CEE 181

CEE 181: Technological, Social, and Sustainable Systems (Spring

B 2025)
On behalf of your instructional team and your ASU support staff, we're committed to
making this course as welcoming, meaningful, and flexible to your needs and interests as
possible. This syllabus is an outline of the expectations we have for you as the learner
and what you can expect from the course and our team.

We're thrilled to have you in the class, and we welcome any and all questions related to
course materials.

Course Overview
Course Description:

The Industrial Revolution brought dramatic changes to economic, technological, and

cultural systems that have fundamentally changed the way people live, relate to each
other, express themselves artistically, politically, and culturally, and affect natural and built
systems. In fact, many scientists are increasingly referring to our modern period era as
the “Anthropocene,” which can be roughly translated as the Age of Humans, as the world
is increasingly restructured to reflect human economic, cultural, and technological
activities. Moreover, the accelerating pace of technological evolution—particularly the
coming convergence of nanotechnology, biotechnology, robotics, information and
communication technology (ICT), and cognitive sciences—will both reinforce the human
domination of natural systems, and pose significant challenges to existing cultural,
governance, legal and ethical norms and patterns. Thus, it is not possible to understand
the modern world, and to make intelligent choices about the future, without some
understanding of technological systems and emerging technologies, the cultural, ethical,
political and religious frameworks within which they arise, and the complex systems of
which they are a part.

This course will provide students with an introduction to technology and complex
systems, and the cultural frameworks within which technology is understood and
evolves. Additionally, the implications of technology for sustainability will be explored, a
difficult task given that sustainability is itself a cultural construct that must be
deconstructed to be understood. It will also introduce students to the implications of
understanding the Earth as a terraformed planet, and the technological, economic,
religious and cultural patterns that have contributed to its evolution. The potential
operational, cultural and ethical implications of future evolutionary pathways will be
explored, with emphasis on the challenges they pose and the role of technological
systems in both creating, and helping to address, such challenges.

This course is based on the book The Ttheory and Practice of Sustainable Engineering
written by Dr. Brad Allenby. The course is structured so that learners are not required to
read the book, but it is an additional resource for learners that want to further explore
Sustainable Engineering.

Reference:

B. Allenby, The Theory and Practice of Sustainable Engineering. Upper Saddle River,
NJ: Pearson Prentice Hall, 2012.

Credits: 3

Prerequisites: To be successful in this course, we recommend English language fluency

and computer literacy.

This is an online course. Your instructional team will provide all content and learning
activities on our course site. All course interactions will use Internet technologies.

Faculty Information

Faculty: Mackenzie Boyer

Title: Assistant Teaching Professor
 College and School: School of Sustainable Engineering and
the Built Environment

Course Developer
The Course Developer worked to create the lectures and instructional materials in this
course.

Name: Dr. Brad Allenby

Title: President's Professor and Lincoln Professor of
Engineering and Ethics, School of Sustainable Engineering and
the Built Environment, Ira A. Fulton Schools of Engineering
Professor at School of Sustainable Engineering and the Built
Environment in Civil Engineering Distinguished Sustainability
Scientist, Julie Ann Wrigley Global Institute of Sustainability
Director, Center for Earth Systems Engineering and
Management
College and School: Ira A. Fulton Schools of Engineering,
School of Sustainable Engineering and the Built Environment in
Civil Engineering
About
Braden R. Allenby is currently Lincoln Professor of Engineering
and Ethics, and President's Professor of civil, environmental
and sustainable engineering and professor of law, at Arizona
State University. He is the founding director of the Center for
Earth Systems Engineering and Management, and the founding
chair of the Consortium for Emerging Technologies, Military
Operations, and National Security, at ASU. He is also an
American Association for the Advancement of Science (AAAS)
fellow, a Batten Fellow in Residence at the University of
Virginia's Darden Graduate School of Business Administration,
and a fellow of the Royal Society for the Arts, Manufactures and
 Commerce. He was the U.S. Naval Academy Stockdale Fellow
(2009-2010), a Templeton Fellow (2008-2010), and the J.
Herbert Hollowman Fellow at the National Academy of
Engineering (1991-1992). During 1995 and 1996, he served as
director of energy and environmental systems at Lawrence
Livermore National Laboratory. His areas of expertise include
industrial ecology, sustainable engineering, earth systems
engineering and management, and emerging technologies. His
latest books are "Industrial Ecology and Sustainable
Engineering" (co-authored with Tom Graedel, 2010), "The
Theory and Practice of Sustainable Engineering"
(Pearson/Prentice-Hall, 2011), and "The Techno-Human
Condition" (with Dan Sarewitz, 2011).

