Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EVR7320
Tracking Number - 2837
Edit function not enabled for this course.
Current Status:
Removed from DB by orginator - 2015-02-16
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Withdrawn by CAS 2/16/15
Detail Information
- Date & Time Submitted: 2012-03-06
- Department: Geography and Environmental Science and Policy
- College: AS
- Budget Account Number:
- Contact Person: Philip Reeder
- Phone: 8139744292
- Email: preeder@usf.edu
- Prefix: EVR
- Number: 7320
- Full Title: Seminar in Environment, Policy, and Sustainability
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?:
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Sem. in Env., Pol. & Sustain.
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites:
- Corequisites:
- Course Description: Critical evaluation of formative influences, paradigm shifts, and present challenges of the environmental science, policy and planning fields, illustrated from historical developments and changing research frontiers.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This will be a required course in the Environmental Science and Policy area of the GEP Doctoral program. It will be offered every other year and the expected enrollment will be apporimately ten doctoral students each time it is offered.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral Degree in Environmental Science, Geography or a related degree, with some teaching experience at the graduate level and research and teaching in specific areas of the environment, environmental policy and sustainability.
- Objectives: The course introduces students to the history and philosophies of many facets environmentalism, and their relevance to contemporary issues in the environment and sustainability. Particular emphasis will be on determining the main characteristics of the central “schools” of thought within the environmental movement (conservationism, ecofeminism, deep ecology, and the Green Movement) and how they have shaped and modified the characters of the disciplines since their inception. This exploration crosses the traditional sub-disciplinary divisions of environmental science, environmental policy and planning by examining the ways in which they are interconnected, while appreciating the similarities and differences between them. The course will examine the development of modern Western environmental thought focusing on the key themes, debates and controversies that have characterized the development of these fields, including renowned theorists and philosophers in the various sub-fields. It explores how such a variety of thought translates into effective action, and policy.
- Learning Outcomes: Students will be able to clearly articulate, through written, spoken or electronic communication, the topics and issues associated with environmental science, environmental policy and sustainability. Upon completion of the course students will posses a specific skill set valued within environmental science, environmental policy and sustainable communities. They will possess the skills necessary to identify and pursue opportunities consistent with pursuits in evironmental science and policy and sustainable living. They will demonstrate an awareness of diversity issues and different cultural perspectives on the environment, and demonstrate the ability to make thoughtful choices about how to live, work and play in conjunction with their environment, and within the paradigms of sustainable, healthy living and communities.
- Major Topics: 1. History and philosophies of environmentalism
2. Contemporary issues in the environment and sustainability
3. Overview of the central “schools” of thought within the 4. Conservationism
5. Ecofeminism
6. Deep ecology
7. The Green Movement
8. How Conservationism, Ecofeminism, Deep Ecology and the Green Movement have shaped and modified the characters of the disciplines since their inception
9.An examination of the traditional sub-disciplinary divisions of environmental science, environmental policy and planning
10. The development of modern Western environmental thought focusing on the key themes, debates and controversies
11. Discussion and comparision of renowned theorists and philosophers in the various sub-fields
12. Exploration of how the thoughts of renowned theorists and philosophers translates into effective action and policy.
- Textbooks: Environment, Technology and Sustainability, by Hocine Bougdah, Stephen Sharples, Series Editor: Joan Zunde
Published July 22nd 2009 by Taylor & Francis – 320 pages.
Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development. Editors-in-Chief: B. Nath; L. Hens; D. Pimentel, ISSN: 1387-585X (print version)
ISSN: 1573-2975 (electronic version), Journal no. 10668, Springer Publishers.
Health, Sustainability, and the Built Environment, By Dak Kopec, Fairchild Publishers, 2008,ISBN-10: 1563675250.
- Course Readings, Online Resources, and Other Purchases: Online books:
1. Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything by Daniel Goleman.
Description: Revealing the hidden environmental consequences of what we make and buy, and how with that knowledge we can drive the essential changes we all must make to save our planet and ourselves.
2. Farewell My Subaru: An Epic Adventure in Local Living by Doug Fine.
Description: This book makes a profound statement about trading today’s instant gratifications for a deeper, more enduring kind of satisfaction.
3. The Armchair Environmentalist by Karen Christensen.
This book focuses on what individuals can do to reduce their use of energy and water and create a healthier environment.
