Campus Compact » Environmental Studies http://www.compact.org educating citizens • building communities Fri, 05 Apr 2013 17:53:34 +0000 en hourly 1 http://wordpress.org/?v=3.3.2 Green Urbanism and Urban Gardening http://www.compact.org/syllabi/green-urbanism-and-urban-gardening/16789/ http://www.compact.org/syllabi/green-urbanism-and-urban-gardening/16789/#comments Wed, 10 Aug 2011 15:29:55 +0000 admin http://www.compact.org/?p=16789 Course Description and Goals:

The block of courses is about doing something about the environmental issues we face – a task that, of course, will require research, analysis, organization, and writing, but that must also result in practical action.  The goals of the course are to encourage you to become an active citizen in your own educational process and our wider community; to learn about, analyze, critique, and apply some of the historical and contemporary interdisciplinary thinking regarding green urbanism and urban gardening to a particular community project; to immerse yourself in one local attempt to bring Cincinnati closer to its goals of being a greener city.

Textbooks:

  1. Wendell Berry, The Unsettling of America
  2. Rob Hopkins, The Transition Handbook
  3. Lewis Mumford, The Culture of Cities

Assignments:

Written assignments (5, 10 and 20%)—35% total

We will ask for written submissions on three occasions: 8/31, 10/7, and 11/16. Generally, you will be expected to integrate your classroom material and project experience into a coherent discussion about what you are learning. Each assignment will build on the ideas and questions raised in the previous one as well as on the cumulative course material. Thus, each assignment is worth more than the previous one.

Practical Engagement (30%)

In addition to the written assignments above, we will assess your learning at the engagement site through oral presentations. These will be group presentations (three of them) and they will draw on your individual written assignments for content. At the end of the syllabus is a list of the potential engagement sites. You will choose an engagement site by August 31 and will be expected to work 20 hours during the semester at the site on a particular project.

Participation (20%)

In addition to active participation in class, marked by insightful references about and questions arising from reading material and your practical engagement work, there will be two field trips. One will be to Enright Urban Eco-Village and Imago Earth Center, the other to Xavier’s community garden. There are three campus lectures that you are required to attend. The first is by Will Allen, an urban gardener on September 26, the second by architect and designer William McDonough on October 24 and the third by two leaders of the Transition Town USA movement on November 7. They are all Sundays at 7 pm. The last two will be held in the Schiff Family Conference Center. The first one will be in the Cintas Center arena.

Final Essay (15%)

This will be the final version of the ideas/questions/themes raised in your three writing assignments.

Class Schedule:

August 24 (JF): Introduction—Why this class?Readings: Mumford, Preface and Introduction; Martin V. Melosi, “The Place of the City in Environmental History,” Environmental History Review 17 (Spring 1993), 1-23; bits from Botkin; Register, Burgess, Zorbaugh

August 26 (KS): Introduction—Why this class?Readings: David Orr, Ecological Literacy ?; Wes Jackson, “Prologue” Becoming Native to this Place; Jason Peters, “Destined for Failure” Orion November/December 2008

August 31 (JF): Ecology of the CityReadings: Cronon, prophecy essay and wilderness essay; ***Edwin G. Burrows and Mike Wallace, Gotham, “First Impressions,” pp. 5-13 in Part One: Lenape Country and New Amsterdam to 1664 ***Garry Wills, “Chicago Underground,” The New York Review of Books (October 21, 1993), 15ff (review essay on Cronon’s Nature’s Metropolis and other books) ***John Leonard, “California Screaming,” The Nation (October 5, 1998), 35-39 (review of Davis’ Ecology of Fear, with reference to Davis’ City of Quartz)Assignment #1: 500 words due, defining “the ecology of the city”:

Sept. 2 (JF):  The Culture of CitiesReading: Mumford, “Protection and the Medieval Town” (59); Bookchin, Alexander

Sept. 7: What Does Green Urbanism look like in Cincinnati?Guest: Larry Falkin, Office of Environmental QualityReading: Climate Action Plan

Sept. 9 (JF): The Culture of CitiesReading: Mumford, “Court, Parade, and Capital” (69); Worster, Cronon

Sept. 14 (KS): Agriculture in History (look at STEP)Reading: Wendell Berry, The Unsettling of America, chs. 1-4

Sept. 16 (JF): The Culture of CitiesReading: Mumford, “The Insensate Industrial Town,” (80); Hurley, Noxious NY

Sept. 21 (KS): Agriculture in HistoryReading: Wendell Berry, The Unsettling of America, chs. 7 and 9; The Nation, Sept. 21 2009 issue; Michael Pollan, The Omnivore’s Dilemma, introduction and “The Way We Live Now: 10-12-03; The (Agri)Cultural Contradictions of Obesity”

Sept. 23: Urban Gardening: Connections between Farming and Urban and Suburban GardeningGuest speakers: Peter Huttinger, Civic Garden Center; Melinda O’Briant, Turner Farm; Molly Robertshaw, NEXUS Community GardenReading: Christopher Grampp, From Yard to Garden, ch. 1; Gene Logsdon, “The Garden is the Proving Ground for the Farm” The Contrary Farmer

Sept. 26 (Sunday): Will Allen, E/RS Lecture, 7 pm Cintas Center Arena

Sept. 27 (Monday): Lunch with Will Allen

Sept. 28 (JF): The Culture of CitiesReading: Mumford, “The Rise and Fall of Megalopolis” (76); Brechin, Platt

Sept. 30 (JF): The Culture of CitiesReading: Mumford, “The Regional Framework of Civilization” (47); Rome, Davis

Oct. 5 (KS): Green Urbanism and Urban Gardening: The ConnectionsReadings: McKibben, “The Year of Eating Locally”, Deep Economy, ch. 2; Gene Logsdon, “A Horse-drawn Economy” and “My Wilderness” from At Nature’s Pace

Oct. 7: PresentationsWritten Assignment #2 due

Oct. 12: Green Urbanism and Urban Gardening: The ConnectionsGuest speaker: Enright Ecovillage CSA (change of date!)

Oct. 14: FALL BREAK

Oct. 19 (KS): Green Urbanism and Urban Gardening: Practical EngagementReading: : Mike Tidwell, “To really save the planet, stop going green” The Washington Post, Sunday December 6, 2009; “How Consumers Can Affect Climate Change” All Things Considered, December 8, 2009; “Environmentalist says ‘going green’ is a waste of time” NPR, December 8, 2009; Bill McKibben, “Multiplication Saves the Day” Orion November/December 2008; Rebecca Solnit, “The Most Radical Thing You Can Do” Orion November/December 2008; Franklin Kalinowski, “A Nation of Addicts” Orion July/August 2009; Derrick Jensen, “Forget Shorter Showers” Orion July/August 2009; Jerome Segal, Graceful Simplicity: The Philosophy and Politics of the Alternative American Dream, (pp to be determined)

Oct. 21 (JF): The Culture of CitiesReading: Mumford, “The Politics of Regional Development” (53); Jacobs, Seattle

Oct. 24 (Sunday): William McDonough lecture, 7pm, Schiff Family Conference Center

Oct. 26 (KS): Green Urbanism and Urban Gardening: Practical EngagementReading: Hopkins, Transition Handbook, part 1

Oct. 28: Green Urbanism and Urban Gardening: Practical EngagementField Trip: Enright Ecovillage and Imago

Nov. 2 (KS): Green Urbanism and Urban Gardening: Practical Engagement (TTs)Reading: Hopkins, Transition Handbook, part 2

Nov. 4: Green Urbanism and Urban Gardening: Practical Engagement (TTs)Guests: Transition town folks in CincinnatiReading: Hopkins, Transition Handbook, part 3

Nov. 7 (Sunday): Michael Brownlee and Karen Lanphear, Transition Town USA

Nov. 9: Green Urbanism and Urban Gardening: Practical Engagement (TTs)Guests: Michael Brownlee and Karen Lanphear, Transition Town USA

Nov. 11 (JF): The Culture of CitiesReading: Mumford, “The Social Basis of the New Urban Order” (84); Warner, Merchant

Nov. 16: PresentationsWritten Assignment #3 due

Nov. 18 (JF): The Culture of CitiesReading: Spirn, Poole, Register, Duany and Plater-Zyberg, Kay, Calthrope

Nov. 23 (KS): Green Urbanism and Urban Gardening: Practical EngagementReading: www.urbanhomestead.orgVideo: Homegrown (www.homegrown-film.com)

Nov. 25: THANKSGIVING BREAK

Nov. 30 (JF): Populism for the CitiesReading: Fairfield, Zukin, Jacobs (on ecology); Hedeen, Cincinnati Arch

Dec. 2: Presentation of Final Papers

Dec. 7: Presentation of Final Papers

Dec. 9: Presentation of Final PapersFinal Essay Due

Practical Engagement Sites

Transition Anderson (1 group)
Mission: local, earth-friendly living (Debbie’s words)
How to learn more: Transition 1.0 video; website (www.transitionanderson.org/Transition_Anderson/Home.html), newsletter

What would students do:

  • Attend Oct. and Dec TA public meetings (1st week), 7-9
  • Attend TA events during the fall (unscheduled so far)
  • Help get films/library events going at the library again
  • Communications strategy—marketing initiative and events
  • Assisting with monthly newsletter—200 people (to Transition Anderson/Greater Cincinnati)
  • Orientation with Debbie Weber on Fridays
  • Asset mapping
  • New park—Johnson Park

Hyde Park Farmers’ Market (1-2 groups)
Mission: To offer both organic and conventionally grown food, provide a growers’ only market,  help people connect to others in the neighborhood, enhance the quality of life and to celebrate local foods (taken from website).
How to learn more:
Websites

Constraints: Bulk of work will need to be completed by end of October
What students could do:
Group #1:
Survey: Is produce at farmers’ markets more expensive than at the supermarket?

  1. price tomatoes (organic, function vs. Krogers vs. Whole Foods)
    1. depending on season, several farmers’ markets
  2. compared foods vs. market-bought
  3. would want to aggregate information, give to consumer, students could write articles about it 
    1. Community Food Security Coalition
    2. Kellogg Foundation
  4. is farmer’s markets food a reasonable solution to food deserts

Group #2
Interview survey

  1. how often did you find out about it?
  2. how often do you come? What’s here that gets you to come?
  3. in front of Kroger—do you go?

For both groups:

  1. Mary Ida would be able to sit down with students to tell her story (w/o job—almost any time; w/job unknown)
  2. she can meet with you up to 3 times
  3. would you want them to go to a grower to pack up for market and then sell with them?

 

Civic Garden Center (2-3 groups)
Mission: The Civic Garden Center is a non-profit horticultural resource that enriches lives through education, community beautification and environmental stewardship (from website).
How to learn more: Website (civicgardencenter.org)
Constraints: bulk of hours before end of October
Students would work on:
Possible projects:

  1. Neighborhood Gardens with Peter Huttinger–CAT garden (at homeless facility for veteran’s (transient population), they help maintain the garden and use it in their kitchen and People’s Garden (OTR—McMicken, 30 years old)
  2. Children’s gardens with Karena Bullock—cleaning up beds, winterizing, cover crops, usually not planned activities
  3. Brand new garden (first year) in Walnut Hills (private owner, 4 lots, raised beds) coming out of Hunger Project
  4. Urban orchard project near Riverview East school (on Straiter Avenue) might be planting in the fall, big festival in the fall, outdoor ovens
  5. CGC Demonstration Vegetable Garden
  6. All groups: Flavors of Neighborhood Gardens, 100 people, late September, at CGC

Imago/Enright Ecovillage (3-4 groups)
Imago’s Mission: is to foster a deeper harmony with Earth by providing educational experiences, creating opportunities for discussion and community building, and conserving natural areas.
Enright Ecovillage Mission: Enright Ridge Urban Ecovillage (ERUEV) is a community of people fostering a sustainable urban neighborhood that promotes social and economic well-being while contributing to the preservation of our planet. We are located in Price Hill, near downtown Cincinnati, Ohio; building a new way of life on the foundations of this beautiful historic area (affordable homes, the acres of forest that surround the ridge and a traditionally strong sense of community) to create a healthier, more sustainable neighborhood.
How to learn more:

What students could do:

  1. CSA—marketing, survey
  2. Bioneers Conference
  3. Earth Center—teaching for thousands of students
  4. Buying club—expanding membership
  5. Bike co-op (like Mobo) have a shed, know how to repair

Community and Political Power Syllabus

Gene Beaupre and Liz Blume
Course Objectives

  1. This course is really about sources and uses of power in civic or public life.
    1. What is common and what is different between political power (power exercised by an elected government (executive, legislative and administrative) and community-based power, i.e., power derived from  civic associations, formal and informal, intended to affect civic life?
    2. What is the interaction between political and civic power?
    3. The focus will be on local government and community – where decisions often seem to have a more proximate and immediate impact on our lives.
  2. Political Power will look at:
    1. What does it take to get elected to public office?
    2. What impact does the election process have on those holding public office?
    3. What are the formal and informal powers of elected officials, especially at the local level?
    4. What power do non-elected government officials have in influencing public policy?
    5. What influence, formal and informal, do citizens play, in the policy process?  (This will transition to an examination of civic action, citizen participation and organization and, community life.)
  3. Community Power will explore:
    1. How individuals and community-based groups participate in public life and policy making.
    2. How the power necessary to change (or maintain) community life is accumulated and exercised.   And, how political entities (elected officials, public administrators, public boards and commissions) and other source of power in the community (e.g., business and corporate interests, non-profit organizations, religious organizations and the media) may react to community power.
    3. What the field of community development brings to the table and how civic life is supported
    4. How to think about creating successful community change
    5. What’s the role of a “citizen” in public life

Course Methods

  1. There is no is no formal text required for the course.
  2. There will be specific, relatively short readings assigned.
  3. The primary method for learning how politic action happens is through analysis and guided discussion of a wide range of practical engagements.  This will require your complete commitment to non-classroom experiences, working with and observing political groups (campaign organizations, City Council actions, and the administration of public policy).
  4. Similarly, an understanding of community power is best learned by a combination of direct engagement with community-based initiatives and organizations accompanied by reflection, discussion and analysis of what you experience working in communities.  (Where and how, for instance, does community action become public policy?)
  5. You will most often work in teams (established in the Green Urbanism half of block) to do both political and community engagement.   Class time will be devoted to discussions of readings, in-depth analysis of practical experiences, as a forum for political and community practitioners to talk with us about what they do and what they have experienced,  team meetings as needed and, team presentations.
  6. You will be asked, in your established teams to develop a community change strategy based on an issue or topic you identify as part of your placement.  This will include developing a problem statement; creating an asset inventory and developing an action plan for positive change.  Each team will be required to present their findings and recommendations to the class.

Requirements and Expectations

  1. You are expected to commit mind, body and spirit to the political and community engagement that is the core of this course (and, a major part of the third “P” in PPP).  The nature of this work will likely be very different from anything you have done before, especially with the combination of political experiences and community-based work.  The non-classroom, team-based aspect of the course presents challenges (not the least of which is simply scheduling) and opportunities.  Most of what is achieved in the public sector cannot happen without multiple minds and hands, working in common, over a long period of time. The public sector is the world of team effort.  (See below for examples of students’ political and community engagement.)
  2. The advantage of the academic life is the opportunity to reflect with discipline and rigor on the experiences you have and to be assisted in that examination by peers, teachers and experts.  For us, this occurs, by and large, in the classroom.  Therefore, class attendance AND participation is crucial to the learning process for all of us.
  3. Finally, your experience, reflection and learning are most valuable to the public when you can effectively communicate in a wide range of public forums (written, small groups, public media opportunities and presentations).  That is what public advocates do.  This includes community-based forums (formal and informal), political activities such as campaigning and public policy advocacy, and formal presentations in class and other academic settings.
  4. This is an honors program offering honor-level challenges and requiring consistent, honors-level performance.  You will be graded on:
    • Your commitment to and execution of the experiential requirements of the course,
    • Your preparation and participation in class,
    • Your contribution to team assignments,
    • Your individual preparation and execution in formal presentations.
  5. Students will be evaluated on the content and timeliness of their assignments, the quality of their formal presentations, their consistent class participation and team work and the final assignment for the course.   Because nature and variety of what you do does not lend itself to a numerical score, students will be evaluated on a scale of excellent, very good, good, fair and poor.

Several points about the operation of the course:

  1. At your placement you represent the University, this course and your colleagues.  No matter how varied the personalities and experiences are that you face in your placements, you are expected to conduct yourself with professionalism and to respect those you work with and encounter.  To do less will be reflected in your grade.
  2. We encourage open discussion in the classroom, including your experiences and observations from your placements.  Please remember that classroom discussion should be treated as confidential.  What is said in the classroom, stays in the classroom. Discretion is an important ingredient in building trust in the political world and in the community.
  3. Please note that, like Drs. Smythe and Fairfield, we take very seriously the policy on page 52 of the Xavier Catalog regarding standards of ethical behavior.
  4. As noted above, the political world and community is a dynamic, sometimes disorganized and often unpredictable enterprise.  The schedule we keep over the semester may need to be adjusted to match the political and public events that unfold over the next several weeks.

Examples of students’ political and community engagement: 
The Community and Political course deployed student teams to work both sides of the 2010, highly contested race for the 1st Congressional District of Ohio.  In addition to campaign engagement, teams prepared sophisticated, well-researched campaign plans for their respective candidates that included voter analysis, strategy, messages and field operation. The syllabus is intended to be fairly loosely structured to allow for the changing opportunities that arise in any hard-fought political campaign.  After the election, the teams were guided by the former director of City Planning in field analysis of a variety of neighborhood.  The block courses give student a wide range of public engagement: civic, political and public administration.

]]> http://www.compact.org/syllabi/green-urbanism-and-urban-gardening/16789/feed/ 0 Service Learning and Civic Engagement http://www.compact.org/syllabi/service-learning-and-civic-engagement/16710/ http://www.compact.org/syllabi/service-learning-and-civic-engagement/16710/#comments Fri, 29 Jul 2011 16:40:14 +0000 admin http://www.compact.org/?p=16710 Grades –

This is a two semester course.  50% of the course grade will be determined from service participation as documented by timesheets   The remaining 50% will be derived from research assignments, the course journal and online reflection assignments. Students are required to complete at least 45 hours of service work, documented by the course time sheet, signed by the site supervisor.  There is no upper limit on possible service hours.  Inability to meet this requirement should be discussed with the instructor.

SLS2941 is a Service Learning course.  Service-learning is a method of teaching, learning and reflecting that integrates community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and encourage lifelong civic engagement.  It is a form of experiential learning – learning by doing.

Reflection is an integral component of Service Learning experiences.  It is a critical thinking technique where you evaluate what has transpired rather than simply recording it.  There are essentially three levels at which reflection may occur: [FIU Service Learning coordinator Mark Cooper at http://www2.fiu.edu/~time4chg/Library/reflect.html]

The Mirror (A clear reflection of the Self)

Who am I? What are my values? What have I learned about myself through this experience? Do I have more/less understanding or empathy than I did before volunteering? In what ways, if any, has your sense of self, your values, your sense of “community,” your willingness to serve others, and your self-confidence/self-esteem been impacted or altered through this experience? Have your motivations for volunteering changed? In what ways? How has this experience challenged stereotypes or prejudices you have/had? Any realizations, insights, or especially strong lessons learned or half-glimpsed? Will these experiences change the way you act or think in the future?