Course Learning Outcomes

By engaging in this course, you will be equipped to more confidently and successfully:

Explain the importance of technology and technological systems;

Explain the social and environmental implications of design, construction,

operation, and management of technology systems;

Identify and explain critical principles of complexity and complex systems;

Explain how art, cinema, literature, and other cultural products create the ground
from which technological systems emerge, and affect the evolutionary paths of
technological systems; and how they are in turn affected by those technological
systems;

Understand economic, environmental, social, cultural, philosophic, and religious

issues and impacts associated with technology systems and emerging
technologies at a broad cultural and geographic level extending across urban,
regional, national, and global scales.
Workforce Competencies

Critical thinking

Ability to conduct courageous conversations around opportunities and challenges

Ability to frame and communicate the role and value of ideas and arguments

Analytical thinking and problem sensitivity

Written expression

Course Time Commitment

This three-credit course requires approximately 135 hours of work. Please expect to
spend around 18 hours each week preparing for and actively participating in this course.
To view more about credit requirements, please visit the ABOR Policy on Academic
Credit page.

Course Specific Requirements

Online Course Requirements: You will find all content and learning activities within the
course site. There will be at least one, optional, live session via Zoom. (Live session(s)
are recorded, and students can watch after the initial broadcast.)

All course interactions use Internet technologies. It is your responsibility to watch all
required videos and assigned readings, and complete all graded assessments (quizzes,
exams, interactives, and case studies). You are encouraged to interact with your peers
and course team in the discussion forums, and ask questions there as well.

ULC Technical Requirements

This is a fully online course; therefore, it requires a computer with internet access and the
following technologies:

Web browsers (Chrome, Mozilla Firefox)

 If you are in a course with proctored assignments or exams Chrome must be used
in order to deploy the Honorlock Proctoring extension.
Adobe Acrobat Reader (free)
Webcam, microphone, headset/earbuds, and speaker
Reliable broadband internet connection (DSL or cable) or stable wifi to stream
videos and submit coursework.
Microsoft Word or Google Docs

Note: A smartphone, iPad, Chromebook, etc. will not be sufficient for completing your
work in courses. While you might be able to access course content with mobile devices,
you must use a computer for all assignments, quizzes, and virtual labs.

The following courses are not Chromebook compatible: BIO 100, CIS 308, CIS 310, CIS
405, SES 106. This list is liable to change.

Learn more about technical requirements here

Technical Support
For technical support please contact the ULC Support Team at ulcourses@asu.edu.
Please provide as much information as possible about your issue, including screenshots,
error messages, and urgency due to upcoming deadlines.

Canvas Questions

As you learn to use the Canvas platform the Canvas Student Guide is a valuable
resource with screenshots and tutorials.

Module Outlines

Module 1: Topics

Why We Need Sustainable Engineering

Themes of the Anthropocene

Module 1 Learning Objectives

Define the concept of Anthropocene and how both the planet and the human are
designed spaces.
Connect how global technology has directly led to supporting our current population
of 7 billion.
Identify how growth can be charted using an S-curve pattern.
Identify how climate change is related to the Anthropocene.
Identify how the shifts in governance and power with the exponential rise of
information being produced has increased the complexity in the world.
Identify how environmental impact, sustainability, human population levels, and
technology co-evolve, and how their relationship can be understood and measured
using the Master Equation.
Identify the key factors that have led the human species to become an urban
species with a growing lifespan.

Module 1 Assignments

Readings
Video lectures
Graded Discussion
Content Mastery
Quiz 1

Module 2: Topics

Complexity
Sustainability

Module 2 Learning Objectives

Identify the characteristic Anthropocene factors which make predicting and

managing these complex systems extremely difficult.
 Identify key factors for effectively studying complex systems using models.
List the three core components of environmental sustainability.
Identify the key factors that contribute to resource management.

Module 2 Assignments

Readings
Video lectures
Graded Discussion
Content Mastery
Quiz 2

Module 3: Topics

Homo Faber: Human History and Technology

Characteristics of Technology

Module 3 Learning Objectives

Identify the factors needed for humans to use technologies to mediate their work.
Identify the process by which powerful technology systems mediate the patterns of
economic, social, and cultural practices and systems that make up the conditions
for Anthropocene.
Identify key traits that must be present for a technology to create psychological
appeal
Identify the three levels of technology use by applying the 3 Level Model.