4. Not One Drop: Betrayal and Courage in the Wake of the Exxon Valdez Oil Spill by Riki Ott.
Description: A disection of he oil industry’s 20-year trail of pollution and deception that led to the 1989 spill. It delves deep into the disruption to the fishing community for the next 10 years.
5. The World Without Us by Alan Weisman.
Description: The author explains how our massive infrastructure would collapse and finally vanish without human presence; what of our everyday stuff may become immortalized as fossils; why some of our earliest buildings might be the last architecture left; and how some man-made molecules may be our most lasting gifts to the universe.
6. Edens Lost & Found: How Ordinary Citizens Are Restoring Our Great American Cities by Harry Wiland, Dale Bell, & Joseph D’Agnese.
Description: As urban issues have become undeniably urgent problems that demand answers, people from disparate backgrounds and political leanings are joining forces to recast life in American cities.
7. The Sustainable World SourceBook by The Sustainable World Coalition.
Description: Featuring an introduction written by renowned environmentalist and bestselling author Paul Hawken, the Sustainable World SourceBook provides an understanding of a broad range of sustainability issues, and is focused on solutions and actions for every concerned citizens.
8. The Human-Powered Home by Tamara Dean.
Description: An essay about ingenuity, and beginning to understand the importance of a life of reduced dependency on fossil fuels.
Popular Media Articles:
1. Milton Friedman (1970), “The Social Responsibility of Business Is to Increase Its Profits”, New York Times Magazine, September 13.
2. Jared Diamond (2009), “Will Big Business Save the Earth?” New York Times, December 5.
3. Paul Hawken, Amory Lovins and Hunter Lovins (1999) “The Next Industrial Revolution,” Chapter 1 in Natural Capitalism.
4. Kenneth Arrow (1973), “Social Responsibility and Economic Efficiency,” Public Policy, 21, pp. 303-17.
5. Beth Comstock and Andrew L. Shapiro (2010), “Making Eco-Innovation Work.” Forbes.
7. Christopher Helman (2010), “The Cleanest Countries In The World.” Forbes.
8. Erica Plambeck and Lyn Denend (2007), “Wal-Mart's Sustainability Strategy,” Stanford Graduate School of Business.
9. Sir Nicolas Stern (2007), Stern Review: The Economics of Climate Change: Executive Summary
10. Kimberley Strassel (2009), “The Number of Skeptics Is Swelling Everywhere” The Wall Street Journal, June 26.
11. Martin Weitzman (2007), “A Review of the Stern Review on the Economics of Climate Change,” Journal of Economic
Literature, Vol. 45, No. 3, September 2007.
12. H. Kunreuther and E. Michel-Kerjan (2009), “A New Era of Catastrophes”, chapter 1 in H. Kunreuther and E. Michel-Kerjan (2009), At War with the Weather. Cambridge MA: MIT Press.
13. Joanne Linnerooth-Bayer (2010), “International Social Protection in the Face of Climate Change: Developing Insurance for the Poor” in E. Michel-Kerjan and P. Slovic, The Irrational Economist: Making Decisions in a Dangerous World, New York: Public Affairs.
14. Erwann Michel-Kerjan and Frederic Morlaye (2008), “Extreme Events, Global Warming, and Insurance-Linked Securities: How to Trigger the ‘Tipping Point.’” The Geneva Papers on Risk and Insurance, vol. 32: 1.
Academic Articles:
1. Been, V. and F. Gupta. 1997. “Coming to the nuisance or going to the barrios? A longitudinal analysis of environmental justice claims.” Ecology Law Quarterly, vol. 24, no. 1.
2. Brown, P., and Ferguson, F. 1995. “Making a big stink: Women’s work, women’s relationships, and toxic waste activism” in Gender Society. 9, 145-172.
3. McAllister, Don E., ed. “EcoForestry.” Global Diversity, 7, no.2, 1997.
4. Hecht, Alan D. 1999. “The Triad of Sustainable Development: Promoting Sustainable Development in Developing Countries.” Journal of Environment & Development, June, 8.2, 111-132.
5. Ramus, Catherine and Ulrich Steger. 2000. “The Roles of Supervisory Support Behaviors and Environmental Policy in Employee “EcoInitiatives” at Leading Edge European Companies.” Academy of Management Journal, vol. 47(4): 605-626.