The Microscope (Makes the small experience large)

What happened? Describe your experience. What would you change about this situation if you were in charge? What have you learned about this agency, these people, or the community? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as a traditional class? In what ways?

The Binoculars (Makes what appears distant, appear closer)

From your service experience, are you able to identify any underlying or overarching issues which influence the problem? What could be done to change the situation? How will these experiences alter your future behaviors/attitudes/and career? How is the issue/agency you’re serving impacted by what is going on in the larger political/social sphere? What does the future hold for the agency and for the community it serves?

SERVICE SITE

DuPuis Management Area:

We will be doing our service at the DuPuis Management area of the South Florida Water Management District [SFWM].  The area is a 21,875 acre property covering parts of Northwestern Palm Beach and Southwestern Martin counties. The South Florida Water Management District (SFWMD) owns the property that contains acres of pine flatwoods and cypress swamp and was purchased in 1986 through the Save Our Rivers program.  During this course, we will visit the DuPuis area four times, participating in a variety of observation and data collection activities.  You will receive instruction on environmental education, environmental management and ecologic data collection techniques and will apply what you have learned.  In the end, during semester two, you and your fellow students will provide both and oral and written summaries of what you have found during your studies.

Starting Bibliography:

Please access and review the following items to prepare yourself for our activities: “Pine Flatwoods,”  http://www.sfrc.ufl.edu/4h/Ecosystems/Flatwoods/flatwoods.html;

“Saw-palmetto: an Ecologically and Economically Important Native Palm,” George Tanner, J. Jeffrey Mullahey, and David Maehr,  http://wfrec.ufl.edu/range/sawpalm/; “Land Stewardship Program Overview (Save Our Rivers), ” http://mytest.sfwmd.gov/portal/page/portal/pg_grp_sfwmd_landresources/pg_sfwmd_landresources_saveourrivers; “Forest Management: State Forest in Florida,”  http://www.fl-dof.com/state_forests/index.html

Assignments for semester one:

Journals – throughout the course of this class, you will maintain a journal/diary of your activities, the data you collect, the methods you employ, the references you find, and your reflections.  All assignments below should be in the Journal first – then copy them for discussion postings or to turn in.  These need to be kept current – I will know if you made one up at the last minute.  When I collect each of the assignments below, I will want to see your journal with the original of the work in it.  Detailed directions as to keeping the journal are attached – note that part of your journal grade derives from following directions.

Web research – Find 7 references on the web in addition to the ones I have provided, that give significant information regarding the DuPuis Management area and /or the ecosystems found there, and/or problems occurring in this and similar preserves, and/or previous projects undertaken at this  preserve, and/or general conservation related issues facing the Florida voting constituency.  Remember you will be putting together presentations on this and will need both introductory and conclusion types of material.  Note that this is an IRSC course and your are expected to follow IRSC adopted citation practices – see http://www.irsc.edu/portal/layout_web1.aspx?PortalPageID=681

TENTATIVE SCHEDULE

Date/Topics and Activities – Semester 1

Aug. 20/Meet with Dr. Megaw to discuss course requirements.

Aug. 27/Orientation.  Meet with Ms Kantor about Dupuis project.

Sep.  3/Orientation.  Submit a beginning bibliography of web sources.

Sep. 10/Submit summaries of specified resources

Sep. 17/Submit reflections online discussing what the term “Legacy” means in the conservation, context, in the context of civic responsibility, and in the context of your own personal future.

Sep. 24/First visit to DuPuis preserve

Oct.  1/ Work on own & with partners on data/logs, etc.   Submit reflections online on day 1 experiences.

Oct.  8/Work on own & with partners on data/logs, etc.

Oct. 15                                    /Meet to discuss log books, data, etc. and to collaborate.

Oct. 22/Submit answers to first set of prompts.

Oct. 29                                    /Research on own on second part of project.  Find 3 or more additional references online.

Nov. 5/Continue research on own on second part of project

Nov. 12/Meet with Ms Kantor about part 2 of Dupuis project.

Nov. 19/Second day at DuPuis reserve.

Nov. 26/Work on own & with partners on data/logs, etc.   Submit reflections online on day 2 experiences.

Dec.  3/Meet to discuss log books and data

Dec. 10/Completed journals and timesheets due

Date/Topics and Activities – Semester 2

Jan. 21/Meet with Ms Kantor about DuPuis visit 3.

Jan.  28/Third DuPuis visit

Feb.  4/Data analysis and reflection from visit 3.

Feb .9/Preparation & rehearsal for presentation to College Board of Trustees

Feb. 16/Preparation & rehearsal for presentation to College Board of Trustees

Feb. 22/Presentation to College Board of Trustees.

Mar.  11/ Meet with Ms Kantor about DuPuis visit 4.

Mar. 18/Fourth DuPuis visit

Apr. 8/Meet to discuss log books, data, etc. and to collaborate on final presentation to our Research Partners.

Apr. 15 /Meet to discuss log books, data, etc. and to collaborate on final presentation to our Research Partners.

Apr. 22/Final, formal presentation of our research results to the South Florida Water Management District Board and the Management group for the DuPuis Reserve

Apr. 29/Journals due for final grading.

 

SERVICE LEARNING PROJECT DESCRIPTION

Student Name:

Phone Number:

Student e-mail address:

 

Course Number and Title:

Instructor’s Name:

e-mail address:

 

Organization: FAU/CES/SFWMD DuPuis Management Area_____________________

 

Site Supervisor or Coordinator:

Phone Number:


Course service-learning purpose and objectives:

The purpose of this course is to teach democratic principles of civic engagement and service in the venue of planned service-learning activities.  Students will engage in supervised career-exploration and discipline-related activities in the community service setting. Seminar and reflection activites will be employed to assess experiences and to examine how organizations within the community address the problems, issues and concerns of the community.


Course Objectives: At the completion of this course, students will be able to reflect a personal understanding of the behaviors required of responsible citizenship; understand the mission[s] of various community service organizations;  recognize the problems that are encountered in communities as a whole, and how they are addressed through government and community service organizations; apply concepts and skills learned in discipline specific areas to real-world problems.

 

Community Partner mission:

Purpose of the project:

Specific tasks involved in the project:
Student evaluation procedure [criteria, evaluator(s)]:

 

Student:  I agree to:

  • Perform my respected duties to the best of my ability.
  • Adhere to organizational rules and procedures, including record-keeping requirements and confidentiality of organization and client information.
  • Model professional, ethical and appropriate behavior, and meet confidentiality                 requirements of the organization with which I am working..
  • Meet time and duty commitments or if I can not attend, to provide 24 hours notice so that alternative arrangements can be made.

 

Supervisor:  I agree to:

  • Provide adequate information and training for the service-learner including information about the organization’s mission, clientele and operational procedures.
  • Provide appropriate supervision to the service-learner and provide feedback on performance.
  • Provide meaningful tasks related to skills, interests, and available time.
  • Provide appreciation and recognition of the service-learner’s contribution.

 

Student ­­Signature:

Date:

 

Faculty Supervisor Signature:

Date:

SERVICE LEARNING PROGRAM STUDENT TIME SHEET

CourseNumber and Title:

Semester/Year:

Faculty:

 

Student Name:

Service Site:

Site Supervisor:

Primary responsibilities at your service placement:

 

Date:

Time In:

Time Out:

Supervisor’s Initials:

Total Hours:

Description of Activities:

SERVICE LEARNING JOURNALS

1. Your journals must be bound books – no loose-leaf or spiral notebooks.

2. Put your name and the course on the outside label.

3.  The first page of your journal should have the following information:  Your name, the course name and number, Indian River State College, semester and year.

4.  Leave 2 pages for the Table of Contents (keep it updated).

5. Number all subsequent pages in ink in the upper outside corner.

6. Never remove pages from the journal!!!

7.  All entries must be in ink.

8. DO NOT ERASE or WHITE-OUT!  If you make a mistake (you will, we all do), cross out the mistake with a single line.

9.  Enter the date for every separate entry in the left-hand margin adjacent to the beginning of the entry.

10. The journal should contain all assignments, including research,  required responses to prompts from the instructor, your regularly entered personal observations and responses to your site experiences, any methods you employ during the course of your investigations and work, and any questions, ideas, etc. that come about as a result of your experiences.

11. Enter information in the journal regularly – preferably the same day as your site activities. Don’t leave blank spaces or pages. The journal should reflect your observations as to your work, what you have learned, and questions that you have thought of.

12. Write down details like what was said in a particular situation, [can paraphrase], the context of an event or quote and your response [both what you contributed and what you thought]..

13. Label all entries, with headings and other descriptors so that you will know what they mean when you read them later.

14. When an assignment is due, your instructor will initial the journal on the page containing the assignment.

15. The journals will be turned in at the end of the semester, and will constitute the basis of 50% of your final grade. Grading will be as follows: 10% for adhering to directions; 30% for site activity notes; 40% for responses to prompts and other assignments; 20% for the final synthesis [closing report].

 

REFLECTION PROMPTS

to be entered in the Service Learning Journal

1.  What is the Mission Statement for the organization for which you are providing service?

2.  Who are the administrators of the organization [give names and titles]?

3.  What activities has this organization engaged in or provided for the community during the past six months [lists, with approximate dates are fine].

4.  What are the sources of funding for this organization – try to be as specific as possible  – i.e. grants, legislature [bills], and so on.

5.  What are the biggest problems that confront the organization in staying afloat and doing what it does?

6.  What, specifically, are you working on? What is the purpose or reason for this work? What do you think of the work?

7.  What needs do you see with the organization? Suggest at least one activity or project that you think would benefit the organization.

8. Why is REAL civic engagement important to the community?  Why is it important to    you and your family and friends?

9.  What types of careers are related to the activities you have observed within the organization?

10.  What training would you recommend and what would be required for someone who wanted to work in this [these] areas?

]]> http://www.compact.org/syllabi/service-learning-and-civic-engagement/16710/feed/ 0 FOCUS (Fostering Our Community’s Understanding of Science): Service Learning Experience http://www.compact.org/syllabi/focus-fostering-our-community%e2%80%99s-understanding-of-science-service-learning-experience/16531/ http://www.compact.org/syllabi/focus-fostering-our-community%e2%80%99s-understanding-of-science-service-learning-experience/16531/#comments Thu, 07 Jul 2011 15:24:17 +0000 admin http://www.compact.org/?p=16531 OVERVIEW

This course facilitates a partnership between area public schools and the University of Georgia. Students enrolled in this course will spend significant time in a local elementary school assisting a classroom teacher in science instruction. The course goals are as follows:

  • Improve the science experiences and science content knowledge of elementary students in the UGA area through relevant and hands-on science instruction
  • Increase awareness among elementary students about career opportunities related to the sciences
  • Provide experiences for students and teachers that will bring about more positive attitudes about science
  • Improve the content knowledge and confidence of local elementary teachers and foster sustained, positive changes in how they approach science
  • Develop a sense of community involvement for UGA students that will continue after graduation
  • Enhance the communication and leadership skills of UGA students

 

COURSE EXPECTATIONS AND REQUIREMENTS

Students are required to attend a 3-hour orientation on the Saturday following the first week of classes. Students should start your work in their classrooms the second week of classes. The first week, the 3 hour requirement will be filled a bit differently than in other weeks. This involves meeting the teacher and at least two hours of observing the teacher’s classroom. The student and classroom teacher will need to plan the activities for the following week.

Students must devote a minimum of six hours each week to elementary school activities. This may include planning, preparing, and facilitating in the classroom. A minimum of three of those six hours must be in the classroom team-teaching science. The partnering teacher will assess you based on your effort, reliability, professionalism, and ability to communicate ideas. Please note students are expected to have 40 contact hours with students and teacher over 13 weeks. This is roughly 3 hours a week. If students are forced to miss a scheduled time in the classroom, they must contact their teacher and will need to arrange make up hours accordingly.

Students meet weekly with a group of fellow students led by educators and/or scientists. During these meetings, students will receive help with science lesson ideas and experiments, discuss experiences, get introduced to “hot topics” in science education, and most importantly, support each other.

Students submit journal entries according to the schedule provided (roughly one/week). The journal is expected to be thoughtful and reflective. There will be questions assigned to guide your first journal entry and your summary reflection.

EVALUATION

Everyone in this course starts with the grade of ‘A’. To sustain that grade, student’s need to complete the following:

  • Facilitate science lessons in your elementary classroom a minimum of 3 hours per week for 13 weeks at the school. Your work on these lessons should reflect to the students and your partner teacher that you have prepared extensively for your teaching time in the classroom.
  • Attend and participate in 12 of 13 reflection sessions. Students are expected to be punctual and courteous at all times, and to be present in the classroom for the entire period.
  • Make a presentation about Project FOCUS to a UGA student group.
  • Submit 10 of possible eleven reflective journals on time.
  • Submit reflective summary of experience on time.
  • Receive excellent evaluations from the teacher-partner.
  • Make a best lesson presentation to other FOCUS participants.
  • As required, complete requirements for receiving honors or graduate credit.

GRADING:

10% Reflective Journals

10% Summary Reflection

20% Weekly Reflection Sessions

15% Overall Professionalism and Participation

30% Teacher evaluation

2.5% Best Lesson Presentation

2.5% UGA Club (or other public group) Presentation

WEEKLY REFLECTIVE JOURNAL FORMAT

Students are responsible for submitting a Reflective Journal Entry according to the organizational calendar. Entries must be submitted before the start of the reflection meetings. Please include the journal number on all submissions. All entries are to be typed. You should discuss your experiences in the classroom through your reflective journals. Some weeks the instructor will provide you with a specific journal prompt. Otherwise, the journals may be written using the following questions as a guideline. Type at least 1-page, single-spaced.

  • What significant learning events happened in your science classroom this week?
  • What caused them to happen?
  • What do you think about these occurrences? How do they affect you?
  • What was your role and what was your teacher’s role in the science lesson?
  • How is your presence benefiting the learning environment?
  • What are some difficulties in the process of schooling?

Students are expected to be thoughtful at all times. If for some reason you cannot or do not teach during the week, you still must submit a journal explaining the situation. Of the 11 possible weekly journal entries, students are required to submit 10. These will be rated on a five-point scale according to thoroughness and thoughtfulness and when totaled, will determine 20% of the final grade.

SUMMARY OF EXPERIENCE

Additionally, students will submit one Summary of Experience at the end of the semester. Guiding questions will be provided to help structure the final summary. We expect these to be about 3 single spaced pages in length.

WEEKLY REFLECTION SESSIONS

Students are required to attend 10 of the 11 reflection sessions scheduled for the semester. Reflection session grades are based on the number of sessions attended and participation. NOTE: Attendance implies your presence at the entire session! Grading as follows:

TEACHER EVALUATION

Three times during the semester, the partner teacher will be asked to provide an evaluation of FOCUS student performance. Students are not rated on their ability as a teacher, as much as they are for effort, professionalism, relationship with the teacher, and willingness to respond to the needs of the elementary students. A copy of the Teacher Evaluation Form is posted on the class eLC site.

UGA CLUB PRESENTATION

Near the end of the semester, students are to make a short presentation of Project FOCUS work to one of the UGA student club meetings. This can be brief, but should inform peers of what we are accomplishing at the schools and your reaction to working there. Ideally, this will work as a recruitment tool for the following semester. Students will need to turn in an artifact (handout, brochure, etc) of this presentation to your reflection group leader. The grade for this is an all-or-nothing area.

BEST LESSON PRESENTATION

During the semester, students will choose a favorite lesson taught at the elementary school. In a 5-minute presentation students will share this lesson with other FOCUS students along with a one page hand out, following a sample lesson plan template provided, that explains the principles behind the activity as well as how to implement it in a classroom. The handout should make it very easy for other FOCUS students to utilize your lesson plan. These pages will be added to the Project FOCUS website with previous best lesson plans and will be a resource for teachers and other FOCUS students. These presentations will occur over several reflection sessions around the midpoint of the semester.

OVERALL PROFESSIONALISM AND PARTICIPATION

This portion of the grade comprises an assessment of your professionalism and participation. This assessment will be based on your punctuality, attendance, and participation in reflection sessions, timely completion of assignments, and our communication with your partner teacher regarding your preparation, conduct, and representation of FOCUS and UGA. This may seem non descript, but if students are in danger of losing points in this area we will be sure to meet with you and point out any areas in which you need to improve.

GRADUATE/HONORS CREDIT

See the instructor to discuss possible projects that will suffice to earn graduate or honors credit for the course. These projects must be approved by both Professor David Berle and your TA by the fourth week of class to receive credit. Reports and completion of the projects must be done by the last week of regular class.

]]> http://www.compact.org/syllabi/focus-fostering-our-community%e2%80%99s-understanding-of-science-service-learning-experience/16531/feed/ 0 Environmental Practicum: The Upper Altamaha Initiative http://www.compact.org/syllabi/environmental-practicum-the-upper-altamaha-initiative/4178/ http://www.compact.org/syllabi/environmental-practicum-the-upper-altamaha-initiative/4178/#comments Mon, 29 Sep 2008 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4178 JURI 5290/ ECOL 8710

Mission Statement:

To help protect the ecological integrity of the Oconee and Ocmulgee River Basins by working with stakeholders to reduce the impact of human activities on water quality and biodiversity.

The Upper Altamaha Initiative is a service learning course that provides a structured and supportive format for students to apply policy, design and ecological principles learned in the classroom to the real world of people and policy.

Initiative Philosophy and History

The Upper Altamaha Initiative matches graduate students from the University of Georgia with community stakeholders facing specific environmental challenges. Students from law, ecology, environmental design, wildlife ecology, scientific illustration and agricultural engineering may participate in the course. Water quality and the protection and restoration of aquatic species through the best available science, design and policy concepts are key goals for this hands-on program. The course presents a holistic approach to land use planning from the perspectives of our interdisciplinary faculty and guest lecturers.

Previous Environmental Practicum courses have included the Etowah, Altamaha, and Satilla Initiatives. Students in earlier Environmental Practicum classes drafted a conservation subdivision ordinance adopted by the Cherokee County Board of Commissioners, promoted the use of transferable development rights to protect water quality resulting in enabling legislation adopted by the Georgia General Assembly, and developed a system of water withdrawal to protect endangered aquatic species which was adopted by the U.S. Fish and Wildlife Service. For more information about these and other Environmental Practicum projects, see our website at http://www.rivercenter.uga.edu/education.htm.

Practicum Goals:

  1. Provide an educational environment where students can apply skills learned in the traditional classroom to pressing community concerns and problems;
  2. Provide an opportunity for students and faculty to work with other disciplines in integrated environmental decision-making and problem-solving thus improving their ability to understand, communicate with, and influence other disciplines;
  3. Increase awareness of the importance of addressing environmental issues proactively within the university community and the broader community;
  4. Respond to community concerns and problems in the Oconee and Ocmulgee River Basins;
  5. Build capacity for service learning at the University of Georgia.