Module 3 Assignments

Readings
Video lectures
Graded Discussion
Content Mastery
Quiz 3
Midterm Exam

Module 4: Topics

Industrial Ecology
The Five Horsemen: Emerging Technologies

Module 4 Learning Objectives

Identify the components that make up the entire lifecycle of a material, product, or
service being studied.
List the ways industrial ecology helps analyze and measure the environmental and
social implications of using various materials and technologies.
Identify key fundamental changes that have accelerated technological evolution.
List how the current patterns of technological evolution have made the human
being (i.e., physically, psychologically, and cognitively) a design space.

Module 4 Assignments

Readings
Video lectures
Content Mastery
Quiz 4

Module 5: Topic

Green Chemistry
Information and Communication Technology

Module 5 Learning Objectives

Identify how green chemistry aids in development and deployment of

environmentally preferable chemical alternatives.
Identify how a specific technology drove key events in the history of the rise and
control of chlorofluorocarbons.
 Identify how engineering of certain chemical products, like soap, impacts the entire
Anthropocene.
Discuss how individual humans, their institutions, and their cultures are, among
other things, information processing systems, and thus affected by significant
changes in their information environments.
Trace how changes in information and in information technologies impact
individuals, institutions, and their cultures.

Module 5 Assignments

Readings
Video lectures
Graded Discussion
Content Mastery
Quiz 5

Module 6: Topics

Military Operations and National Security

The Macroethics of Sustainable Engineering

Module 6 Learning Objectives

Identify the factors that make the military and security industry a major driver for
rapid, unpredictable technological evolution.
Apply the three-level system to analyze the drivers of emerging military and
security technologies.
Make a connection between the factors that make humans a design space and the
focus of many military and security technologies.
Identify a set of ethical and operational issues related to the development of
emerging military and security technologies.
Identify the fundamental commonalities amongst major human ethical value
systems.
Test the validity of using existing ethical systems to analyze large Earth systems.
Module 6 Assignments

Readings
Video lectures
Graded Discussion
Content Mastery
Quiz 6

Module 7: Topic

Adaptive Management, The Aral Sea and the Everglades

The Technologist as Leader and Earth Systems Engineering & Management

Module 7 Learning Objectives

Identify the factors that make “adaptive management” an adequate tool for working
with unpredictable and complex situations.
Identify alternative measures when considering the process of analyzing Earth
Systems.
Use principles of urban system management to identify key issues related to
managing complex environmental, economic and social institutions.
Identify how principles of earth systems engineering and management are believed
to address the challenges of the Anthropocene.
List the reasons why expanding your professional network related to technological,
social and sustainable engineering is important to your future success in this field.

Module 7 Assignments

Readings
Video lectures
Graded Discussion
Content Mastery
Quiz 7
Final Exam

Assignment Descriptions

Discussions
There are graded discussion assignments in this course. Each discussion requires an
original post and two replies to peers in class. These assignments use the platform
Harmonize embedded in Canvas, and they are auto-graded.

Exams
There are 2 exams in this course. The Midterm occurs after Module 3 and is timed but
not proctored. It will cumulatively cover all material from Modules 1-3. The Final occurs
after the last module and is timed but not proctored. It will cover all materials from
Modules 4-7.

Quizzes
There are 7 Quizzes in this course. Together the quizzes are worth 20% of your final
score. The lowest quiz score will be dropped, so it will not affect your final score.

Percentage Breakdown of Assignments

Quizzes - 20%
Graded Discussions - 10%
Content Mastery - 10%
Midterm Exam (Weeks 1-3) - 30%
Final Exam (Weeks 4-7) - 30%
Extra Credit (optional) - 5%

Final grades are based on the number of points you earn on the course activities listed
above.
Grading: Schema and Policies
Your grade will be determined based on the following grading schema:

Grades and corresponding percentages

Grade Percentage

A 89.5-100%

B <89.5-79.5%

C <79.5-69.5%

F <69.5%

Due Dates/Late Policy for Assignments

It is strongly recommended that learners follow the due dates for assignments listed in
the Course Summary at the bottom of the syllabus. However, we acknowledge that
sometimes events happen that are out of our individual control and we want you to be
successful in this course. Assignments have a 1-week grace period after the due date
that allows you to still submit your assignment with a 5% penalty per day for up to 65%
credit at one week late. Once the 1-week grace period passes, we are no longer able to
accept the assignment.