6. Carere et al 2008 Third Generation Biofuels via Direct Cellulose Fermentation. Intl J Mol Sci 9:1342-1360
7. Giesy JP et al 2000A Ecotoxicological risk assessment for Roundup herbicide. Reviews of Environmental Contamination and Toxicology 167: 35-120
8. Pimentel D 2003 Ethanol Fuels: Energy Balance, Economics, and Environmental Impacts are Negative. Natural Resources Research 12(2): 127-134
9. Trewavas T 1999 Much food, many problems. Nature 402: 231-232
10. Trewavas T 2001A Urban myths of organic farming. Nature 410: 409-410
- Student Expectations/Requirements and Grading Policy: Course Grade Scale:
A+ = 97-100%, A=93-96.9%, A-=90-92.9%, B+= 87-89.9%, B=83-86.9%, B-=80-82.9%, C+= 77-79.9%, C=73-76.9%, C-=70-72.9%, D+= 67-69.9% D=63-66.9%, D-= 60-62.9%, F=
- Assignments, Exams and Tests: In no particular order:
1) Two (2) approximately three page long article reviews
20 points each x 2 reviews = 40 points
2) Oral Report #1 – Oral report wherein each student defines a geographic/environmental science and policy (physical or cultural) problem, and produces a 10-minute PowerPoint presentation about that problem. 20 points
3) Oral report #2 – Oral report wherein each student uses the problem they defined in Oral Report #1 to outline how the scientific method could be used to study this problem. The students will produce a 10-minute PowerPoint presentation based on the use of the scientific method to study this problem. 20 points
4) Oral Report #3 – Oral report based on the end of semester research paper for the course. 20 points
5)Proposal for the end of semester research paper - 25 points
6) End of semester research paper – 60 points
7) Project #1 – Research Basics I - Answers to particular questions, based upon a selected reading (s), are worked into a report and are also used for class discussion. 20 points
8) Project #2 – Research Basics II – A review of literature on a particular subject of interest to the student is prepared and is used for class discussion. 20 points
9) Project #3 – Research Basics III – A project related to research problems, research designs, and research methodologies is completed and is used for class discussion. 20 points
10) Project #4 – Field-based project related to a trip to the USF Botanical Gardens. 10 points
11) Project #5 – Library-based data collection, tabulation and presentation of data. 25 points
12) Project #6 – Field trip report. A series of two written report are produced based upon an in-class field trip following guidelines that are provided (10 points each). 20 points
13) Thesis Review Project - A five-minute maximum PowerPoint presentation about your Master’s Thesis (or project) research. Follow the guidelines provided. 10 points
The total number of points available in this course = 310 points
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Students are expected to attend all classes. Students who do have a valid excuse for missing class are expected to obtain class notes from other students and should see the instructor for concepts they do not understand. If a student has a valid excuse for missing class on the days when field trips occur and information for projects is collected, then we can determine a way to make up the missed work. Please try to attend class especially on these days, because missing class will put you at a disadvantage for completing the project and hence doing well in the class. It is the student’s responsibility to contact the instructor directly before the field data is collected in class to inform them of the absence, but the truth of the matter is that graduate students should not miss class! Students with problems or questions are encouraged to seek additional help from the instructor. The time to ask questions is before, not after, the due date for a project. Students with special problems (learning disabled, hearing impaired, visually impaired, health problems...) should consult with the instructor and certain considerations may be given.
No disruption of the class will be tolerated. Students disrupting class by talking or late arrival will be asked to leave. This type of behavior, which is distracting to the instructor and your fellow students, is not acceptable. Cell phones should be turned off while in class, hence, not text messaging is allowed during class. Students determined to be academically dishonest on assignments will be dealt will in the strongest way possible within the guidelines established by the university. Please review USF Graduate Catalog, section 7 (linked below) for more information.
http://www.grad.usf.edu/newsite/grad_council/Catalog/2008_09/Section_7_Academic_Policies.pdf
Incomplete grades (I) will not be given in this course except under exceptional circumstances, based on written documentation, and at the discretion of the instructor. Students who plan to be absent from class due to the observance of a major religious activity must provide written notice of the dates to the instructor by the second week of the semester.
- Program This Course Supports: GEP - Geography and Environmental Science and Policy Doctoral Program; Environmental Science and Policy Emphasis
- Course Concurrence Information: It would also be applicable to the geography emphasis in the Geography and Environmental Science and Policy Doctoral Program, as well as students in the anthropology doctoral program, public health, and some areas of biology.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.