Class Format:

  • Two or three class meetings in first two weeks of semester to select projects and develop work-plans;
  • Approximately four to six lectures (Fridays from 12:30 ? 3:30 p.m.) on ecological, design and policy issues affecting the watershed;
  • One paddling trip on the Oconee River;
  • Periodic group meetings to develop particular projects;
  • Project presentation (either to stakeholders or to the class and other interested parties at the University) with dress rehearsal;
  • A journal logging each student?s activities and reflections on the meaning of the service learning experience and ecological design and policy implications;
  • At least one meeting between faculty and each individual student to reflect on and evaluate course progress and issues and concerns.

Expectations (students):

Attend class lectures and field trip, read assignments prior to each lecture, work together to define class projects, attend group meetings and work cooperatively to develop a work plan and to complete the project, attend individual meetings with professors, and keep a journal of work completed and associated reflections. Students will be graded on class participation and project substance and presentation.

Expectations and grading policy are spelled out more specifically in the course rubric, which is available in the class notebooks (located at the Institute of Ecology and the Law Library) and on the class web site at http://www.rivercenter.uga.edu/education/upper_altamaha/main.htm.

Required readings are available in the class notebooks and on the web site.

Note: We strongly encourage Law students to take this course AFTER they have taken the environmental law survey course.

Expectations (faculty):

Coordinate informative lectures and field trip; facilitate interaction between students and stakeholders in the Upper Altamaha Basin; provide support to students in identifying and completing particular projects; facilitate dress rehearsals and project presentations; facilitate publication of projects and provide a forum for students to reflect on their experiences in the course.

Potential Projects:

  • drafting model stormwater management and other land use/environmental ordinances;
  • developing or supplementing Total Maximum Daily Load Implementation plans;
  • identifying development/protection scenarios for a particular county;
  • designing a park or parking lot or a right-of-way;
  • identifying septic management strategies;
  • developing a land protection plan;
  • determining the costs and effectiveness of various best management practices;
  • documenting the economic value of natural resources in a jurisdiction
]]> http://www.compact.org/syllabi/environmental-practicum-the-upper-altamaha-initiative/4178/feed/ 0 Sustainability http://www.compact.org/syllabi/environmental-studies/sustainability/4103/ http://www.compact.org/syllabi/environmental-studies/sustainability/4103/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4103

ES201 Fall 2002 – Graduate Seminar Description

SUSTAINABILITY
Professor Harold Ward

Policies to improve or maintain the quality of the environment are often cast in terms of "sustainability." While we may find a precise definition of sustainability elusive, the general concept is appealing and its invocation sufficiently pervasive that it is worth our effort to investigate. Indeed, as this class begins, the World Summit on Sustainable Development is just concluding < http://www.johannesburgsummit.ory/ >, unfortunately, with only token participation by the U.S. In order to keep our enquiry grounded, we will attempt to apply the sustainability concept by working as partners with the Policy Office of the Rhode Island Senate to develop policies for Rhode Island to reduce greenhouse gas emissions arising from transportation. Rhode Island has just completed Phase I of its Greenhouse Gas Action Plan, and we will take as our study area the transportation policies identified in that plan.

3 September

In the first class we will discuss the Preface and Chapter One of Newman and Kenworthy's book: Sustainability and Cities: Overcoming Automobile Dependence (available at the Brown Bookstore). You should have read that selection and be prepared to discuss it. Please bring to class a list of two or three issues raised in this reading that you think should be discussed these could arise from questions for clarification of challenging concepts, a disagreement with the authors' analysis, or an interest in applying or extending their ideas.

5 September

We will discuss the transportation priorities identified in the Phase I Action Plan. Excerpts from the Plan are attached to this course description, and the entire final Phase I report and appendices can be found at: http://righg.raabassociates.org. We will focus particularly on Options 18 21 (which are discussed in the appendices starting at page 61). 1 suggest that you browse through the appendices, just to see what is there, and for an opportunity to brush up on your understanding of climate change issues. Again, bring to class a list of issues you would like to discuss.

9 and 10 September

At 4 pro on 9 September, Robert Kates will present a seminar on Sustainability Science, which you should all plan to attend. Bob will be in class with us on 10 September, and you should be prepared to discuss his talk with him and to seek his advice on the options for state level efforts to reduce carbon emissions.

12 September

We will return to a discussion of Options 18 21, with a goal to reach a level of understanding that will allow you to send me by e mail attachment by noon of 15 September a ranking of the options you would like to work on during the semester, as part of a team of two or three class members. I would prefer that you prepare this ranking as individuals, rather than as groups. You should explain your reasoning in forming your ranking with a short paragraph for each option. Ken Payne and Townsend Goddard from the RI Senate's Policy Office will join us for this class.

17 September

Before this class, I will prepare some suggested team assignments, and we will review them in that class. I will not attempt to plan subsequent classes now, because my experience is that we will better know what is needed after we have worked together for a couple of weeks. However, I anticipate that one of the classes in the week of 23 September will be devoted to team presentations of a work plan for their project.

My role in the latter part of the course will be to meet with you individually and in teams, to serve as a consultant, to help you identify sources of information and to provide introductions. I do not expect you to know anything about the transportation issues in RI when you begin the course, and will do my best to help you get up to speed quickly in the area you select. Dan Weitz will assist in this class. He is in the second year of our Master's program, and having had the course last year, will be able to provide useful suggestions for how to approach a project course.

It is important that you understand from the beginning that this is a true seminar a place where we come together to learn from each other and from our readings and discussions not a class where you expect to receive information passively from a professor's lecture. What I have written here, the book I have selected and the websites I have identified will serve only as initial guides for our explorations. You are responsible for discovering materials more directly relevant to your own project and for sharing with others relevant information that you discover.

Communicating Throughout the Course

Since this seminar meets only twice each week, we will certainly need to communicate between class meetings we often cannot afford to wait several days for the answers to questions, and we will want to share results on a frequent basis. For that purpose, we will use e mail; you should check your mail at least daily, and preferably more frequently. My address is the standard Brown format: Harold_Ward {at} brown(.)edu. Dan may be reached at Daniel_Weitz {at} brown(.)edu.

Class Deliverables
I will ask you for team progress reports periodically through the semester. Until we know more about the conclusions you will reach and the recommendations you will make, it is premature to define the format of your final report. I can tell you that past classes have prepared Powerpoint presentations, websites and conventional hard copy reports. We will decide together what format best conveys your work to your audiences.

Evaluation

It is my responsibility to evaluate your performance in the course. To provide you with a rough guide for this evaluation, I will count approximately equally 1) your level of effort (including group efforts and assistance you have given to other class members), 2) your participation in class (judging both quality and quantity) and 3) the quality of your final products. In order for you to be evaluated fairly, you need to make certain that I am aware of efforts in category 1), since I will not always be able to observe these events directly. At the end of the semester, you will be asked for a self evaluation and for a candid evaluation of your team partner's work.

I have a half time appointment for this semester, and may not be at Brown on many Mondays and Fridays. I check e mail frequently, so feel free to write me at any time. I will have office hours each week, which will be posted in advance on my office door. I am pleased to talk or correspond with you about any aspect of the course, or of our graduate program.

]]> http://www.compact.org/syllabi/environmental-studies/sustainability/4103/feed/ 0 Roles of Watershed Councils in Improving Water Quality in American Heritage Rivers http://www.compact.org/syllabi/environmental-studies/roles-of-watershed-councils-in-improving-water-quality-in-american-heritage-rivers/4113/ http://www.compact.org/syllabi/environmental-studies/roles-of-watershed-councils-in-improving-water-quality-in-american-heritage-rivers/4113/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4113

ES192 Spring 2003
Roles of Watershed Councils in Improving Water Quality in American Heritage Rivers

The purpose of this class is to provide experience in cooperative problem-solving efforts to address a current environmental issue. We have found this service learning approach to be a helpful preparation for the independent research you will undertake for your senior thesis and for the kind of work many of our graduates do.

In 1999, the RI Department of Environmental Management (RIDEM) began to decentralize some of its environmental protection efforts to the watershed level. This effort has been encouraged nationally by the US Environmental Protection Agency (USEPA) and has been strongly supported by Jan Reitsma (RIDEM's Director). For background on the watershed approach, see: http:Hseagrant.gso.uri.edu[bookstore/watershed approach.pdf. The basic concept is that environmental problems are better understood on the bio regional level than from artificial political boundaries. A key component of the watershed approach is the formation of local watershed councils. Seven such councils have received official designation by the Rhode Island Rivers Council: http://www.planning.state.ri.us/rivers/default.htm. For the last three years, ES192 classes have worked as partners with these councils, and you can see some of the results at: http://envstudies.brown.edu/Dept/reports/index.htm

In addition to Rhode Island documents, for a broader perspective on the watershed approach, our initial readings will be drawn from New Strategies for America's Watersheds, National Research Council report, National Academy Press, 1999. You can access the entire text on line at: http://books.nai.edu/books/0309064171/html/index.html. On Tuesday, 28 January, we will discuss the Preface and Chapter 1 of the NRC report and the material in the two websites given above. Please also read Chapter 2 of the NRC report for technical background. This is almost entirely factual material, but much of it is likely to be new to you, and so you may have questions about it to ask in class on the 28th. If you wish, you may also read Chapter 3 for a comparative regional perspective on watersheds, but we will not discuss this in class.

This year we will work with two watershed councils, the Woonasquatucket River Watershed Council (WRWC) (http://www.woonasquatucket.org) one of the first to be designated (1999) and the Blackstone River Watershed Council, one of the two watershed councils that were designated in 2003. Both are American Heritage Rivers (http://www.epa.gov/rivers/98rivers/blackstone.html) and were the first rivers to be developed for industrial waterpower in this country. Both have suffered heavily from industrial pollution and are now in recovery, with expectations of providing greenway access to restored historic sites. The Blackstone was designated as a National Heritage Corridor (http://www.nps.gov/black) in 1986, and will have a bike path running along the shores of the old Blackstone canal from Providence to Worcester.

On the Woonasquatucket, we will focus on the river segment from the upper reach of tidewaters in the Providence River to the Lymansville Dam in North Providence. In addition to the WRWC, we will partner with the Rhode Island Office of the Conservation Law Foundation. The Centredale Manor CERLIS (Comprehensive Environmental Response, Compensation and Liability Information System), is at the upstream boundary of this segment, and is responsible for unacceptably high levels of dioxin in the river. The Riverside Mill Brownfield cleanup is underway (we will have an opportunity to visit this site), and a Woonasquatucket Greenway is in the planning stages. The water quality in this segment of the river is impaired by heavy metals and pathogens and is in Group 1 of the RIDEM's 303(d) list of impaired water quality. There is also a large combined sewer overflow (CSO) in this river segment. Work is underway to devise an approach to bring the water quality into compliance with fishable/swimmable (Class B) water quality, as part of the TMDL (total daily maximum load) process. The draft 2002 303(d) list will be found at: http://www.state.ri.us/dem/programs/envirori/water/quality/survey/pdfs/3O3d2002.pdf this site contains a description of the TMDL process.

Our task will be to assist in identifying untreated (and therefore, generally, illegal) discharges to this segment of the river. We will particularly be checking for compliance with RIPDES (RI Pollution Discharge Eliminations System) Storm Water Regulations (http://www.state.ri.us/dem/programs/environ/water/permits/ripdes/stwater/index.htm).

On Thursday, 30 January we will visit the offices of the WRWC, and will meet Jenny Pereira (Exec. Dir. of the WRWQ and Christopher D'Ovidio (the CLF RI Advocate). The white van will leave the UEL at 8:15 am sharp, and will return to campus in time for I hour classes.

On the Blackstone, we will start with a focus on the segment of the river that runs between the Ashton and the Pratt dams, although as we learn more, we might decide to broaden our scope. This relatively short river segment is under study or remediation for a rich mix of environmental problems: a) At the Peterson/Puritan Superfund site, chlorinated solvents spills in 1974 led in 1979 to the contamination and closure of the Quinnville well field that supplied the town of Lincoln (across the river) This site was placed on the Superfund National Priorities List in 1983 and remediation of groundwater is still underway. This site also contains the J M Mills Landfill, a solid/hazardous waste dump directly on the banks of the river. Field operations for proper landfill closure are scheduled to begin this spring. At: http://Yosernite.epa.gov/r1/nplPad.nsf/f,52fa5c3lfa8f5c885256adcOO5Ob631/11 026F953383AD178525691FOO63F6E6?0i) In the document you will find a full accounting and some photographs of the site.

a) The Ashton Mill is a historic site, built in 1867 to process cotton. It is adjacent to but not part of the Peterson/Puritan Superfund and has been declared a Brownfields site. Forest City Enterprises plans to start renovations this spring to create 200 one and two bedroom apartments. A description of the project can be found at: http:/fbiz.vahoo.com/bw/021126/262377/html These developers are said to have a good reputation, but it may be interesting for the class to compare their renovation plans with what would be expected in a state of the art "green building".

b) The water in this section of the river (and above and below) is Group 1 of the RIDEM's 303(d) list of impaired water quality, and work is underway to devise an approach to bring the water quality into compliance with fishable/swimmable (Class B) water quality. This is part of the TMDL (total daily maximum load) estimation process.

c) There are a number of wet and dry weather discharges into this segment. Not all of these are fully characterized and our class will assist in the accurate location and water quality testing of at least some of these discharges. One discharge, from the Okonite Corporation, has a RI Pollution Discharge Elimination System (RIPDES) permit. RIPDES information can be found at: http://www.state.ri.us/dem/programstbenviron/water/permits/ripdes/index.htm

Not all of this river segment's attributes are pollution related however. The Blackstone River Valley was designated as a National Heritage Corridor in 1986. See: http://www.nps.govfblac/home.htm. In this segment, the Blackstone River Bikeway runs along the Blackstone Canal tow path see: http://www.rigreenways.org/pathAs data.htm. The Blackstone Valley Tourism Council - http://www.tourblackstone.com/ - is certainly the most advanced such regional council in the state. It is an important sponsor of the Blackstone River Watershed Council (BRWC), and both councils share office space in Pawtucket, near the Slater Mill.

We will be working closely with Tammy Gilpatrick, the director of the BRWC, and with other members and associates to more precisely define our tasks. To get this process started, on Tuesday, 4 February we will meet Tammy at 8:30am at her office at 175 Main St. in Pawtucket. I recommend that you catch the #42 RIPTA bus, labeled Hope St., at 7:56 am in front of D'Angelo's (NW corner of Thayer and Waterman). We are starting earlier than usual to allow those who have an I-hour class to catch the 10:05 bus that will bring you back to campus by 10:25. [In the unlikely event that one of you might never have had RIPTA experience, remember you will need correct change for $1.25, for both the trip out and the return.]

After our meetings with BRWC and RIDEM staff and after we have gotten some background on watershed science and water quality testing issues, we will identify the first tasks we'll undertake and divide into teams to address them. I would like for all members of the class to get some experience in water quality testing, but anticipate that the ESci concentrators may wish to push some of the analyses further, with Dave Murray's assistance. I also expect that we will need GIS skills, and for those who do not yet have them, and who have room in their schedules, I strongly recommend the GIS class that will be offered this semester M, W at I 2 pm (register for GE 195, section 2). Finally, we will almost certainly want to produce a web based report near the end of the class, so if you aren't yet comfortable with Dreamweaver, you should consider registering for one of the classes that CIS offers in Feb or March see: http://www.brown.edu/Student Services/PASS/ . but be warned that these classes fill quickly.

I have not required the purchase of a text for this class, because the book that I found most useful is, in my opinion, unreasonably priced (lists at $96/copy). The book is by Thomas Ceche, "Principles of Water Resources: History, Development, Management and Policy", John Wiley & Sons, 2002. 1 have purchased two copies of this book and they can be checked out for short periods from Patti or Betsy. If you would like to own the book and have it available more conveniently, you might be able to find a used copy Amazon had one listed recently at $64. Other material we will discuss in class is available on line. Because I have not required any expenditures for books, I'll not be reluctant to expect you to show up at off campus locations that may require RIPTA travel or driving. Our first reading from Ceche will be Chapter 3, pp. 58 85. 1 will assume that you know what's in Chapters 1 and 2, but you should check to be sure. We'll probably discuss this material in class on 4 February. For those who would like an inexpensive but quite thorough and readable reference book on hydrology, I recommend Hydrology and the River Environment, by Malcolm Newson, 1994, Oxford Press, available used from Amazon for $11. Written by a Brit, it has a UK flavor (but is also therefore unusually literate).

The roles of students and of the instructor and the teaching assistants in classes of this type are quite different from classes taught in Brown's traditional lecture/discussion format. I will work with you as a team member attending my own share of meetings and participating in the assembly and analysis of information. Alexa Engelman and Katherine Fisher (for the water quality testing) will be TAs for the class. I will provide initial contacts and will draw on my experience in RI and what I have learned from working with a watershed council for the past five years. I will facilitate class discussion, but very rarely will I lecture. I will assist the class to work toward consensus on next steps and priorities, but will feel free to make decisions and make assignments when a consensus is elusive or when volunteer allocation of responsibility is not equitable or is leaving essential tasks undone. Of course, I also have the responsibility for evaluation.

This is not the type of class where excellence is measured by examination. Rather I will make my evaluation based on the level and the quality of effort each student invests, and the quality of each work product. Because the nature of the research problems will vary widely, so also will the method of reporting likely be different for each team. Sometimes these products will be websites, written reports, or maps, sometimes Powerpoint presentations. Also, we will want to make a report to our partners. Until we know more of what we have to say, we should not settle on the format for this report. We can predict however that the probable audience will be the WRWC and the BRWC, and some staff of Water Resources and the Sustainable Watersheds Offices of RIDEM. I will ask each student for a self evaluation and for an evaluation of other members of her/his group. It should go without saying that in a cooperative effort of this sort, it is important that everyone show up on time for every class and other assigned meetings. I will weigh roughly equally your level of effort (including thoughtful participation in class discussion) and the quality of your work product.

My office hours are posted on my office door a week or so in advance, and I can always arrange other times if those hours aren't convenient for you. I'm most easily contacted by e mail – Harold_Ward {at} brown(.)edu.