To help you keep up with due dates, consider visiting your Canvas calendar in the far left
black menu and subscribing to the Canvas Calendar feed. to transfer dates from Canvas
into your own personal calendar. To help you keep track of all your coursework, consider
integrating the Canvas Calendar with your electronic calendar (see this tutorial).

Religious and Cultural Observance Policy

ASU provides a list of dates of religious holidays and observances, which includes
religious dates on which labor is suspended. Consistent with ASU policy to recognize the
obligations of students who may be participating in the observance of religious holidays,
we encourage you to contact your instructor(s) to let them know of religious
observance(s) that may require accommodation.

Accommodations must be requested in advance—retroactive extensions or

accommodations will not be granted.
It is your responsibility to plan ahead by reviewing the course schedule and
identifying any potential conflicts early in the session.

If your religious practices include obligations beyond what is included in ASU’s Religious
Holidays and Observances list, above, please request accommodations by completing
the Religious Accommodation Request Form through SAILS as early as possible, but no
later than the first week of the session.

If you have any questions regarding religious accommodations, please reach out to
ulcourses@asu.edu for guidance.

Tutoring, Tips, and Resources for Success

Tutoring

University Academic Support Programs is now offering 24/7 tutoring support to ASU's
Universal Learners through our Online Study Hub. For no additional cost, students who
are participating in ULC Courses can browse a library of official and vetted materials,
connect with peers to post and answer questions, and develop study groups. For select
courses, we even have a tutorbot that can recommend additional resources to help you
answer your questions.

General tips

To be successful:

check the course daily

read announcements
read and respond to course email messages as needed
complete assignments by the due dates specified
communicate regularly with your instructor and peers
 create a study and/or assignment schedule to stay on track

Accessibility
For questions about accessibility and accommodations, please visit ASU's Student
Accessibility and Inclusive Learning Services and submit a new student application.
Please ensure that you have your accommodations in place before you any assignments
are due. It is learners' responsibility for ensuring that accommodations are requested in
advance, any approved accommodations cannot be retroactively applied. If you have any
questions regarding the process, please review the ULC Accessibility information page.

How to update your name in Canvas and ASU Systems

If you have a nickname, shortened name, or different name you prefer to be called, or
you use certain pronouns, you can change these details so your instructor knows to use
them.

Change your preferred name and pronouns in your

ULC learner account
1. Log into the ULC Learner Portal with your account details.
2. Select the "Profile" tab at the top of the page.
3. Select the "Edit Profile" button in the top right-hand corner.
4. Enter your preferred name in the "Preferred Name" line.
5. Enter your pronouns under the "Demographic Information" at the bottom of the
"Edit Profile" window.

**Please note that during our busiest times, it can take up to 48 hours to process ULC
Learner Portal Profile change requests.

Change your preferred name and pronouns in your

Canvas account
 1. Log into Canvas.
2. Select "Account" in the Canvas navigation.
3. Select "Settings" and then select the "Edit settings" button on the far right-hand
side.
4. Change any of the following details:
Your "Display Name": This is the name that shows up in Canvas for other
people.
Your "Full Name": This is the name that shows up in the grade book.
Your pronouns: Enable these by choosing a set of pronouns to display by
your name.
5. Select "Update Settings" to save your changes.

You can read more about changing your Canvas profile in the "How do I edit my profile in
my user account?" Canvas Support page.

Changes to your name in Canvas or your ULC account are not reflected on your
transcript from ASU. ASU transcripts require your legal name to be displayed.

Add Completed Course to Transcript within 365 Days

You have up to one year from the date you complete your Universal Learner Course to
purchase credit and add it to your ASU transcript. After this one-year period, the option to
purchase credit will expire and you will no longer be able to add the course to your
transcript.

The date in which you need to purchase credit is listed on the dashboard of your Learner
Portal next to your course. If you have any questions, please contact our support team
for assistance.

When does the course end and how can I get college credit?
This is a session-based course that lasts 8 weeks (A and B sessions) or 16 weeks
(C Session). Check your learner dashboard to view the start and end dates for your
course. Your instructor will finalize grades one week after the course ends, and you will
be able to request college credit one business day after grade finalization.
Communicating with the Instructional Team
This course uses a Harmonize Board called General Questions for questions and
comments about the course. Prior to posting a question or comment, check the syllabus,
announcements, and existing posts to ensure it's not redundant. You are encouraged to
respond to the questions of your classmates.

This course uses a Harmonize Board called Private Questions in which you can ask the
instructional team about your grades or other questions of a private nature.
Links to both of these Boards can be found in the Course Navigation bar on the left of the
screen.

