typical coursework in terms of depth and personal interest?
Who are some of the key figures associated with environmental awareness in the Boomer generation, and what were their causes?
How do Gen Z heroes and causes differ from Boomer era heroes and causes, and why might these differences exist?
What role do outside lectures and field trips play in connecting classroom learning to real-world sustainability challenges?