Harold Ward
23 January 2003

]]> http://www.compact.org/syllabi/environmental-studies/roles-of-watershed-councils-in-improving-water-quality-in-american-heritage-rivers/4113/feed/ 0 Environmental Politics http://www.compact.org/syllabi/environmental-studies/environmental-politics/4118/ http://www.compact.org/syllabi/environmental-studies/environmental-politics/4118/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4118 Political Science 326
Environmental Politics
Ecological Ethics/Activism/Justice
University of Hawai'i West 0ahu

Instructor: Joshua Cooper
Classes: Thursday 7:00 p.m. 9:45 p.m.
Office Hours: Monday & Wednesday 12:00 p.m. 1:00 p.m. or upon appointment
Office Phone Number: 984 3331
Email: Joshua {at} hawaii(.)edu

"Only when the last tree has died and the last river poisoned and the last fish been caught will we realize we cannot eat money." -Cree Elder

"This we know. The earth does not belong to man; man belongs to the earth. This we know. All things are connected like the blood which unites family. All things are connected. Whatever befalls the sons of the earth. Man did not weave the web of life; he is merely a stand in it. Whatever he does to the web, he does to himself." -Chief Seattle

"I am trying to save the knowledge that the forests and this planet are alive, to give it back to you who have lost the understanding."
-Paulinho Paiakan, Kayapo People, Brazil

"The earth is the mother of all people, and all people should have equal rights upon it."
-Chief Joseph, Nez Perce Nation

"Luna is only one tree … The more we stand up and demand change, though, the more things will improve … We must do the right thing because it is the right thing to do regardless of the outcome. I have to take it one struggle at a time. And just as I have done with Luna, when that struggle comes my way, I've got to fight it with all my worth. Yes, one person can make a difference. Each one of us does."
-Julia Butterfly Hill

"The environment is man's first right."
-Ken Saro Wiwa

"UNLESS someone like you cares a whole awful lot, nothing is going to get better. It's not."
-The Lorax, Dr. Seuss

I. Course Description

What is human rights? What is earth rights? What is peace? Is there a need for a new environmental ethic? How can nonviolent movements to protect human rights and earth rights coordinate campaigns to improve political efficacy and save humanity and the planet? What international instruments and institutions protect and promote human/earth rights? These are just some of the core questions we will explore together.

Ecological Ethics/Activism/Justice aims to educate on the philosophical and legal aspects of the environment to empower citizens with practical, peaceful methods for advocacy and sustainability. Ecological Ethics/Activism/Justice is coordination for principled philosophy, passionate praxis and pragmatic policy for grassroots and global human/earth rights.

Key concepts in critical theory focusing on the environment will be analyzed. Also, a calling to adopt an ethic in harmony with humanity and the earth will be assessed thoroughly. An exploration of earth rights will be undertaken to illuminate the connection between basic human well being and a healthy environment.

The ecological and social justice campaigns are interconnected. While ecological Justice seems to be a recent phenomenon, the course will trace the historical developments of the struggle to protect mother earth The nonviolent campaigns demand a more comprehensive and compassionate development strategy that balances human needs and nature. I

The theoretical background of human/earth rights and the implementation in international law will be explored. The protection of the earth will be framed in the human Tights context. The' drafting and enforceability of human/earth rights will be analyzed in international law. There will be a comparison of rights in different declarations and charters from the Rio & Karioca Declarations and the Earth Charter and possibilities for peaceful strategies to protect earth.

Through readings, class discussions, guest speakers, videos, role playing, grassroots and global activism, educational excursions, soul searching and journal writing, one will gain a better understanding of campaigns for human/earth rights in international law. One can also begin to establish a person philosophy and human rights framework to analyze issues and engage in personal activism.

II. Course Objective

Develop understanding of ecological ethic to form opinions on international issues of law, politics and morals; explore ability of self empowerment from ethical position to peaceful activism through education and experience; trace the historical development of international law connecting the environment to human rights; understand the interconnectedness of earth rights and human rights; respect indigenous wisdom in relation to living in harmony with the earth; assess the impact of multinational corporations and the necessity of nonviolent civil disobedience by earth/human rights activist and seek solutions to secure ecological and social justice through ethics/activism/justice in declarations and conventions in international law

III. Course Requirement

Grading Scheme:

20% Attendance, Participation in Class Discussion, Email Discussion List & Journal

30% Written & Oral Exercises

*Earth Rights NGO Report (10%)
*Earth Rights in the Pacific Paper (10%)
*Earth Rights in International Human Rights Research Paper (10%)

30% Role Playing & Simulations

*Model United Nations Working Group on Human Rights & the Environment (10%)
*Model United Nations World Summit for Sustainable Development (WSSD) (10%)
*Model United Nations Social Forum (10%)

20% Putting the Philosophy into Practice

*Hawaii Sustainability Summit (Campus & Community) (10%)
*Aloha Aina Service Learning for Ecological Justice Project & Report (10%)
*Class Excursions of Empowerment (Part of Attendance)
*Guest Lectures in field of Earth Rights Permanent Forum on Indigenous Issues featuring Earth Rights, Earth Rights in Europe, Americas, Africa, Asia & Pacific Earth Rights & US Foreign Policy Ecological Ethics/Activism/Justice

IV. Texts

Atkisson, Believing Cassandra
Greer & Giannini, Earth Rights

V. Videos

*Lorax
*Burning Season: The Chico Mendez Story
*Environmentalists Under Fire
*Greenpeace's Greatest Hits
*Luna
*Koyaanisqatsi Life Out of Balance
*A Quiet Revolution
*Not For Sale
*This is What Democracy Looks Like
*Global Village or Global Pillage?
*Yakoana

VI. Course Outline & Activities

Writing Assignments

*Current Events Email Discussion
a) write brief comments on email list
b) share different newsworthy events about the environment via email
c) follow the different international, regional and national events and share with class

*Journal (8 pages)
a) review readings, classroom discussion
b) current events (read newspapers, journals)
c) personal experiences in earth rights
d) soul searching reflection

*Earth Rights NGO Report (2 3 pages)
a) select eco ngo
b) review class readings
c) examine other sources
d) explore own ideas
e) ethics & effectiveness of eco ngo
f) author research paper focusing on philosophy & practice of eco ngo
g) Include footnotes, works cited

*Earth Rights in the Pacific Paper (3 5 pages not including chart)
a) select Pacific nation
b) examine International Human Rights Record of Ratification
c) review most recent reports to UN Human Rights Treaty Bodies
d) research Pacific nation and review Earth Rights violations and protections
e) suggest earth rights response and possibilities for respect the earth

*Earth Rights in International Human Rights Research Paper (2 3 pages)
a) select specific earth right featured in Earth Rights Part II: A Closer Look
b) explore and examine specific earth rights
c) suggest national and international response to protect the earth right selected

Role Playing & Simulations

*Model United Nations Working Group on Human Rights & the Environment
a) research material on the Draft Principles on HR & Environment, Earth Charter
b) prepare statements to dialogue in international arena
c) discuss and debate human rights/earth rights violations in international arena, need for international instrument to protect earth rights
d) contemplate, create position papers for equality, ecology and humanity

*Roles to Play
a) Earth Rights Non Governmental Organization (NGO)
b) UN Member State
c) UN Special Rapporteur
d) UN High Commissioner for Human Rights Secretariat Member
e) Press and Public

*Model United Nations World Summit for Sustainable Development (WSSD)
a) review problems with protecting earth rights in international law write paragraph for WSSD Declaration
b) review possible solutions to protect earth rights in international law write paragraph for WSSD Programme of Action
c) discuss, debate prepared paragraphs for WSSD Declaration/Programme of Action

*Model United Nations Social Forum
a) complete writing assignment focusing on specific Earth Right
b) class create panels based on the themes in the research papers
c) share research, discuss possible solutions and suggestions for international instruments and institutions

*Roles to Play
a) Earth Rights NGO
b) UN Member State
c) UN Special Rapporteur
d) UN High Commissioner for Human Rights Secretariat Member
e) Press and Public

Putting the Philosophy into Practice

*Hawaii Sustainability Summit (Campus & Community)
a) organize a Hawaii Sustainability Summit
b) brainstorm, plan and organize Summit(s) to raise awareness and change policy
c) coordinate and experience Hawaii Sustainability Summit

*Aloha Aina Service Learning for Ecological Justice Project & Report
a) survey area of opportunity to serve create ngo or select ngo
b) participate, experience service learning up to 10 hours direct experience
c) apply readings and discussions into service learning direct experience
d) suggest possible solutions to improve services of NGO to community
e) connect grassroots and global levels with own experience and reflection

*Class Excursions of Empowerment (Part of Attendance)
a) visit different individuals and community associations dedicated to peace
b) learn beyond classroom to understand context of course

VII. Course Schedule

Week 1
16 January Introduction, Video

Week 2
23 January
Believing Cassandra,
Chapter 1. When Worlds Collapse pp.3-26
Video (Decide if videos develop, enhance readings)

Week 3
30 January
Believing Cassandra, Chapter 2. A Brief History Cassandra's Dilemma pp. 27-42
Earth Rights, Draft Principles on Human Rights and Environment
The Ksentini Principles 102-109

Week 4
6 February
Believing Cassandra, Chapter 3.
In the Gallery of Global Trends pp. 43-68
Earth Rights, Forward pp. 6-9
Earth Rights, Chapter 1 Introduction pp. 9-12

Assignment Due *Model United Nations Working Group on Human Rights & Eco

Week 5
13 February
Believing Cassandra, Chapter 4. It's the System pp. 69-87
Earth Rights, Chapter 2 The Concept of Earth Rights & Legal Groundings pp. 14-23

Week 6
20 February
Believing Cassandra, Chapter 5.
Cassandra's Laughter, Cassandra's Tear pp.88-102
Earth Rights, Chapter 3
The Underlying Causes and Contents Of Earth Rights Abuses pp. 23-34

Week 7
27 February
Believing Cassandra, Chapter 6.
Armageddon, Utopia, or Both? pp.103-132
Earth Rights, Chapter 4
Violence Against the Environment, its Inhabitants, and Defenders pp. 34-44

Week 8
6 March
Believing Cassandra, Chapter 7.
The Future in a Word pp.133-152
Earth Rights, Chapter 5
Freedom From Arbitrary Deprivation of One's Property and Interference with One's Home
pp. 44-50

Assignment Due *Earth Rights NGO Report

Week 9
13 March
Believing Cassandra, Chapter 8.
The Proof of the Possible pp.153-174
Earth Rights, Chapter 6
The Right to Nondiscrimination pp. 50-56

Week 10
20 March
Believing Cassandra, Chapter 9.
The innovation Diffusion Game pp. 175-197
Earth Rights, Chapter 7
Healthy Environment & Right to Health pp. 56-66

Assignment Due *Model United Nations WSSD

Spring Break
24-28 March
Serenade Your Soul with Nature
Smell the Flowers

Week 11
3 April
Believing Cassandra, Chapter 10.
Accelerate to Survive pp.198-211
Earth Rights, Chapter 8
The Right to Food Security and Means of Subsistence pp. 66-75

Assignment Due *Earth Rights in the Pacific Paper

Week 12
10 April
Earth Rights, Chapter 9 Indigenous Peoples' Rights pp. 75-84

Week 13
17 April
Earth Rights, Chapter 10 The Right to Remedies pp. 84-92
United Nations Human Rights and Environment Seminar

Assignment Due *Earth Rights in International Human Rights Research Paper Assignment Due *Model United Nations Social Forum

Week 14
24 April
Earth Rights, Chapter 11 Working Together pp. 92-102

Assignment Due *Aloha Aina Service Learning for Eco Justice Project & Report

Week 15
1 May
Amnesty International Human Rights of Indigenous Peoples
All Material

Assignment Due *Journal

Assignment Due *Hawaii Sustainability Summit (Campus & Community)

Week 16
8 May
Pa'ina Potluck
Class Readings of Children Classics

Assignment Due *Earth Rights in the Pacific Paper (Final Draft)

]]> http://www.compact.org/syllabi/environmental-studies/environmental-politics/4118/feed/ 0 Living on Spaceship Earth: Environmental Issues and Their Literary Portrayals http://www.compact.org/syllabi/english/living-on-spaceship-earth-environmental-issues-and-their-literary-portrayals/4050/ http://www.compact.org/syllabi/english/living-on-spaceship-earth-environmental-issues-and-their-literary-portrayals/4050/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4050

Donald Stearns, Ph.D. and Kim Worthy, Ph.D.

FIRST YEAR LEARNING COMMUNITY K:
LIVING ON SPACESHIP EARTH: ENVIRONMENTAL ISSUES AND THEIR LITERARY PORTRAYALS

Instructors: Donald Stearns, Ph.D., Megerle Science Building, Room 413
Office Hours: Tuesdays, 2:00-4:00 pm; Wednesdays, 5:00 7:00 pm and by appointment
Office Phone: Ext. 3197 on campus; (718) 390 3197 off campus
Home Phone: (856) 667-0486
Email: dstearns {at} wagner(.)edu

Course Description:
This course focuses on development of college level communication skills through reading, writing, discussions, and presentations stemming from issues raised in the learning community.

Specific course objectives:

To respond originally and lucidly to a series of reading based, experience based, and research based topics

To learn how to compose, by relating writing to perceiving, thinking, and expressing

To use the composing process to focus and develop perspective on any topic

To acquire the habits of supporting assertions, of building controlled paragraphs, and of revising and editing so that sentences are complex yet clear

To learn "to write for one another; to read your own writing to others; to listen seriously to what your classmates wrote; to give and receive positive criticism" (Toby Fulwiler, Chronicle of Higher Education, February 5, 1986, page 104)

Required Texts:

  • Dell Publishing. The American Heritage Dictionary. 4th edition. New York: Dell, 2001.
  • Des Jardins, Joseph R. Environmental Ethics: An Introduction to Environmental Philosophy. 3' ed. Belmont, California: Wadsworth, 2001.
  • Hacker, Diana. A Writer's Reference. 4 1h ed. New York: Bedford/St. Martin's, 2000.
  • Assigned Readings: Associated Press. "Suit Names Chemical, Water Companies." Staten Island Advance 2 Aug. 2000: A 12.
  • Avril, Tom. "Toms River Cancer Deal Gives Children $13 Million" The Philadelphia Inquirer 23 Jan. 2002: A I, A8.
  • Facione, Peter and Noreen Facione. "The Holistic Critical Thinking Scoring Rubric." In Facione, Peter; Facione, Noreen; Giancarlo, Carlo and Steve Blohm. "The CT Album" and Workshop Materials. Millbrae, California: Insight Assessment and The California Academic Press, 2002.
  • Facione, Peter; Facione, Noreen; Giancarlo, Carlo and Steve Blohm. "The Reflective Journal" [modified from their "The Reflective Log."] "The CT Album" and Workshop Materials. Millbrae, California: Insight Assessment and The California Academic Press, 2002.
  • Feeney, Tom. "In their Hearts, the Parents of Stricken Kids Find Truth." The Star Ledger 20 Dec. 2001: A26.
  • Feeney, Tom and Mark Mueller. "Crusading Mom Shrugs off Vindication." The Star Ledger 19 Dec 2001: A22.
  • Gawande, Atul. "The Cancer Cluster Myth." The New Yorker Feb. 8, 1999: 34 37.
  • Kaye, Richard A. "Tie Dyed Food." The New York Times 21 Apr 2002, see. 14: 1, 9.
  • Kelley, Tina. "How to Separate Good Data from Bad." The New York Times 4 March 1999.
  • Lesman, Alex. "Reduce, Re use, and Recycle: The Coop's Environmental Policies and Practices." The Linewaiters' Gazette. Park Slope Food Coop, 782 Union Street, Brooklyn, New York.
  • Light, Richard J. "Diversity on Campus," Chapter 7, pages 129 159. In Light, Richard J. Making the Most of College. Students Speak Their Minds. Cambridge, Massachusetts: Harvard University Press, 2001.
  • Loeb, Paul Rougat. "The Cynical Smirk." Soul of a Citizen: Living with Conviction in a Cynical Time. New York: St. Martin's Griffin, 1999.
  • Los Alamos National Laboratory. "The Karen Silkwood Story." Los Alamos Science 23 Nov. 1995.
  • MacPherson, Kitta. "Toms River Cancer Tied to Pollutants." The Star Ledger 19 Dec. 2001: Al, A22.
  • MacPherson, Kitta and Ted Sherman. "Experts Hail 6 year Toms River Cancer Study." The Star Ledger 20 Dec. 2001: A23, A26.
  • "After 30 Years, Some Resolution." The Star Ledger 20 Dec. 2001: A26.
  • Park Slope Food Coop. "Frequently Asked Questions." Park Slope Food Coop, 782 Union Street, Brooklyn, NY. 16 Sep 1999.
  • "Mission Statement." The Linewaiters' Gazette 25 Jul 2002: 9.
  • Pearce, Jeremy. "Trouble in Paradise." The New York Times 23 Jun 2002, sec. 14, 1,8.
  • Peterson, Iver. "Many Cancers in Toms River Still Shrouded in Mystery." The New York Times 19 Dec. 2001: A30.
  • Picard, Joseph. "Cancer Cases at OCC Spur State Investigation." Asbury Park Press 4 May 2002: A I, A6.
  • Rampton, Sheldon, and Stauber, John. Toxic Sludge is Good for You: Lies, Damn Lies, and the Public Relations Industry. Monroe, Maine: Common Courage Press, 1995.
  • "The Junkyard Dogs of Science." New Internationalist Jul 1999: 20 22.
  • Rock, Andrea. "Toxicville." Ladies' Home Journal Sep. 1999: 106, 108 109, 114,116.
  • Shermer, Michael and Pat Linse. "How Thinking Goes Wrong." The Baloney Detection Kit. Skeptics Society, 2001.
  • Sucato, Kirsty. "What's Wrong in Toms River?" The New York Times 16 Dec. 2001, sec. 14: 1, 10.
  • "Making a Particle of Difference." The New York Times 16 Dec. 2001, sec. 14: 10.

(Other readings may be assigned as needed.)

Assigned Films/Videos:

  • Deadly Neighborhoods: Cancer Clusters. Executive Producer
  • Paul A. Dowling, Writer Alan La Garde. Medstar
  • Communications, Inc., 1996. (Package Copyright 1997 Films for the Humanities and Sciences).
  • Project Censored. Dir. Steve Keller. Distributor: Media Education Foundation, 1999.
  • Trade Secrets. A Moyers Report. Prod./Co writer Sherry Jones.
  • Executive Editor Bill Moyers. Public Affairs Television, Inc. in association with Washington Media Associates, 2001.
  • TV Nation. Dir. Michael Moore. Sony Entertainment Pictures, Inc. 1994.

Experiential Component:
As part of Reflective Tutorial, you are expected to include an experiential component that takes place outside the traditional classroom setting. The experience should relate to the general theme of the learning community (aspects of environmental issues). The goal is to provide a mechanism for each of you to understand more clearly the relevance of environmental issues through direct involvement that allows for reflection. Such reflection can be communicated via the journal entries and can become part of the general discussion in this course. Part of the experiential component of this learning community is project oriented and is called The Toms River Project, because it deals with various aspects of water pollution in Dover Township, New Jersey, where Toms River is located. This water pollution may be linked to a childhood cancer cluster found there. As part of The Toms River Project, you will be expected to attend all group trips to Toms River, New Jersey, which are expected to include at least two Friday all day trips. You will also attend the following evening meeting of the Citizens Action Committee for Childhood Cancer Cluster (CACCCC), as well as any additional CACCCC meetings that may be scheduled later in the semester:

Monday, September 30, 2002, 7:00 pm, Manuel Hirshblond Meeting Room, Dover Township
Municipal Building, 33 Washington Street, Toms River, New Jersey

Additional trips may be required, depending on their relevance to your Toms River research (e.g., U.S. Environmental Protection Agency in Manhattan, N.J. Department of Environmental Protection in Trenton, New Jersey, Washington, D.C. meeting with politicians and other officials concerned with the Toms River cancer cluster). You will receive detailed information regarding The Toms River Project from Dr. Stearns.