For questions about Universal Learner Courses (ULC) processes and policies, please
contact ulcourses@asu.edu.

Artificial Intelligence Policy

Use of Generative AI (ChatGPT) is Generally Permitted Within Guidelines: Arizona
State University seeks to balance the promise of generative Artificial Intelligence (AI)
tools to improve learning outcomes with the need for academic integrity, rigor and
transparency. Students are engaging with generative AI tools, and classroom uses of
generative AI are rapidly evolving.

Artificial Intelligence (AI), including ChatGPT, are being used in workplaces all over the
world to save time and improve outcomes by generating text, images, computer code,
audio, or other media. Use of AI tools is generally welcome and even encouraged in this
class with attribution aligned with disciplinary guidelines. AI tools might be employed to
brainstorm, draft, edit, revise, etc. Note that ChatGPT, and all generative AI that relies
on user-engineered prompts, can be tools for conducting initial research tasks. We will
provide examples of how to properly cite research. If you use AI, you are required to
include a brief paragraph explaining how and why you used AI for this
component of the course and evaluate to what extent it helped. This policy is
specific to my course and does not apply to your other courses.

Any submitted course assignment not explicitly identified as having used generative AI
will be assumed to be your original work. Using AI tools to generate content without
proper attribution will be considered a violation of the ULC Academic Integrity Policy,
and students may be sanctioned for confirmed, non-allowable use. If at any point you
have questions about what is permitted, contact the instructor to discuss before
submitting work.

Academic Integrity

Credit-Eligible
Academic integrity is expected of all ASU and Learning Enterprise learners across all
credit-eligible offering coursework and exams. The possible disciplinary actions for
violations of academic integrity include, but are not limited to, appropriate grade
penalties, course failure, loss of registration privileges, removal from courses and the
platform, ineligibility to participate in future ASU learning offerings, ineligibility to opt for
ASU credit for respective credit-eligible courses taken on the platform, and ineligibility for
regular admission to ASU.

Violations of academic integrity fall into five broad areas that include but are not limited to
the following:

Cheating on an academic evaluation or assignment

Plagiarizing (not original work)
Academic deceit, such as fabricating data or information
Aiding academic integrity policy violations and inappropriately collaborating,
including posting answers to quizzes or examinations in course forums
Falsifying academic records

Any concerns regarding potential violations related to Academic Integrity are handled by
the faculty of record for the course depending on the severity and recurrence of the
violation by the learner. Actions taken are determined by institutional ASU-wide policies.

Non-credit Eligible
Learners are expected to complete their work independently, unless otherwise noted,
and embody integrity in their coursework at all times. Also, if the work of others is
referenced, quoted, or paraphrased, in part or in full, credit and source citations must be
provided by learners.

By accepting Learning Enterprise’s Terms of Use, learners are agreeing to complete all
coursework with full integrity. Concerns about violations of this policy should be brought
to the attention of the Director of Learner Success who may investigate the allegation as
a possible violation of Learner Code of Conduct.

Learner Conduct Expectations

Learner Behavior
Learners are expected to help create and curate an environment conducive to effective
learning and engagement for all participants. Behavior that disrupts teaching and
learning is unacceptable, even in an online or asynchronous environment such as
discussion boards. Diverse opinions and engaging discussions are critical to learning, but
behaviors that inhibit others from participating or learning may result in disciplinary or
administrative actions.

By participating in learner offerings operated through the Learning Enterprise’s portfolio,

learners agree to adhere to all standards of conduct as described in the ASU Learner
Code of Conduct.

Netiquette
Learning Enterprise ensures that learners at every stage of life have access to high-
quality educational content and experiences. As such, all learners must help to maintain
online discussions as open spaces to engage in meaningful discussion and expand
learning. In addition to behaviors prohibited under the Learner Code of Conduct, learners
must

Ensure that all content is appropriate for learners as young as 14

Refrain from sharing health-related information and personal information about
other learners
Not use Learning Enterprise offerings for private business or commercial activities,
or for fund-raising or advertising on behalf of non-ASU organizations.

ASU may report to appropriate third-parties and partners instances of concerning

behavior, including expressed intentions of self-harm or harm to others.

Conduct for Credit-eligible Learners

For all pathways programs, learners must submit an application and all required
materials to ASU to be eligible for admission. Prior code of conduct violations may impact
a learner’s eligibility for admission, regardless of pathway completion.

Learners cannot earn admission while still enrolled in high school.

