Graduate Course Proposal Form Submission Detail - EVR6116
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Approved by SCNS
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USF-STPT approved 3/17/15. to USF Sys 3/18/15. to SCNS 3/26/15. Nmbr 6111 approved as 6116. Effective 4/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 5083 2014-10-04 Department College Budget Account Number Geography and Environmental Science and Policy AP 511224 10000 Contact Person Phone Dona Stewart 34066 email@example.com
- Course Information
Prefix Number Full Title EVR 6116 Coastal Hazards and Resilience Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 2 Credit Hours Section Type Grading Option 3 D - Discussion (Primarily) - Abbreviated Title (30 characters maximum) Coastal Hazards and Resilience Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
Vulnerability to natural hazards and the effects of climate change, including sea level rise has greatly increased. This course examines the vulnerability of coastal communities and strategies for adaptation and resilience.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. 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?
Coastal Hazards and Resilience is a growing interest especially within Florida. Nearly all of the federal and state agencies as well as local governments that serve as the primary employers of our graduates are now trying to address the challenges facing our densely populated coastal areas.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 1 time
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
PhD in Geography or Environmental Science/Policy
- Other Course Information
• To understand the components and dimensions of coastal resilience from an interdisciplinary perspective
• To understand the relationship between coastal vulnerability and the impact of coastal hazards to include the increasing risks posed by rising sea levels
• To understand policies and actions, both local and international, to mitigate and adapt to potential coastal hazards
• To understanding the role of planning in creating coastal resilience
B. Learning Outcomes
Upon completion of this course the student will be able to:
• Discuss the significance of coastal hazards at the global, national and local level
• Explain the debates surrounding causes of coastal vulnerability and the need for coastal resilience
• Apply theories and frameworks to assess coastal vulnerability and resilience
• Discuss the role of tools and policies in mitigating coastal vulnerability and increasing coastal resilience
• Apply critical thinking perspectives to analyze coastal vulnerability
• Critically assess peer-reviewed research and use this assessment to develop interdisciplinary methodologies for analyzing coastal resilience issues in an applied setting.
C. Major Topics
climate change impacts
climate change adaptation
Beatley, Timothy (2009) Planning for Coastal Resilience: Best Practices for Calamitous Times, Washington DC: Island Press.
Esteves, Luciana S. (2004) Living with Florida’s Atlantic Beaches: Coastal Hazards from Amelia Island to Key West. Durham (North Carolina): Duke University Press.
E. Course Readings, Online Resources, and Other Purchases
Molenaar, A., Jeroen A., Dircke P. and Ikert, M. (2013) Delta cities: Resilient cities and climate adaptation strategies. Rotterdam: City of Rotterdam
Review information on coastal resilience at the Nature Conservancy website: http://www.coastalresilience.org/
Explore the Coastal Resilience Index developed by the Mississippi-Alabama Sea Grant Consortium http://masgc.org/coastal-storms-program/resilience-index
(2006) The Federal Response to Hurricane Katrina. Washington DC: The White House. http://library.stmarytx.edu/acadlib/edocs/katrinawh.pdf
“Flood Prone South Florida Considers Proactive Investment Against Rising Seas”
(2010) Southeast Florida Regional Climate Change Compact
F. Student Expectations/Requirements and Grading Policy
10% Attendance and Participation (to include Canvas)
10 Terms and Concepts Quiz
20 Weekly Seminar Presentation (lead)
10 Research Project Proposal
10 Research Project Presentation
20 Research Project Written Report
>= 96% A+
90 - 95% A
85 – 89% B+
80 – 84% B
75 – 79% C+
70 – 74% C
65 – 69% D+
60 – 64% D
G. Assignments, Exams and Tests
Terms and Concepts Quiz
This quiz assesses students’ knowledge of key concepts related to coastal hazards; students will be asked to provide a written definition and be able to discuss the significance of the concepts and terms
This exam assesses students’ understanding of the material in the assigned readings and class lectures. The question format includes short answers and essays.
Florida's 2004 Hurricane Season: Assessing Vulnerabilities and Impact
Florida’s 2004 Hurricane Season was one of the most active and costly ever. The season was characterized by multiple events occurring within a short time period. The goal of your project is to assess the relationship between coastal vulnerability and impact in the municipalities/counties affected by Hurricane Charley, Hurricane Ivan, Hurricane Jeanne and Tropical Storm Bonnie. You should establish a baseline assessment of the community prior to the event, and use this assessment to gauge the impact of the event.
• How vulnerable were each of the affected communities? Take into consideration the different forms of vulnerability. How will you measure this vulnerability? What are your sources of data?
• How prepared was the community? How will you assess level of preparedness? What are your sources of data?
• What was the impact of the hazard? Take into consideration the various measurements used to assess impact. What are your sources of data?
• Based on your analysis, what would you have recommended to increase resilience?
• Does your preliminary research identify additional research questions to be addressed in the future? If so, what are they?
Each student will be assigned to a specific community/event. You may work collaboratively but you must turn in your own analysis.
1. Research Project Proposal
The research project proposal should state the method for addressing the research questions above. The proposal should identify specific components of your overall analysis as well as identification of sources of data or information. Please include a time line with milestones. Additional guidelines for the proposal will be distributed in week 2 of the class.
2. Research Project Presentation
The presentation should provide a succinct and well-organized summary of your research project; with an emphasis on the analysis and implications of this analysis. The presentation should answer the primary research questions posed above. The presentation should meet the standard expected at an academic conference. The presentation should be 20 minutes; a discussion period will follow each presentation.
3. 2004 Coastal Event Comparison Tool (Group presentation)
As a group, develop a visual tool (matrix, graphic, dashboard etc.) to allow comparison of components of vulnerability and impact across the 4 communities/events. Each member of the group must contribute to this comparison and presentation tool.
4. Research Project Paper (12/9)
The final paper is a written report consisting of the methods used to address the research questions, a literature review to support the methods chosen, analysis and findings. The paper should be 8-10 single space pages, excluding maps and graphics, in APA format.
H. 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,
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.
I. Policy on Make-up Work
Submission of assignments late will negatively impact your grade. Assignments may be submitted one day late, with a 10% penalty. No assignments will be accepted beyond one day late.
Make up quizzes/exams are given only in the cases of extreme, documented emergency, at the instructor’s discretion. The instructor may choose to use an alternative form of evaluation, such as a research paper, in place of the quiz or test.
J. Program This Course Supports
MA and MS in Environmental Science and Policy
- Course Concurrence Information