The experiential component will also require a group field trip to Washington, D.C., where you will meet a member of Congress who represents you someone you will have already contacted and arranged to meet on that day (tentatively set for Thursday, October 31, 2002). At that meeting, the two of you will discuss an environmental issue related to President George W. Bush's proposed national energy policy an issue that you will have researched prior to your trip. You will bring with you a carefully worded letter (see Letter to Member of Congress below) stating your position on the issue, with evidence for your position. The letter will be addressed to your selected Congressional member and will be the focus of your meeting with him/her. Dr. Stearns will describe this experiential component in class.

A community service activity required of all LC K students will involve working at the incredible Park Slope Food Coop for approximately three hours. Dr. Worthy will describe this experiential component in class.

Attendance and individual involvement will be evaluated as part of the active participation grade.

Failure to meet the minimal requirements of the experiential component will automatically result in Incomplete if you are passing at the end of the semester; otherwise it will result in an F for the course.

Letter to Member of Congress:
Decide your personal view regarding an environmental issue related to President George W. Bush's proposed national energy policy, and provide a written summary of that view no later than October 4th (the due date for the 2nd draft of your research paper). Carefully prepare a thoughtful letter describing your position, with evidence supporting your viewpoint. Address the letter to the member of Congress you will have arranged to visit October 3 01h in Washington, D.C. (see Experiential Component above). As part of your research, find out the position of that member of Congress regarding your selected issue and take that into account as you prepare your letter. You must see a WIT in the Writing Center before the due date, Thursday, October 17th. The WIT must go over the letter with you and must sign this draft of the letter. A revised, clean copy of the original letter and the signed first draft are both due in RFT class Thursday, October 17th. While this letter will not be graded as a short paper, it will be assessed for overall effort, as well as evidence of critical analysis and persuasive argument; that evaluation will constitute part of the active participation grade.

Journal Entries:
You are responsible for contributing to an ongoing, freewheeling, electronic group journal throughout the semester, with entries expected by 9:00 am Tuesday or Thursday approximately every week (see RFT syllabus for the days). Each entry should focus your thoughts on the content of the two lecture courses that are part of your learning community. You will be assigned specific study topics designed to enhance your understanding of environmental issues. The general goal of this journal writing is to encourage an introspective awareness of your personal role regarding environmental issues. Please note that this is not a diary: do not lapse into personal matters unless they directly relate to the environmental theme of the learning community. While each journal entry will not be graded, there will be a subjective assessment of overall effort and general improvement with time, and that evaluation will constitute part of the active participation grade.

Research Paper:
A research paper dealing with an environmental issue and its relation to a specific aspect of The Toms River Project is required as part of this course. The fourth and final draft of the paper must be at least 15 full pages of text (not including the title page, Abstract section, or References section). The paper must include at least five references that Dr. Stearns has approved. The paper must be prepared using the style recommended by the Council of Biology Editors (see CBE Formatting Style in the RFT section of packet). Consult A Writer's Reference and your WITs for help in structuring each paper. Correct formatting, spelling and grammatical construction are expected. Please save your file on diskette for ease during the rewriting/revision process. Three times during the semester you will meet individually with Dr. Stearns to review drafts of your research paper. To each conference bring a folder containing photocopies of all cited reference materials used for the paper. Dr. Stearns will evaluate your research effort, conceptual understanding of the research, and editorial/grammatical quality.

These conference evaluations will become a part of the overall grade for the research paper, along with an evaluation of the fourth and final draft. Dr. Stearns will be looking for substantial improvement with each draft. Late papers will be docked five points for each day late, calculated as the number of days after the deadline that the paper is turned in and found suitable for evaluation. Note: Your paper will be returned to you unread and docked points if it does not meet the formatting requirements cited earlier. Any additional instructions will be given in class.

Web Page Presentation of The Toms River Project:
After attending a workshop regarding the setting up of web pages on the Internet, you will create your own web page and post a summary of your research paper, especially that portion of your research dealing with Toms River, on the Internet, with web links to other related web sites (e.g., web sites of Toms River organizations related to the childhood cancer cluster there). Your instructors will provide more detailed information in class regarding preparation for this component of the Reflective Tutorial. At the end of the semester, during the Reflective Tutorial final exam period, there will be student web page presentations of The Toms River Project.

First Year Diversity Program:
As part of the First Year Program, all freshmen are expected to participate in an event that comprises the First Year Diversity Program, which is designed to introduce the diversity of New York City and to increase cultural awareness (see information in RFT syllabus on COURAGE). Attendance and individual involvement will be evaluated as part of the active participation grade.

Active Participation:
You are expected to attend and actively participate in all the described activities and are responsible for all announcements made during those activities. Active participation is expected, and participation points will be lost for poor attendance with unexcused absences, poor performance regarding journal entries or letter to a member of Congress, meager discussion, lateness to class or other course related event, missed appointments without giving proper and timely notice to your instructor, as well as missed deadlines that were not otherwise penalized.

Grading:
Research paper……………………30%
Short paper assignments………..25%
Web page setup/presentation….20%
Active participation ……..……..25%

]]> http://www.compact.org/syllabi/english/living-on-spaceship-earth-environmental-issues-and-their-literary-portrayals/4050/feed/ 0 An Analysis of the Economic, Environmental and Social Implications of the Proposed Seaview Avenue Industrial Corridor for the City of Bridgeport http://www.compact.org/syllabi/economics/an-analysis-of-the-economic-environmental-and-social-implications-of-the-proposed-seaview-avenue-industrial-corridor-for-the-city-of-bridgeport/3988/ http://www.compact.org/syllabi/economics/an-analysis-of-the-economic-environmental-and-social-implications-of-the-proposed-seaview-avenue-industrial-corridor-for-the-city-of-bridgeport/3988/#comments Fri, 11 May 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3988
To be undertaken as a service learning project by Sacred Heart University students in Fall 2000 in
EC 211 The Economics of Social Issues
CA 21 Honors Communications

For Trashbusters and the Bridgeport Regional Business Council

Under the direction of:
Dr. Bridget Lyons, assistant professor of economics, Sacred Heart University
Dr. Marion Calabrese, associate professor of English, Sacred Heart University
Teresa Ralabate, environmental consultant, Life Systems, Inc.
Phyllis Machledt, director of service learning, Sacred Heart University


1. The Seaview Avenue Industrial Corridor Project

The City of Bridgeport adopted a Strategic Plan in 1996 that specified economic development goals for the city over a 20 year period. Two important goals of the plan were to develop 20,000 job opportunities over the 20 year period and to grow the tax base. The strategic plan led to a development plan based on a strategy of: downtown revitalization, neighborhood reinvestment, waterfront recapture, and industrial recovery. The city believes that one of the most significant growth opportunities lies in the so-called Lake Success Project. This project is planned for a 450 acre site, located primarily in Bridgeport with about 75 acres in Stratford, which is owned by DuPont Corporation. The site was used for years as an ammunition testing site and is now undergoing environmental cleanup. Upon completion of the cleanup, DuPont says it plans to develop a low-density corporate campus park.

In order to maximize the development appeal of the site, the city believes that access must be improved since currently the only access is through existing residential neighborhoods. Thus the city has proposed the Seaview Avenue Industrial Corridor Project, an improved roadway aimed at providing convenient access from the recently constructed I-95 Interchange at exit 29 to Lake Success. The city expects that the project will also increase retention opportunities for businesses south of the site and improve development opportunities along the two-mile corridor. The roadway improvement is expected to cost about $125 million.
At this time, the Maguire Group is conducting preliminary engineering studies and environmental assessments. The firm plans to analyze the project and alternatives during the summer and fall of 2000. The firm plans to publish and distribute the environmental assessment in May 2001 for public comment in July 2001.



2. The History of Sacred Heart University's Involvement in the Project

During the spring of 1999, Don Shea, a member of Trashbusters, a Bridgeport community group, contacted Phyllis Machledt, the director of service learning at Sacred Heart University, to request assistance in evaluating the impact of the proposed Seaview Aveue Industrial Corridor. She recommended contacting Dr. Bridget Lyons, professor of economics at the University. After several conversations with Mr. Shea, Dr. Lyons attended a public information meeting on the project where she met with members of Trashbusters and discussed what students might offer the group. Paul Timpanelli, President (??) of the Bridgeport Regional Business Center (BRBC), was also at the meeting and offered to discuss the project and related service learning opportunities. Professor Lyons concluded that the project would provide an excellent service learning opportunity for a course under development, The Economics of Social Issues. The students could meet the request of a local community group while gaining practical experience analyzing the numerous and complex issues faced by cities seeking economic development.

Realizing that the project would involve environmental issues, as well as economic and social issues, Professor Lyons contacted Teresa Ralabate, an environmental consultant at Life Systems Inc, who agreed to work as an environmental consultant for the group on a pro bono basis. Dr. Marion Calabrese, of the English department at Sacred Heart University, was also approached since so many of the issues involved communication. It was agreed that the Seaview Avenue Industrial Corridor would provide the basis for an interdisciplinary service learning project to be undertaken by students in Dr. Lyons' Economics of Social Issues course and Dr. Calabrese's Honors Communications courses during the Fall 2000 term.

During the summer Dr. Lyons, Dr. Calabrese and Ms. Ralabate, met with Paul Timpanelli and Janice Martin of BRBC, and Don Shea of Trashbusters. It was agreed by all that SHU students could serve the community's needs by first, undertaking an independent analysis of the economic, environmental, and social implications of the proposed Seaview Avenue Industrial Corridor and second, developing a plan to disseminate the information gathered. The project's scope and parameters were developed over the summer and approved. In August, Bethany Tassone of Maguire Group (the firm retained to prepare the Environmental Assessment and engineering study) contacted Dr. Lyons and offered to meet with the students as well.


3. The Proposal for an Interdisciplinary Service Learning Project Based on the Seaview Avenue Corridor Project

An economic analysis of the proposed Seaview Avenue Industrial Corridor will be conducted to identify potential benefits and costs to both public and private parties. The economic evaluation of any public policy initiative should include two components: an assessment of the costs and benefits of the proposal and consideration of how such costs and benefits will be allocated. The estimation of costs and benefits of a proposal includes measuring both the private and social costs and benefits. Social benefits include any improvements in social welfare, while social costs refer to reductions in social welfare. Indeed, the expected net impact on social welfare is the primary factor analyzed in most public policy debates. Private costs and benefits refer to reductions and improvements in the welfare of individuals or firms. Such costs and benefits are also important to analyze because they impact the net change in social welfare. Further, if the policy initiative involves corporate participation, the level of net private sector benefit will determine whether or not firm participation is expected to be profitable, and therefore likely. It is also necessary to consider how the expected social and private costs and benefits will be allocated since this will determine the impact of the policy, the sources and level of support and opposition, and the political viability of the proposal.

The Seaview Avenue Corridor proposal involves potential benefits and costs which might result from economic development, environmental, health and/or social factors.

The students undertaking the project evaluation will:

1. Identify general areas of potential impact
2. Each student will select an area of primary interest (economic development, environment, health, community or environmental justice) and form teams consisting of 2-4 students
3. Each team will identify and research specific benefits and costs in the selected area arising from the proposed corridor
4. On the basis of potential benefits and costs, develop recommendations aimed at maximizing benefits while minimizing costs
5. Develop a plan to disseminate information from the study
6. Incorporate research and recommendations into a written proposal and PowerPoint presentation
7. Presentation/Proposal to Trashbusters and BRBC


In order to develop a service learning project which could be completed in the confines of a 15 week semester, the first and third steps were begun during the summer. Students will research the potential impacts detailed below and may identify additional areas of potential impact through their research.


1. Areas of Potential Impact:

-Economic Development
-Environment
-Health
-Community
-Environmental Justice

2. Students Identify Area of Primary Interest and Form Teams by Area

-students should select area of interest by September 15th
-teams of 2-4 students formed by September 20th

3. Teams Identify and Research Specific Costs and Benefits of Proposed Seaview Avenue Corridor

3.1 Identification of Specific Costs and Benefits by Area

a. Economic development
-development of more attractive commercial space environment along corridor
-development of improved highway access to significantly increase the likelihood of a corporate park developing in Lake Success
-new employment opportunities
-retention of current employment in area
-expansion of tax base

b. Environment
-increase in air pollution
-increase in surface runoff
-impact on storm sewage system
-impact on terrestrial animals/plants
-Riparian impacts
increase in surface water pollution
impact on animals/plants
impact on wetlands

-increase in noise pollution
-hazardous waste
disturbance of existing sites
increase in production
-potential groundwater impact
-visual (aesthetic) impact/pollution

c. Health
-impact on air quality from additional traffic
-impact on air quality from additional industry
-impact on groundwater resources
-contamination risk

d. Community
-definition of relevant community
-displacement of some residents
-change in neighborhood
-increased commercialization
-impact on property values
-impact on historic resources
-impact on municipal resources

e. Environmental Justice
-do the costs outlined in a-d fall disproportionately upon the poorer members of the community?


The above are suggestions to facilitate analysis; additional areas of potential impact may be identified by students during their research.


3.2 Research on Specific Costs and Benefits by Area

-to be conducted by teams during Fall 2000
-initial research on potential impacts due October 19th, 2000


4. Recommendations Aimed at Maximizing Benefits while Minimizing Costs

-to be completed by November 17th, 2000


5. Develop Plan to Disseminate Information

-to be completed by November 17th, 2000

6. Incorporate Research and Recommendations into a Written Proposal and PowerPoint Presentation

-to be completed by December 1st, 2000 and then reviewed and revised


7. Presentation/Proposal for Trashbusters and BRBC

-date to be set subject to approval by Trashbusters and BRBC


Appendix A: Introduction to Service Learning

In order to re-emphasize the mission of the school and engage the students in helping the local community, Sacred Heart University introduced Service Learning into the curriculum in 1994, primarily in the areas of social sciences and communication. Service Learning has offered students the opportunity to learn about an academic subject through active participation in service experiences that are integrated into the curriculum. The service meets community needs and is directly linked to the content of the course. For example, students taking Conversational Spanish tutor children in bilingual classes or work in an elderly day care program for Spanish speaking senior citizens. A Service Learning writing course focusing on urban education involves students in inner city classrooms, while they study and discuss public policy issues related to education. Service Learning students in a research writing course exploring immigration issues visit weekly with elderly Russian Jews or help newly arrived immigrants learn English. In a religion course, Contemporary Moral Issues, Service Learning students work in soup kitchens, inner city tutoring programs, mental health centers, Habitat for Humanity, and women·s literacy programs.

A Service Learning course includes discussion, reflection and analysis of the service experience. It may also include student involvement in planning the project, contacting community members and grant writing when funding is needed. Service Learning may be required of all students in a course, or be an option in place of a more conventional research assignment. One of the aims of Service Learning is to turn passive learners into active learners, as students grapple with real life issues related to their course work. While providing meaningful service to the local community, the students also learn about citizenship and social responsibility.

Most Sacred Heart Service Learning programs occur in nearby Bridgeport, CT., a former industrial and manufacturing center with a very ethnically and racially diverse population. Since many of the businesses have moved out, unemployment is high and about one third of Bridgeport residents live in poverty. Many neighborhoods have been under great stress with serious crime problems, absentee landlords, and a transient population. Because of financial difficulties, the city has had to cut many important services, especially relating to the environment and many forms of pollution have added to the degradation of neighborhoods. Some groups in the city have looked to Sacred Heart to form partnerships to improve their neighborhoods.

In the past two years these requests have been the basis of Service Learning environmental projects in biology and economics courses. In the spring of 1998, a Freshman Honors class in environmental science, collaborated with 7th grade children from an inner-city elementary school, the local police, and community groups on the ecological restoration of an undeveloped woodland. The second Service Learning project was offered as an option in the Principles of Microeconomics course. In the spring of 1999, students selecting the service learning option conducted a feasibility study for Groundwork Bridgeport, a program which helps local community groups restore parks, reclaim vacant lots for green space or community gardens, build playgrounds, or do other physical improvements in the city. Most recently, students in the microeconomics course have assisted with a number of projects related to economic development including: an analysis of the available space in downtown area for the Bridgeport Regional Business Council (BRBC), an analysis of existing restaurants in the downtown area for the BRBC, the development of a marketing plan to enhance the downtown area for the BRBC, planning and executing fundraising for Habitat for Humanity, analysis of the Jobs Expo with recommendations for future improvement, and planning the execution and marketing for the renovation of a historic home in Stratford.


It is our hope that the proposed interdisciplinary analysis of the Seaview Avenue Corridor will provide another fruitful service learning experience.