Learners who have been expelled from an ABOR institution are not eligible for
admission pursuant to the ABOR Student Code of Conduct regardless of the
completion of other ASU pathways.
Learners must meet all other admission criteria to be admitted, including SSM 401-
03.

Academic integrity is expected of all ASU and Learning Enterprise learners across all
credit-eligible offering coursework and exams as detailed in the Academic Integrity
Policy.

Once an individual gains admission to ASU, The Arizona Board of Regents Student
Code of Conduct and the ASU policy ACD 401: Title IX Sexual Harassment are also
applicable.

Prohibition Against Discrimination, Harassment, & Retaliation

Arizona State University is committed to providing an environment free of discrimination,
harassment, or retaliation for the entire university community, including all students,
faculty members, staff employees, and guests. ASU expressly prohibits discrimination,
harassment, and retaliation by employees, students, contractors, or agents of the
university based on any protected status: race, color, religion, sex, national origin, age,
disability, veteran status, sexual orientation, gender identity, genetic information (ACD
401).

Inappropriate conduct need not rise to the level of a violation of federal or state law to
constitute a violation of this policy and to warrant disciplinary action/sanctions.

All individuals participating in university programs or activities, including all learners are
responsible for participating in and assisting with creating and maintaining an
environment at ASU free from all forms of prohibited discrimination, including harassment
and retaliation. All individuals are required to cooperate with any investigation of
allegations of violations of this policy. Providing false or misleading information or failure
to cooperate may result in disciplinary action.

Land Acknowledgement
Arizona State University acknowledges the 22 Tribal Nations that have inhabited Arizona
land for centuries. Arizona State University's four campuses in the Phoenix metropolitan
area, are located in the Salt River Valley on ancestral homelands of many Indigenous
peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa), whose care
and keeping of these lands allows us to be here today and provides a guide for our
relationship with these lands in the future. ASU acknowledges the sovereignty of these
tribal nations and seeks to foster an environment of success and possibility for American
Indian learners, and to work alongside Indigenous people in practices and knowledges
that support Native experiences and prosperity.

Syllabus Disclaimer
The syllabus is a statement of intent and serves as an implicit agreement between the
instructor and the student. Every effort will be made to avoid changing the course
schedule but the possibility exists that unforeseen events will make syllabus changes
necessary. Remember to check your ASU-linked email and the course site often.

Schedule
Due Date Assignment Name Assignment Type Points

Course Readiness
Quiz 0
Quiz
Module 1 Q&A Discussion 0
Extra Credit 1: How to
Avoid a Climate
3/30/25 Assignment 10
Disaster (video and
Zoom discussion)
3/31/25 Introduce Yourself! Assignment
3/31/25 Module 1 Quiz Quiz 15
Module 1: Graded
3/31/25 Assignment 20
Discussion
3/31/25 Module 2 Quiz Quiz 15
Module 2: Graded
3/31/25 Assignment 20
Discussion
Module 2: Issues in
3/31/25 Assignment 5
Sustainability Poll
4/7/25 Module 3 Quiz Quiz 15
Module 3: Graded
4/7/25 Assignment 20
Discussion
Module 3:
4/7/25 Technology of Assignment 5
Freedom Polls
Extra Credit 2: Should
we worry about
4/10/25 Assignment 10
technology? (videos
and Zoom discussion)
4/14/25 Midterm Exam - Boyer Quiz 30
Due Date Assignment Name Assignment Type Points

4/14/25 Module 4 Quiz Quiz 15

Module 4: Graded
4/14/25 Assignment 20
Discussion
4/21/25 Module 5 Quiz Quiz 15
Module 5: Graded
4/21/25 Assignment 20
Discussion
4/28/25 Module 6 Quiz Quiz 15
Module 6: Graded
4/28/25 Assignment 20
Discussion
5/5/25 Module 7 Quiz Quiz 15
Module 7: Graded
5/5/25 Assignment 20
Discussion
Module 2: Content
5/7/25 Assignment 20
Mastery
Extra Credit:
5/11/25 Assignment 30
Information Literacy
5/14/25 Final Exam - Boyer Quiz 30
Module 1 Content
5/14/25 Assignment 20
Mastery
Module 3: Content
5/14/25 Assignment 20
Mastery
Module 4: Content
5/14/25 Assignment 20
Mastery
Module 5: Content
5/14/25 Assignment 20
Mastery
Module 6: Content
5/14/25 Assignment 20
Mastery
Due Date Assignment Name Assignment Type Points

Module 7: Content
5/14/25 Assignment 20
Mastery