Appendix B: attachments of information on Seaview Avenue Corridor

More information to come

]]> http://www.compact.org/syllabi/economics/an-analysis-of-the-economic-environmental-and-social-implications-of-the-proposed-seaview-avenue-industrial-corridor-for-the-city-of-bridgeport/3988/feed/ 0 Web-GIS and Environmental Justice http://www.compact.org/syllabi/computer-science/web-gis-and-environmental-justice/3993/ http://www.compact.org/syllabi/computer-science/web-gis-and-environmental-justice/3993/#comments Fri, 11 May 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3993
This is the second GIS Applications workshop that is focused on the theme of Environmental Justice and GIS. It is intended to provide a forum where students can share their portable technical skills with community groups that bring place-based knowledge to a project. The cooperation between Cornell CRP and the Community University Consortium for Regional Environmental Justice is unprecedented. This workshop reflects two agendas: 1) identifying and developing strategies for planners and technology to assist community-based organizations in their day to day struggles for environmental and economic justice, and 2) the need to produce a system of web-pages that presents community defined environmental problem areas for Internet publishing.
————————————————————————
Locations/Day/Time

Lectures/Discussions:
Day/time: Tuesday 3:35-4:25 (?? 5 p.m.).
Location: Sibley Hall, Room 318

Lab sessions:
Wednesdays 10:10-12:05
Location: GEDDeS Lab, Sibley Hall, Room 222

Field Trips:
At least 2 weekends (possibly mid-September and end-of-September)

Background

In the past few years, the availability and accuracy of Federal data relevant to environmental justice has exploded. As a result, a wide variety of decisions by private industry and by federal, state and local government are increasingly driven by the analysis of readily-available data sets like the Toxic Release Inventory, the Census, and the American Housing Survey.
This "information revolution" has not trickled down to communities struggling for environmental justice. When data-driven decisions (like RCRA permitting, emergency planning, or Clean Air Act attainment) are made, environmental justice communities have not consistently been able to mobilize data resources in their efforts to participate in decision-making. Other stakeholders in such decisions have a variety of "lenses" at their disposal through which to analyze and to use environmental data. The lack of such tools for EJ communities often leads to decision-makers overlooking key environmental justice issues. Equally important, the lack of "data lenses" tuned to communities· needs reduces the set of options available to all stakeholders. A number of GIS efforts in the past have attempted to mobilize data resources for a combination of reasons, including inappropriate complexity, lack of sustainability, and lack of accessibility. The Community University Consortium for Regional Environmental Justice is creating a model of enhancing Geographic Information Systems to address this void: the Web-GIS. The goal of the Web-GIS project is to provide community organizations and communities with a simple, community-specific way to access, to visualize, and to communicate information critical to their day-to-day work on local environmental issues.
The end product of this course will include a system of webpages that will serve as model/prototypes for the Web-GIS·s regional and national implementation later in 1999. Heavy emphasis will be placed on the design process to ensure that the interface developed grounds the data in the community·s experience and usefully represents their understandings of the geography of pollution in their community. A second product from the course will focus on the process of community mapping itself. A report on this model of University/Community partnership will be developed to provide other areas interested in this type of community-planning partnerships with an easily replicable step-by-step training manual.
————————————————————————
Fall 2000 Workshop Tasks

In the fall of 2000, we will work with Magnolia Tree (Brooklyn, New York), Greater Newark Conservancy in collaboration with IronBound Community Corporation (Newark New Jersey), and South Bronx Clean Air Coalition.
The main workshop activities will include:
a. Lectures and discussions tied to key readings on environmental justice, social justice, advocacy planning, public domain data sets and web-GIS technologies.
b. Toxic Tours to be led by community leaders – Students involved with this workshop will tour communities and learn rich histories of community planning and development from the perspective of the community leaders. While on the tour, students will take photos and record key information about each site, in addition to noting geographic locations, landmarks and addresses. They will focus on situating problem areas of urban congestion, and environmental hazards in relation to housing, points of pride, community facilities (including schools and churches), parks and open spaces.
c. Community risk mapping (CRM) – CRM allows the development of a group understanding of environmental hazards in large and small settings. Community residents begin by brainstorming the risks they faced in their communities. During that process, it is important for students to "facilitate" not "lead" activities. By design, the brainstorming is specific, naming the environmental risk along with its location in the community. Once the brainstorming was complete, the lists will be grouped and color-coded to represent a more manageable list of risk categories (e.g. air risks in red, hazardous waste in blue, etc.). Residents will then be asked to draw their communities on poster-board. In some cases the community organization will already have a map with boundaries, streets and landmarks. A combination of these physical and "mental" maps will then be transcribed onto large sheets of paper.
d. GIS mapping and Web page preparation – GIS technology (an information system for analyzing spatial data) makes this type of layering and spatial analysis much easier while the Internet provides the medium for making the data accessible a wider population base. Public domain GIS data sets will be collected and clipped to community boundaries. Different low-cost methods will then be explored for creating interactive web-GIS technologies attuned to the tasks that community-based organizations want to perform.
e. End of semester symposium – Representatives from CUCREJ and the community groups will be invited to Cornell to attend the students· final presentations and participate in a symposium on community-university partnerships. This symposium will be open to all.

Grading
* Class/project participation 20%
* Group Report 20%
* Web-GIS 20%
* Peer Evaluation 20%
* Mid-semester individual writing assignment 10%
* End-of-semester individual writing assignment 10%

Reading List

Section 1: Background information about CUCREJ and partners
* Package on "CUCREJ·s Vision For WEB-GIS". Prepared by Dr. Michel Gelobter.
* CUCREJ WEB SITE

Section 2: Introduction to Environmental Justice Issues
* A Place at the Table: a Sierra Roundtable on Race, Justice, and the Environment." Sierra May/June1993, 51-58, 90-91.
* McGranahan, G., J. Leitman and C. Surjadi. 1998. Green Grass and Brown Roots: understanding environmental problems in deprived neighborhoods. journal of environmental planning and management 41(4):505-518.
* Bullard, Robert. Environmental Justice: Strategies for Creating Healthy and Sustainable Communities(check Abstract and Transcript)

Additional References:

* Bailey, Conner et.al. 1995. Environmental Justice and the Professional. In Bunyan, Bryant ed. Environmental Justice: Issues, Policies, and Solutions. Washington, DC: Earth Island Press. pages 35-44
* Bunyan, Bryant. 1995. Issues and Potential Policies and Solutions for Environmental Justice: An Overview. In Bunyan, Bryant ed. Environmental Justice: Issues, Policies, and Solutions. Washington, DC: Earth Island Press. pages 8-34
* Faber, Daniel. 1998. The Struggle for Ecological Democracy and Environmental Justice. In Faber, Daniel, ed. The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. New York, New York: Guilford Press, pp. 1-26.
* Ferris, Deeohn and David Hahn-Baker 1995. Environmentalists and Environmental Justice Policy. In Bunyan, Bryant ed. Environmental Justice: Issues, Policies, and Solutions. Washington, DC: Earth Island Press. pages 66-75.
* Handouts from United States Environmental Protection Agency

Section 3: Gathering information with community groups
* Heiman, M. K. 1997. Science by the People: Grassroots Environmental Monitoring and the debate over scientific expertise. Journal of Planning Education and Research 16(4):291-299
* Garcia, M. 1997. Science and the people: a response to science by the people. Journal of Planning Education and Research 16(4):299-300
* Heiman, M.K. Ours is not to question why, ours is just to quantify: a response. Journal of Planning Education and Research 16(4):301-303
* Dewar, M. E. and C.B. Isaac. 1998. Learning from difference: the potentially transforming experience of community university collaboration. Journal of Planning Education and Research 17(4):334-347.
* Briggs, X. 1998. Doing democracy up-close: culture, power, and communication in community building. Journal of Planning Education and Research 18:1-13.
* Mudrak, L. 1979. Sanborn fire insurance maps: a tool for identifying closed landfills and other sites that may contain hazardous wastes. Ithaca, NY; Community Environment Program, Dept. of Natural Resources.

Section 4: Information technologies and communities
* web.mit.edu/sap/oldfiles/www/colloquium96/papers (Preface, Introduction, Chapters 6,7,8 in "High technology and low income communities: prospects for positive use of advanced information technology")
* Kellog, W.A. 1999. Community-based organizations and neighborhood environmental problem solving: a framework for adoption of information technologies. Journal of Environmental Planning and Management 42(4):445-469.
* Kellog, W.A. 1999. From the Field: Observations on Using GIS to develop a neighborhood environmental information system for community-based organizations. Journal of Urban and Regional Information Systems Association 11(1): 15-32
* McMaster, R.B., H. Leitner and E. Sheppard. 1997. GIS-based environmental equity and risk assessment: methodological problems and prospects. Cartography and Geographic Information Systems 24(3): 172-189.
* Schroeder, P.C. 1999. Changing Expectation of Inclusion: Toward Community Self-Discovery. Journal of Urban and Regional Information Systems Association 11(2): 43-51
* Sieber, R.E. 2000. GIS Implementation in the Grassroots. Journal of Urban and Regional Information Systems Association 12(1): 15-29 (Winter 2000)
* Talen, E. 1997. Visualizing Fairness: Equity Maps for planners. Journal of the American Planning Association 64(1):22-38.
* Talen, E. 2000. Bottom-Up GIS: A New Tool for Individual and Group Expression in Participatory Planning. Journal of the American Planning Association 66(3); 279-294.

Section 5: Web-GIS technologies
* Harder, Christian. 1998. Serving Maps on the Internet: geographic information on the world wide web. Redlands, CA: Environmental Systems Research Institute.
* www.maps.ci.ithaca.ny.us(City of Ithaca dynamic GIS Web mapping)
* www.mapcruzin.com/EI/index.html(Environmental Inequality Silicon Valley Toxics and Demographics)

]]> http://www.compact.org/syllabi/computer-science/web-gis-and-environmental-justice/3993/feed/ 0 Interpretation: (Park Interpretation) http://www.compact.org/syllabi/environmental-studies/interpretation-park-interpretation/3891/ http://www.compact.org/syllabi/environmental-studies/interpretation-park-interpretation/3891/#comments Mon, 29 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3891 Course Objectives:
Develop a sound understanding and working knowledge of the principles of park interpretation
Foster a solid understanding of the communication techniques necessary to be a successful interpreter
Have a broad understanding issues and difficulties of interpreting environmental and cultural messages
Understand the relationship of how interpretation can play a role in the management of natural and cultural resources
Have first hand knowledge in researching, developing, presenting and evaluation an interpretive program (walk or presentation)

Course Responsibilities

Lectures: These will revolve around class reading, discussions and demonstrations by faculty, students and guest speakers. Special mini projects and short-term projects will be integrated throughout the course. Key to your success will be participation in class as well as a midterm exam. 40 points

Project/Presentation: Individuals will be teamed with another student and asked to develop a 15-20 minute interpretive presentation (slide show, power point or demonstration) or a 15-20 interpretive walk. This project will be tied into the Lake Winnecook Water Quality Service Learning partnership that Unity College and The Friends of Lake Winnecook established in 1997. When completed the students work will be packaged as a portfolio of presentations or walks that the Friends Group could utilize as part of their education or promotional plans. In addition, the students will receive a copy of this portfolio for their use in career portfolios and work related assignments.

This project will include writing and oral presentation elements. Evaluation of the project will be by the student, the faculty and classmates at various stages of the development process. 50 points

Participation: Individuals are expected to actively participate in class discussion and activities. Written assignments will be turned in on time and the expectation is that they will be presented in a professional manner. 10 points

Extra Credit: There will be several opportunities for students to earn extra credit. Extra credit will be awarded for participating in one of the scheduled service learning projects set for this semester or by attending one or more of the following professional workshops.


National Association for Interpretation Regional Meeting
Maine Environmental Education Association Conference
Maine Recreation and Parks Association Meeting

For each of the events listed above a van shuttle will be running from Unity to the Conference. Reduced rates are available for students. A one-page summary of your experience will be required by the end of the last week of classes. Up to 5 points extra credit

Grading:
A90+
B80-89
C70-79
D60-69
F59 and below

Texts:
Required:
Environmental Interpretation by Sam H. Ham. Your purchase of this book includes a complimentary one year student membership in the National Association for Interpretation.

Recommended:
Interpreting for Park Visitors by William Lewis
Interpreting Our Heritage by Freeman Tilden
Effective Slide Presentations by John Hooper

These recommended books along with any assigned supplemental reading are available at the Quimby Library or my office.

Submit your own work: Plagiarism, writes Dr. Alison Wallace of Unity College, "is the use of another person's specific work or ideas without acknowledging the source. This form of cheating ranges from copying portions of another's work, be it published or unpublished, to having someone complete an assignment for you. Plagiarism is a violation of the Campus code and will lead you to receive an F on the assignment, possibly an F in the course and could lead to an appearance before the Community Council. Assistance from the Learning Resource Center or a peer tutor is acceptable but should be noted as the end of the assignment or project.


PM 3133 Interpretation
Tom Mullin, Assistant Professor
Tentative Course Syllabus
"A work in progress is never really completed." In other words, it is subject to change.

Week 1
Introductions (course review, text assignments)
The Art of Interpretation video
Five minute writing -Best interpretive moment I have experienced
Interpretive tip or trick
HW Assignment-Chapter I and 2 Prepare a SSQ

Week 2
Interpretive Tip or Trick
What is interpretation and
Thematic Development
HW Assignment-In groups of 2-3 choose one of the suggested objects and prepare a 10 minute oral presentation using the Thematic Development system
Be prepared to present next week and turn in a summary of the presentation (1 -2 pages)

Week 3
Interpretive Tip or Trick
Small Group Presentations
HW Assignment-Read Chapter 3 and 4-Prepare a SSQ

Week 4
Interpretive Tip or Trick
The Interpretive Talk fundamentals
Demonstration of how to use various types of AV equipment
Discussion about project presentation and timetable Form partnerships and decide on format
(walk or talk)
HW assignment-Read Chapter 5 Prepare a SSQ

Week 5
Interpretive Tip or Trick
Guidelines for Guided Walks or Tours
Project/Presentation discussion
Review of the Lake Winnecook Project by Guest Speaker
Timetable for draft work, expectations and final product
HW Assignment-Prepare Topic and Theme Development with your group.
Read Chapter 6 Prepare a SSQ

Week 6
Interpretive Tip or Trick
Guidelines for other types of interpretive activities
Share Topic and Theme development
Basics of Interpretive Program Critiquing
Midterm
HW Assignment-While on vacation prepare a one-page summary of an interpretive program or operation at a nearby park or similar setting. Focus on the nonformal types of programs as described in Chapter 6 1-2 pages in length

Semester Break

Week 7
Review Midterm results Field work at Lake Winnecook.

Week 8
Field Work
First written drafts of presentation scripts are due. Peer review and discussion

Weeks 9 and 10
First presentations of walk or talk. Peer and instructor critiquing as well as in some cases video taping of the presentation

Week 11
Field work for teams
Appointments with instructor to meet with each team
Second draft of script due to instructor
Maine Environmental Education Association annual meeting

Weeks 12-14
Final Presentations
Final Interpretive evaluations completed
College Community is invited to attend

Finals Week
Group product is due in my office by the Monday of finals with portfolio packaged by the end of finals week


]]> http://www.compact.org/syllabi/environmental-studies/interpretation-park-interpretation/3891/feed/ 0 Applied Watershed Systems Restoration – Service Learning http://www.compact.org/syllabi/environmental-studies/applied-watershed-systems-restoration-service-learning/3803/ http://www.compact.org/syllabi/environmental-studies/applied-watershed-systems-restoration-service-learning/3803/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3803
Watershed Restoration in the Schools and Community
Winter/Spring 2000 Semester

Students with disabilities who may need accommodations please see me as soon as possible during office hours or by appointment.

ESSP/SL MLO #11: Students must be able to share the relevance and importance of science with the culturally, linguistically, technologically, and economically diverse populations of our regional, national, and global communities. Students must be able to combine their ESSP discipline based knowledge with community experiences resulting in a new knowledge brought about by attention to the issues of social responsibility, justice, diversity, and compassion.

Core Course Questions:
1. How does participation in school and community habitat restoration work help to foster a person's appreciation of social responsibility, cultural diversity, social justice, and compassion?
2. What are the cultural or economic obstacles which may inhibit a person's involvement with becoming involved in community environmental action projects?
3. How does culture affect enjoyment of nature?
4. What is the intersection between environmental and social responsibility?
5. How can environmental work or environmental activism be more culturally inclusive?
6. Who is/isn't working on environmental issues?
7. What is the role of environmental education in today's schools?
8. To what age group should environmental messages be directed?
9. Does having enjoyable experiences in nature lead to environmental activism?
10. Is having nature around you a luxury?
11. Why do children need wild places?
12. How important is sense of place for people of all ages?

ESSP/SL Content Outcomes:
1. As a result of participation in this learning experience it is expected that students will be able to explain and use important concepts and hands-on examples, lessons, or demonstrations that will aid community members in their understanding of the importance of the watershed, native plants, natural habitats, and community gardens in their communities and schools.
2. Students will participate in and demonstrate a knowledge of the many steps involved In the restoration of natural environments, in native plant landscaping, and in community gardening.
3. Students will examine their multifaceted roles as environmental activists, scientists, and as community members as they analyze access to and enjoyment of nature through the SL Prism of Social Responsibility, Diversity, Justice, and Compassion.

Possible Placement Options (We will meet these and /or other
partners on Feb 8) – Return of the Natives Restoration Education Project special placement possibilities:
1. Marina State Beach, Butterfly Trail Ian Hasland and Jean Scott.
2. Creekside Elementary School, Salinas, Darren Beck, Teacher
3. Bardin Elementary School, Salinas, GLOBE Implementation with 2nd grade, Kaari Rodriguez
4. Laurelwood Elementary School, Salinas, with 2nd grade teacher Penny Immel.
5. Jesse Sanchez Elementary School, Salinas, with teacher Dana Mills.
6. Taller de Ciencia, Watsonville Community Center, Kurt Gabrielson
7. El Puente School, 19115 Garden Valley Way, Salinas Carol Ann Aldrich.
8. St. Marys Church, 2nd Avenue, Salinas, CA 93905, Mr. Parker

Requirements with Assigned Point Value
1. Participants will attend and actively participate in weekly classes, discussions, and planning sessions. Class attendance is mandatory 15% of grade. For every missed class .5% will be deducted from grade.

2. Participants will read a book, prepare a 2-5 page executive summary and will conduct a 40-50 minute class activity or discussion based on their analysis of the reading. 20% of grade.

3. Participants will spend 3-5 hours weekly (over 6-8 visits to sites with children present) at school sites coordinating the landscaping of a native plant garden, working on school nature trail, teaching an environmental unit, coordinating a school or community-wide Earth Day event, etc. The completed project for this part of the course will be a landscape plan, a poster of events, a brochure, a trail map, etc. This will be presented at the final class meeting. 25% of grade

4. Participant journals will be collected 3 times during the semester and will be graded upon being up-to-date and on the depth of the analytical thought put into the reflection. Entries must include: strong "I" statements, tying together of reading, class, and school/restoration experiences. 25% of grade.

5. Participants will participate in a minimum of 3 restoration
events (staying 4-5 hours each time) including two community restoration events. Participation in a teacher workshop can count as one event. 15% of grade.

All assignments must be completed and will be weighted in the above manner.

TEXTS (In addition to weekly readings).
All Students are required to read:
Nabhan, Gary Paul and Stephen Trimble. "Why Children Need Wild Places". 1994

Each student will be required to read one of the following list.
Barnhill, David Landis editor. "At Home on the Earth: Becoming Native to Our Place: A Multicultural Anthology". University of California Press. 1999

Elder, John et all. "Stories in the Land: A Place-Based Environmental Education Anthology" The Orion Society. 1998.

Hart, Roger. "Children's Participation: The Theory and Practice of Involving Young citizens in Community Development and Environmental Care". UNICEF 1997.

Mills, Stephanie. "In Service of the Wild: Restoring and Reinhabiting Damaged Land". Beacon Press 1995.

Orr, David. Earth in Mind: On Education, Environment, and the Human Prospect. Island Press. 1994

Phillips, Kathryn. Paradise by Design: Native Plants and the New American Landscape. North Point Press, NY 1998

Sauer, Peter et a]. "Finding Home: Writing on Nature and Culture from Orion Magazine" Beacon Press. 1992

Sobel, David. "Beyond Ecophobia: Reclaiming the Heart in Nature Education".The Orion Society and the Myrin Institute. 1996

Stapp, William et al. "Environmental Education for Empowerment: Action Research and Community problem Solving"Kendall/Hunt Publishing. 1996.

Tomashow, Mitchell. "Ecological Identity: Becoming a Reflective Environmentalist". MIT Press. 1995

Van Matre, Steve. Earth Education: A new beginning. The Institute for Earth Education, Greenville, WV. 1990.


Class Meetings
Class meets every Tuesday and Thursday 12:00 noon to 2:00 p.m.

January 27 (TH) SITE: Van Trip to Natividad Creek Park, Salinas

In Class: Reading for today: "Perceptions on the word 'Environment': What Difference Does it Make?"

ASSIGNMENTS: Reading for next class meeting: TEXT: Nabhan "The Geography of Childhood" pages 3-14 Look for one "GEM" and note it down HANDOUT: Furco, "What is Service?" PURCHASE: Journal for class

ANNOUNCEMENTS: February 8. 4:00 Lecture followed by community partner meeting. February 4/5 GLOBE Training.

February 1 (Tu) SITE: Weather permitting: In a Pretty Place on campus
Discussion: Sense of Place and Goals of Course
Distribution of "Gems" papers and treasure bag
Introduction to course, projects, assignments, options
Importance of Journal. Journaling starts today.
Distribution of Readings and assignment of due dates.

ASSIGNMENTS:
Reading for next class meeting:
TEXT: Nabhan "The Geography of Childhood" pages 17-30

Reflection: What are your personal environmental passions? What are my expectations from this class? What do I expect to learn? What are my fears about this course?

February 3 (Th) SITE: Watershed Institute Garden and Greenhouse
Sharing of GEMS from Reading
Planting in garden
RON Native Plant Lab
Introduction to Adopt-A-Watershed 5 Elements
1. Exploring, Local Environments, 2. Long Term Field Studies, 3. Restoration, 4. Sharing with Community, 5. Reflection
Flow of Environmental Learning:
Discovery to Concept Building to Action

ASSIGNMENT: Due February 15. Each student will take an Adopt-A-Watershed Unit and will label in each lesson which address the AAW 5 elements. Students will also be prepared to "highlight/teach/demonstrate" one of the lessons from their unit-in an engaging fashion.

Reflection: How did I see the Watershed Institute garden? How do I view other landscaped areas which I see around me?

February 8 (Tu) TIME: 4:00-7:00 p.m. (We will not meet from 12-2)
University Center Presentation by Linda Hoody Co-author of "Environment as Integrating Context for Education-Closing the Achievement Gap"

Watershed Institute Very Important Meeting with Community Partners and Choosing of Placement Site.
Light Refreshments.

ASSIGNMENT:
Handout Reading-"Executive Summary of Environment as
Integrating Context for Education-Closing the Achievement Gap"
Students will bring in at least two GEMS from the reading and
discussion.
By February 15 All students shall have visited their community
partner on site.

February 10 (Th) SITE: Watershed Institute Greenhouse-we will be transplanting as we discuss previous nights lecture.

ASSIGNMENT: Handout reading; Watkins, T.H. "Earth Angels" Audubon Magazine, Nov-Dec 1999.

February 15 (Tu):STUDENT PRESENTATION:
Stephanie Mills "In Service of Wild Places"

Sharing of AAW Units

ASSIGNMENT
TEXT: Nabhan "The Geography of Childhood" pages 55-75

Reflection ideas: What do you really think you can accomplish? What are your expectations about working in a school? With teachers? With kids?

February 17 (Th): SITE: Ft. Ord Public Lands
Participation in School Planting with Return of the Natives Restoration Education Project

February 22 (Tu) Fundamentals of Landscape Design-Landscape Architect-Joni Janecki

Reflection ideas: What types of landscapes do I like? How can a garden be different than wild nature? What are we trying to do with this style of landscape architecture?

February 24 (Th)

STUDENT PRESENTATION:
Kathryn Phillips. "Paradise by Design"

Sharing of GEMS from Text pp 55-75
Discussion of Gender/Environment
Multiple Identities Work Sheet to explore our own privileges

February 29 (Tu) SITE: Van Trip to see school gardens.

Reflection ideas: Why is it important that schools are attractive and inviting? Why is it important the people have contact with nature? What are the obvious and not so obvious benefits? How is contact to nature related to socio-economic standing?

March 2 (Th) OFF No class -Time to spent at schools

March 7 (Tu) STUDENT PRESENTATION:
Van Matre, Steve. "Earth Education, A New Beginning"

Laura Lee will model several Discovery and Concept Building
Activities/Creating Earth Magic

ASSIGNMENT:
TEXT: Nabhan "The Geography of Childhood" pages 79-109

March 9 (Th) OFF No class -Time to spent at schools

March 14 (Tu) STUDENT PRESENTATION:
Sobel, David "Beyond Ecophobia" and
Elder, John "Stories in the Land"

GEMS from text 79-109

A look at Children's Environmental Literature

ASSIGNMENT Handouts: "The Most Important Thing I Know About the Earth" "What is Good Environmental Education?"

FOR YOUR JOURNAL: Talk with one of your students, asking them to tell you the story of their life-perhaps through pictures.

March 16 (Th) No class -Time to spent at schools

BREAK — YEAH

March 28 (Tu) STUDENT PRESENTATION:
Sauer, Peter et al. "Finding Home: Writing on Nature and Culture from Orion Magazine"

School update and discussion on what we are learning about children and nature.

Assignment: "Environmental Attitudes" and
Balf, Todd."YES!" Audubon Magazine, Nov-Dec 1999.

March 30 (Th) OFF No class -Time to spent at schools

April 4 (Tu) STUDENT PRESENTATION:
Stapp, William et al. "Environmental Education for Empowerment: Action Research and Community problem Solving"

READING ASSIGNMENTS for NEXT CLASS
Handouts: "Planting Trees Builds Community" and excerpts from "Our Land, Ourselves" Pages 220-226. Trust for Public Lands.

April 6 (Th) OFF No class -Time to spent at schools

April 11 (Tue) STUDENT PRESENTATION:
Thomashow, Mitchell. "Ecological Identity, Becoming a Reflective Environmentalist"

Discussion: Returning to Multiple Identities Chart and comparing all our identities.

ASSIGNMENT: Find the CSUMB General Plan on the our website and read about CSUMB s growth and landscaping plans
http:/kelp.monterey.edu/development/index.htmI

April 13 (Th) OFF No class -Time to spent at schools

April 18 (Tu) STUDENT PRESENTATION:
Orr, David. "Earth in Mind: On Education, Environment, and the
Human Prospect"

Preparing for CSUMB Earth Day on April 26
ASSIGNMENT for NEXT CLASS
Handouts; "Is the Green Movement too White?"
"Is Earth Day Racist?"

April 25, (Tu) OFF Class Cancelled

April 26 (Wed) 12-2 Attend/Participate/Lead at CSUMB Earth Day Celebration

April 27 (Th) OFF No class -Time to spent at schools

May 2 (Tu) STUDENT PRESENTATION______________
Hart, Roger. "Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and
Environmental Care"

STUDENT PRESENTATION:
Barnhill, David Landis editor. "At Home on the Earth: Becoming
Native to Our Place: A Multicultural Anthology"
Kids and Place — Tying it all together in our Journals.

May 4 (TH) OFF No class-final visit to school site. Saying good-bye

May 9 (Tu) . Field Trip to see projects at schools.

May 11 (Th) Presentation of Community Experience. Think of presenting something which you and/or the school can keep. Written feedback from class members
ASSIGNMENT: Final and cumulative journal questions will be
distributed.-Due May 16.

May 16 (Tu) Evaluation and Journals Due. Everyone must turn in work.


Required Restoration Events
(3 events required)

Restoration Events will be scheduled throughout the semester. Please note that there are more events early in the semester than later. You must stay for a minimum of 3 hours for this experience to be counted toward your grade. You may choose to attend a teacher workshop as one of the required events-you must stay for the entire workshop.

Return of the Natives Restoration Education Programs
Saturday Volunteer Days, Rainy Season Plantings, Teacher
Workshops
January to March 2000

January 29 Community Planting on Ft; Ord Wild Lands 9 am-Noon Ft, Ord

February 4/5 GLOBE-Module I Teacher Training 8:30-5:30 UCSC

February 5 Restoring Natividad Creek Park 9 am-Noon Salinas

February 5 War on Weeds-Broom Bashing in Toro Creek Watershed 9 am-Noon Toro Area

February 8 Environment as Integrating Context-Lecture 4:00-5:15 CSUMB

February 12 Community Planting on Ft; Ord Wild Lands 9am -Noon Ft, Ord

February 19 Restoring Natividad Creek Park 9 am-Noon Salinas

February 19 War on Weeds-Broom Bashing in Toro Creek Watershed 9 am-Noon Toro Area

February 26 Community Planting on Ft; Ord Wild Lands 9 am -noon Ft, Ord

February 26 Restoring Natividad Creek Park 9 am-Noon Salinas

March 4 Restoring Natividad Creek Park 9 am-Noon Salinas

March 4 War on Weeds-Broom Bashing in Toro Creek Watershed 9 am-Noon Toro Area

March 10/12 GLOBE-Module 11 Teacher Training 8:30-5:30 CSUMB

March 18 Restoring, Natividad Creek Park 9 am-Noon Salinas

March 18 War on Weeds Bash

March 22-25 Adopt-A-Watershed Teacher Training All Day

April 1, War on Weeds Bash

April 7/8 Return of the Natives Teacher Workshop 5-9pm Fri. 8:30-5:00 Sat

April 14/15 GLOBE-Module III Teacher Training 8:30-5:30

April 15 War on Weeds Bash 9 am-Noon, Ft. Ord

April 22 Earth Day 2000 Water Quality Monitoring Snapshot

April 26 Earth Day 2000 at CSUMB 10:00-2:00pm CSUMB

April 28 Earth Day 2000 in Natividad Creek Park 9:30-1:30

May 13 Watershed Symposium for High School Students 9-5 CSUMB

]]> http://www.compact.org/syllabi/environmental-studies/applied-watershed-systems-restoration-service-learning/3803/feed/ 0 Sustainable Solutions: Developing Goals and Indicators for theCenter for Economic and Environmental Development http://www.compact.org/syllabi/environmental-studies/sustainable-solutions-developing-goals-and-indicators-for-thecenter-for-economic-and-environmental-development/3804/ http://www.compact.org/syllabi/environmental-studies/sustainable-solutions-developing-goals-and-indicators-for-thecenter-for-economic-and-environmental-development/3804/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3804 Course Description
The key to any successful project is knowing what you want to do and how you want to do it: goals and objectives. Less obvious, perhaps, is knowing whether you have actually achieved your goals. How do you know if you accomplished what you set out to do?

The Center for Economic and Environmental Development at Allegheny College is a young organization. It was formally initiated in July of 1997. In that short time, however, it has expanded rapidly. CEED's mission is to increase community and regional leaders' understanding of how economic and environmental decisions can work hand in hand to bring a new vitality to Northwest Pennsylvania. CEED's goals are to promote the practice of environmental education for all ages and abilities, environmental stewardship, and economic revitalization based on environmentally sound business practices. The future challenge to CEED is to shift community inertia from one of despair over lost opportunities toward a forward thinking vision of a region that can be at once economically inspiring and environmentally sustainable. CEED's long range goals and objectives, therefore, are to expand its efforts along nine important fronts: watershed protection, educational outreach, sustainable industry, sustainable visioning, sustainable agriculture and landscape ecology, sustainable energy, sustainable forestry, and environmental justice.

CEED's goals and objectives are lofty. Its Projects are ably advised by faculty and operated by students in cooperation with community stakeholders. But the question of assessment still remains. How do Project directors really know if they have achieved what they set out to do? This is not just an idle question of speculation, but answering the question of assessment is also worth hundreds of thousands of dollars. Funders of all stripes like to know that their investments in CEED have paid rich dividends. CEED needs to be able to provide documentation of that success, if it hopes to get fresh funding.
Your job in this seminar is to work as a consulting group to CEED. Each of you will be in charge of gathering data on a Project (two of you will be assigned to Creek Connections, the largest CEED project). The projects and the guidelines for data collection are outlined below.
————————————————————————

Criteria for Good Indicators
(generated by students)

1. Easy to understand.
2. Concise Presentation.
3. Reliable information.
4. Relevant information.
5. Appropriate level of information for those not familiar with the project.
6. Quantifiable.
7. Attractiveness.
————————————————————————
You will need to prepare reports with the following information.
A. Project Scope

1. Project Mission
2. Project Goals
3. Project Initiation Date
4. Project Partners
B. Project Progress to Date

1. Direct Quantitative Impact
a. Direct on Allegheny College students
b. Direct on Community members
2. Indirect Quantitative Impact
a. Indirect on Allegheny College students
b. Indirect on Community members
3. Qualitative Impact
a. Qualitative impact on Allegheny College students
b. Qualitative impact on Community members
c. Indicators for Future Progress

You will need to make suggestions and recommendations for Project Directors to select what benchmarks to use to determine if Projects are achieving their missions and goals? Also, prepare an indicators worksheet to be used in future years.
D. Project Goals

1. What new goals should each project set (you will make recommendations based on interviews with project leaders, project participants, and reviews of comparable projects around the country)

2. Re-set new goals after consultation with project directors.

————————————————————————
Schedule
All reports to be prepared as both written and graphical (or PowerPoint) format. You will also present your data for feedback and critique to the rest of the group. Deadlines will be adjusted as the semester proceeds.

Part A completed by February 3, 2000
Part B, first draft completed by March 8
Part B, second draft, and Part C completed by March 17
Part D competed by April
Comp Question chosen by February 16, 2000
Two comp reviews by February 23
Comp Proposal, First Draft of Introduction and Methods completed by March 13, 2000. This includes:

* Introduction and literature review of at least 15 references
* Methods
* Timetable
* Expected results
* Review of two earlier comps

Comp proposal, Second Draft completed by April 26.
Presentation of Comps from March 29 – April 26.
Due Dates subject to change, pending progress reports on Indicators.
————————————————————————
Grades will be based on class participation, i.e., the quality and intensity of your critique of other's presentations (20%), Parts A-D (15% each), Comp first draft, Comp second draft (10% each).
————————————————————————
Useful Links

Redefining Progress has a page with links to other Community Indicator Projects.
State Environmental Goals and Indicators Project has a full list of categories to choose from for comparison to other indicators. SEGIP has another page with regional and international indicators that might be useful.

EPA's Environmental Indicator Website is self-explanatory.
"Center for excellence of Sustainable Development" Online. World Wide Web25 Jan. 2000. Available http://www.sustainable.doe.gov/measuring/melocal.htm -This site is pretty good it has the general titles of indicators that other cities and groups are using to assess their own sustainable development program. Some high profile examples are Washington DC or Seattle, Washington and Jacksonville, Florida, all of the major cities have links to their cities sustainable development websites which are interesting.
Sustainable Seattle has some sample indicators that are thought provoking.

Hart, Maureen. "Hart Environmental Data" Online. World Wide web. This is a good place to start. This is a great site; it is very thorough about environmental indicators, why they are important. This site has very current information. It has an indictor development checklist and data base. This site has a downloadable program that teaches you how to present your indicators in daylong presentation it talks about who to present to when to stop and talk about certain aspects as so forth. It also has excerpts from Mrs. Hart's book; called "Guide to Sustainable Community Indicators" the 2nd edition just released in 1999.

These are two sites of sustainable community success stories the first one has hundreds of links and the second is the Ecovillage in Ithaca, NY.
http://www.sustainable.doe.gov/overview/ovsstoc.htm#megalink
http://www.ecovillage.ithaca.ny.us/

Here is the EPA's watershed indicators page. It relies heavily on biological indicators.
Here is the EPA's Indicators page. This website is by the EPA, so I would assume that the information is fairly valid. This website is great for picking out key terms that have to do with indicators and defining them, This is one of the first opinions that they offer, which I think is good because them you have the vocabulary to understand the rest of the website. The website also offers information on the current initiatives for state. They also offer current projects that are being run. The website appears to be up-to-date and they mention future information that will be offered. Colleen Toledahno

Indicators from the Organization for Economic Co-operation and Development (OECD) has an interesting global page on Development Indicators from a global perspective.

The Eldis Guide to Statistics is a very promising site of links to other sites that seem promising as resources on indicators and benchmarks for sustainability. Eldis is funded by the Danish development agency Danida, and hosted by the Institute of Development Studies, Sussex.
The Canada Office of Energy Efficiency may have some useful materials.

This community of Hennepin, MN has developed their own set of community indicators for sustainability. They have a report that you can download that explains how they chose their indicators and the current state of their community.

There is a handbook published by the World Bank organization. It deals primarily with sustainability on a nationwide level, but has some good stuff on how to choose appropriate indicators.

The International Institute for Sustainable Development (IISD)has a very good page on how to choose appropriate indicators and another page just dedicated to Green Campus (IISD) initiatives.

Here's an excellent page prepared by the Center of Excellence for Sustainable Development, a page owned and operated by the U.S. Department of Energy. A lot of good stuff on indicators. Keep in mind that most of what DOE does is manage the U.S. nuclear arsenal.
Problems and fundamentals of sustainable development indicators.

In press : Sustainable Development (Vol. 3, 3 or Vol. 4,1). A real academic citation. This is a great link for those who question the methodology of indicators. Written by Dr.Gordon Mitchell of The University of Leeds, Leeds, W. Yorkshire, UK, this document address some of the problems that plague the statistical and methodological characteristics of indicators. This critique offers both insight as to the problematic nature of indicators as well as useful information about the effectiveness of carefully designed indicator . note: the paper is lengthy but worth the read.

Urban Quality Indicators newsletter. This newsletter is a phenomenal resource with articles on sustainable community indicators and an excellent set of links to other communities.


————————————————————————
Eric Pallant, Department of Environmental Science, Allegheny College/updated 27 March 2000

]]> http://www.compact.org/syllabi/environmental-studies/sustainable-solutions-developing-goals-and-indicators-for-thecenter-for-economic-and-environmental-development/3804/feed/ 0 Field Botany http://www.compact.org/syllabi/biology/field-botany/3805/ http://www.compact.org/syllabi/biology/field-botany/3805/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3805
*Note: If class participants agree, the hours of some field trips may be extended to allow for travel time in addition, an all day field trip is planned for Friday, June 6,

MOST CLASS MEETINGS WILL INVOLVE FIELD TRIPS AND WE WILL LEAVE PROMPTLY AT THE BEGINNING OF EACH CLASS. PLEASE LEAVE A MESSAGE IF YOU WILL BE ABSENT SO WE DON·T WASTE TIME WAITING FOR YOU! PLAN TO ARRIVE AT THE CLASSROOM AT LEAST FIVE MINUTES PRIOR TO STARTING TIME. YOUR GRADE WILL BE COMPROMISED IF YOU MISS CLASS, PLEASE BE RESPONSIBLE!!!!

Texts:
1.Newcomb·s Wildflower Guide, by Lawrence Newcomb 1977.
2.Ferns Of Northeastern United States, by Farida A. Wiley 1973
3. The North Woods, by Peter Marchand 1987

References:
1. Kate Furbish and the Flora of Maine, by Ada and Frank Graham, Jr. 1995
2. Natural Landscapes of Maine: as a Classification of Ecosystems and Natural Communities, by Maine Natural Areas Program
3. Bogs of the Northeast, by Charles Johnson 1985

Additional Requirements:
1. 1OX pocket magnifier (Available in the bookstore)
2. Herbarium mounting paper (Available in the bookstore) for those doing herbariums;

Other:
1. Plant Press (Provided for you – must be returned with plant collection)
2. Herbarium Labels (Provided for you)
3. A pocket knife is handy for fern identification

Goals:
To further an appreciation for the natural history of our world, while concentrating on plant communities in selected Maine habitats. The purpose is not to learn all the plants available to us, but rather, to learn how to identify them and to recognize some basic plant communities. A second goal is to teach and guide others in the concepts of wildflower identification and conservation.

Format:
We will take field trips during each meeting time to maximize opportunities to see plants in their natural habitats. Expect to go outside, even if it is raining. (Plan to get wet and dirty.) This course falls well within the peak of the black fly season, so dress accordingly, and bring bug repellent hat, bandanna, etc. Also wear some sturdy boots or old sneakers and plan to get into the muck. You'll also want a snack, bag lunch and lots of water for Thursday field trips. We sometimes get wet on canoe trips – you may want to bring a Change of clothes and shoes! Field trips are subject to change, depending on the weather, plant emergence and accessibility. Suggestions for alternative study sites are welcome. New This Year: A significant portion of this course includes UMF students committing out-of-class time to work with students at the local elementary school (Cascade Brook School) on their nature trail project.

Course Requirements:
A total of 400 points for this 3-credit course will be allocated as follows:
I. HERBARIUM COLLECTION: (200 points)
A traditional herbarium collection will be made by preserving, mounting, and Identifying 50 NATIVE species of plants. Details for preparation will be discussed in class. Other options, such as drawings or photographs will be considered as a substitute for the plant herbarium. (Ask me first). The collections will include fifty specimens from the following categories:

A. Herbaceous or woody wildflowers. (30 to 50 species)
B. Ferns. (Up to 20 native, non-endangered species):

(NO THREATENED OR ENDANGERED SPECIES, OR ELSE! 50 PTS. DEDUCTED!
If you aren't sure if a plant is threatened or not, DON'T pick it! (Check the list)
Include only native species from at least 20 different families.
No cultivated or introduced species (aliens) allowed.
You may use native shrubs, such as a Common Eldeberry, or Shadbush.

II. QUIZZES: (60 points)
1. Terminology for identification of flowering plants (10 points)
2. Terminology for fern identification (10 points)
3. Identification of "mystery plants" (40 points)

III. SERVICE-LEARNING PROJECT: (100points)
The service-learning component this year replaces the "typical term paper." We will work with 4th and 5th graders at Cascade Brook School (CBS) in Farmington, to teach them skills in wildflower and fern identification, and then to help them implement a nature trail, which will be accessible to the greater Farmington community. Your own learning should be enhanced through the teaching of your new skills to others. This project is being funded by a federal grant awarded by "Learn and Serve America – Corporation for Service-Learning."

You are expected to participate fully in class workshops, as well as to make commitments on your own time to meet with small groups of CBS students to help them with their designated portion of the nature trail. Finally, you are expected to evaluate your own participation in the service-learning project. Evaluation of your effort will be as follows:
1. My evaluation of your participation with CBS students and in-class (UMF) reflection. (20%)
2. Your self evaluation through your journal and follow-up report. (60%)
3. CBS teacher evaluation of your effectiveness in helping CBS students meet their goals. (20%)

IV JOURNAL (40 points)
A journal/notebook will be kept during all class field trips and your own explorations. Include class field notes, work with CBS students, sketches, descriptions of plants, habitats, micro-habitats, family characteristics, plant associations within communities, variations within species, seasonal progression, attitudinal changes, dates and locations of specimen collections, poems, etc. It should be as detailed as possible and although your journal will not be graded for artistry, you should feel free to be creative.

Cascade Brook School Service-Learning Sessions
Instructions:

School "Etiquette":
Arrive 5 minutes before you are scheduled
Check in at the front office and sign the volunteer log
Introduce yourself to the teacher
Respect the rights and routines of teachers and students
Inform the teacher or call the school if you won·t be there

Trail Work:
Take field guide, notebook, markers, flagging tape and stakes with you
Remind students to bring notebooks, guides, plant press and magnifiers
Keep a running list of all plants identified
Try to be selective on what you identify — (there is no need to ID every trout lily)
Get the students back in time for their next activity

Coordination:
Turn in your plant list to the ’list organizer" who will coordinate as master list of plants
Pin point as best you can on the map any ’unusual" or less common plants
Let me know if your schedule changes

Other:
Feel free to visit the trail alone to get to know plants better and spend more time identifying them.
Ask for help when you need it.
Be assertive – be In charge of your group. If they are running ahead, set some rules and boundaries.
You are required to meet with your group at least 3 times – feel free to do more!

Reflection:
After each experience with your group, please write down your impressions. How is the project progressing from your perspective. What suggestions might you make for yourself or for others for future meetings. Does you work with the CBS students influence how and to what extent you learn the material? If so, how? Would you be learning the material quickly if you were not involved with this project? Please be as detailed possible. What worked well? What didn·t work so well?

Service-learning Information:
You may be interested in knowing that this project is being funded by a grant awarded by the Maine Campus Compact. The grant monies are provided by the Federal Corporation for National and Community Service, Learn and Serve America, Higher Education Program. UMF is a member of Maine Campus Compact, a group of universities and colleges throughout Maine that is committed to Service-learning.

]]> http://www.compact.org/syllabi/biology/field-botany/3805/feed/ 0 Freshwater Ecology/Limnology http://www.compact.org/syllabi/environmental-studies/freshwater-ecologylimnology/3806/ http://www.compact.org/syllabi/environmental-studies/freshwater-ecologylimnology/3806/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3806
Course Number: BI 3184 F99
Credits: 4
SC 4; see schedule at office
Prerequisites: BI 1014 and BI 1024 or BI 1114 and BI 1124 and either BI 2004 or GL 1023
Class Hours: 3 hours lecture and one 3 hour laboratory weekly
lecture: 1530-1645 hrs T R ES/KH 14 *
laboratory A: 1430-1720 hrs M ES/KH 14
laboratory B: 1230-1520 hrs R ES/KH 14
Semester Offered: Fall
Service Learning: Included in context of class responsibilities plus additional work

Course Description:
Freshwater ecology/limnology entails the study of aquatic organisms in relation to the environmental conditions of lakes and streams. Lotic and lentic waters will be characterized and contrasted. The physical, chemical, and biological components of these systems will be dealt with in detail in lectures. Laboratory exercises will be oriented toward identification of the biota and water chemistry.

Course Objectives: The primary objective of the course is to contribute to student preparation in aquatic sciences. The course will expose students to a variety of aquatic environments that are relatively unperturbed and those much perturbed by human activity. Techniques to describe, manage, and manipulate freshwater ecosystems will be practiced and observed in anticipation of entry level employment in aquatic science professions.

Assessment: My assessment of your accomplishments in BI 3184 occurs through:
Quizzes: unannounced, any time, 10 points, best 12 15%
Lecture Exams: rigorous, 100 points, 7 OCT, 18 NOV 20%
Final Exercise: rigorous, professional, comprehensive 10%
MFC Contract: role playing as consultants for local client 10%
Service-Learning: context: class, laboratory, agencies 15%

Texts:
Two texts are required. A general limnology text is most important for understanding of lecture topics. A freshwater ecology identification manual is required for laboratory and preparation of the Collection for Freshwater Ecology. I recommend a manual for identification of invertebrates.

NARRATIVE
Assessment: Expect a quiz every time you come to BI 3184. Quizzes will be short and valued at 10 points. We will discuss most quizzes immediately after student papers are collected. There will be no excuse for a missed quiz; there will be no second opportunity to take a missed quiz once papers are collected. However, because I will give many quizzes, I will only include your 15 best quiz grades in calculation of your final course grade. Despite my leniency, you cannot afford to miss any quizzes.

The two lecture exams will be comprehensive for the current interval of the class. There will be problems, essay responses, calculations, definitions, scenarios, matching exercises, and perhaps mapping and other illustrations to interpret or prepare. Each exam may include material from lecture, laboratory, discussions, and readings. Each exam will be offered during the entire lecture period 7 OCT and 18 NOV 1999.

A final exercise during the regular exam period, Wednesday 15 DEC 1999 at 1530-1730 hrs as published in the Final Exam Schedule for Semester 11999, will be determined during November. There will be no excused absence from the final exercise.

Laboratory requirements for BI 3184 are provided on additional pages within this syllabus.

The MFC contract is an opportunity to plan, implement, and evaluate a project in concert with one or more of your peers. In this assignment you will role play as an aquatic science consultant of my fisheries science, public information, and tourism firm, Megaleuctra Fisheries Consultants (MFC). The project must be within the context of limnology and freshwater ecology. I anticipate projects with discrete boundaries that focus effort and develop quality products. My preference is for groups of not more than 4 nor less than 2 individuals, but last year a few students preferred to work alone while one group of six students was rather ineffective. Each group must initially submit a bid that anticipates a project. Contracts to conduct appropriate sampling, to develop pertinent data, to provide description or to pose resolution and remediation to a concern, and to present some "product" to the "client" will be awarded after negotiation. Some groups may work with actual clients, community partners in the Lake Winnecook Water Quality Project (LWWQP). I am the sole proprietor and absolute boss of MFC; I will be constantly observing you as my employee in this exercise even as I expect you to conduct your work without constant supervision. I expect to be advised regularly about group planning, implementation, product delivery, and evaluation regarding the contract. Further description of this component of BI 3184 is presented on additional pages within this syllabus.

Several other service-learning components are incorporated in BI 3184. We will contribute our class data to state and federal agencies and to non-profit organizations. We will receive advice and requests from the same groups. I expect to have field or classroom visits from some agency personnel, but this intent may not be realized because agency personnel have an active field season just as we do in the class. Most service-learning expectations are outlined within the laboratory and MFC consulting components of the syllabus.

25 Mile Pond = Unity Pond = Lake Winnecook

Texts: The required texts are:
Cole, G. A. 199x. Textbook of Limnology. current ed. Waveland Press, Inc. (?).
Thorp, J. T., and A. P. Covich, eds. 1991. Ecology and Classification of North American Freshwater Invertebrates. Academic Press, San Diego, CA, USA. Pp. 911.

There are other adequate and acceptable, even more elaborate, texts that you may find. If you have spare time and a limited budget I recommend you look at used limnology texts by R. Wetzel (highly theoretical and difficult to read), A. Home and C. Goldman (or earlier editions by only Goldman) (examples include mostly California lakes), or by H. B. N. Hynes, G. Reid, or P. Welch (all old but good). Limnological methods are reviewed by R. Wetzel and G. Likens, P. Welch, or O. Lund (my favorite). Used but dated invertebrate identifications by Pennak, by Storer and Usinger, or by Ward and Whipple may be available if you can deal with the many changes in taxonomy that have occurred since these works were published.

An extremely useful reference for preparation of papers and illustrations is:
McMillan, V. E. 199x. Writing Papers in the Biological Sciences. St. Martin's Press (newer edition may be by Bedford Books), New York. About 150 pages, soft cover.
I do not find the similar text by Pechenik to be as user friendly.

Equipment: Some personal equipment will be extremely useful during the course.

Dissecting kit: A student kit will be invaluable. At least have a dropper, two needles or probes, and one or more forceps.

Wading boots: Hip boots or chest waders will be necessary for many of our lake and stream studies. Students without adequate footgear cannot reach, will not appreciate, do not participate adequately in many activities. I do expect you to act as a limnologist with either proper footwear or with wet feet. However, the balmy waters of early September do not last through October and November when we will continue to be immersed for a portion of each laboratory. An inexpensive but rugged pair of hip boots will probably last for the dozen to twenty times that you will be in the water for this class.

Containers for collection: Start to collect small jars and bottles or proper specimen vials in which to fix, preserve, and present specimens for your Collection for Freshwater Ecology. I will request that the bookstore stock for your purchase 3 dram vials for small specimens. Baby food jars, individual juice drink bottles, and some condiment jars may also be useful. Most canning jars are larger than necessary and have embossed ornamentation that is not appropriate for presentation of scientific specimens. A last resort can be self-sealing plastic bags (actually these are best choice for mollusk shells).

Coast Guard Approved Personal Floatation Device (PFD): This is a useful item for any student of field biology. PFD's will be available in class and laboratory when necessary. You must wear a PFD any time you are in a boat as part of activities for BI 3184.

Laboratory:
The laboratory component of BI 3184 will attempt to provide practical experience parallel to the theoretical and conceptual presentations of the lecture component of the course. Individual laboratory exercises will focus on data collection for description or analysis of:
-characteristics of fresh water
-solutes and suspensions in water -biota of aquatic habitats
-actions inherent to that biota -human use, consumption, and appreciation of aquatic ecosystems.

Laboratory exercises will parallel the lectures and lecture assignments to contribute to your knowledge of water; water chemistry; hydrology of the 25 Mile drainage; primary production supported by phytoplankton, other algae, cryptogams, or rooted macrophytes; secondary production by zooplankton, macrobenthos, and fish; energy webs; and sediments. Comparative limnology between lakes in Waldo County is also anticipated.

You must be present to participate in activities and to learn the methods and information. I also expect that you will demonstrate leadership and followership skills as appropriate.

Some product will be expected from each laboratory exercise. Sets of raw data, interpretations or analyses of data, illustrations, or formal laboratory reports will be requested as part of most exercises.

Throughout the semester you will also collect, preserve, identify, and curate specimens for your individual Collection for Freshwater Ecology. You may collect and preserve specimens during laboratory time, use specimens at the completion of any laboratory exercise, or collect at your own initiative. The Collection for Freshwater Ecology is designed to encourage student familiarity with many taxa of freshwater organisms, to facilitate student preparation of organisms as they might be preserved for posterity in a scientific museum, and to direct students into the specialist literature during the several processes of collection and curation. Expectations for the collection are presented elsewhere in the syllabus.

As you become proficient through laboratory participation with collection and analysis of information about the 25 Mile Watershed or other regional watersheds, you will find planning, implementation, and evaluation of your MFC consulting project to be simplified. I expect myriad questions and comments from student consultants. Use me, the boss, as an initial resource due to my several years of experience in the watershed, basic knowledge of the literature, contacts with experts or agency personnel, and geographic exposure. Do, however, expect me to direct you to appropriate resources rather than merely to provide answers to your queries.


BI 3184 Fall 1999
Collection for Freshwater Ecology

Each student will prepare and submit for grading an individual Collection for Freshwater Ecology. The collection will be composed of twenty biological samples as indicated below accompanied by two documents. Each sample will be appropriately labeled and preserved according to instructions given 30 AUG and 2 SEP as well as during several following laboratories. The first document will be a catalogue of specimens cross referenced to the specimen labels. The second document will be a short (3-4 page) paper about one species in the collection (or a species that might be expected in local aquatic habitats).

The collection will include:
-Two photosynthetic algae.
Two different phyla must be represented and identification is adequate to phylum. Present as dry herbarium mount or in liquid preservative.

-Three different aquatic vascular plants
mounted on full herbarium sheets. Identification must be at least to class. One Bryophyta may be substituted for a vascular
plant in which situation the bryophyte may be identified to class but one remaining vascular plant must be identified to family.

-One specimen from each of any two kingdoms including the following choices:
hetertrophic
Protista
Porifera,
Cnidaria
Platyhelminthes
Rotifera
Gastrotricha
Bryozoa
Tardigrada or Annelida
Identification to phylum is adequate. Preservation of some groups is problematic. This is referred to as the CATCHALL
group on the score sheet.

-Three Crustacea:
each from a different class and identified to class. In liquid preservative.

-Two molluscs
including one bivalve and one gastropod. Dry shells identified to family.

-Examples of aquatic insects from any eight of the ten orders likely to be encountered. Either aquatic or terrestrial life stages may be presented. All insects are to be preserved in alcohol in vials except for selected Odonata submitted as MDDS specimens. Identification to order.

Any specimen may be presented with identification to a less inclusive taxonomic category for an additional 20% of the score for that sample. However, if the additional identification is incorrect, a 50% penalty will be assessed for that sample. A collection score sheet is appended to this syllabus.

The entire Collection for Freshwater Ecology will earn as many as 200 points. One hundred points will be allotted
as 5 points per sample as follows:
-specimen quality, 2 points
-label, I point
-identification, 2 points
The catalogue will earn as many as 40 points based on accuracy, completeness, readability, and comparison to sample
labels. The species paper must reference at least three sources in the peer reviewed literature. One reference must be electronic, all three cannot be.
The paper may include habitus illustrations, distribution maps, and other illustrative content at part of length to accumulate 60 points.

Collections for Freshwater Ecology will be due no later than 1700 hrs 6 DEC 1999. Collections submitted later will not be graded. Collections submitted in final form by 1700 hrs 19 NOV 1999 will earn a bonus equivalent to 20% of the earned score.

B1 3184 Fall 1999
Service-learning
A major initiative in BI 3184 again for Fall 1999 is the development and enhancement of partnerships with organizations and agencies interested in the 25 Mile Watershed. Freshwater Ecology/Limnology each year develops substantial quantities of data concerning the local watershed. The raw field data, laboratory analyses, and term reports are valuable to community partners in many contexts. Our data are not perfect, but our data are generated with no particular bias. Certain partners will use our information immediately in continuing projects. Other partners will support our efforts in anticipation of future value. Class activities may contribute to public education, resource management, water quality improvement efforts, resource management plans, land use and development, licensing reports, proposals for funding, tourism, property tax determination, public policy and rulemaking deliberations, bills submitted to the Maine Legislature, and other social and cultural development of northern Waldo County and beyond.

Our service-learning projects for Fall 1999 include:
-routine water quality monitoring and the Lake Winnecook Inventory (LWI)
-the contracts for Megaleuctra Fisheries Consultants (MFC)
-the opportunity to participate in the Watershed Stewards workshop
-renewed contributions to Maine Amphibian and Reptile Atlas Project
-and new initiatives with the Maine Vernal Pool Advisory Group and with Maine Damselfly and Dragonfly Survey

I anticipate a laboratory trip to Kanokolus Bog, owned by Hofstra University, to continue a recent cooperative agreement between our college and Hofstra.

Service-learning partnerships will be supported by formal and informal discussions about service performed, in journal entries, and possibly by site visits by partner representatives. Community partners are listed on Lake Winnecook Water Quality Project Community Partners poster. Some partners will teach specific techniques or request explicit ecological data. Other partners will describe their efforts toward resource management. Representatives may offer advice and insight to operations of the partner organization. I am cautious when I describe actual visits by partner representatives, for in past years the actual scheduling of formal visits has been inadequate or absent due to busy schedules. We are most likely to see on site MDMR or MDIF&W biologists as they conduct duties in the watershed. At one site we may observe in-stream basket samplers deployed by Lotic, Inc., a local consultant, as part of their consulting contracts for government agencies and private contractors.

Routine water quality monitoring will occur as usual and customary activities within each laboratory session. Most of the routine data will be recorded on Lake Winneccok Inventory (LWI) forms. One LWI form is appended to this syllabus; blank forms will always be available in laboratory or in Potter's mailboxes in Koons Hall and South Coop. Only one LWI form needs to be submitted for any visit to Unity Pond, but I wish to have an LWI for every visit to the lake. A companion form is available for visits at other locations than the Kanokolus site.

The Megaleuctra Fisheries Consultants (MFC) Contract procedures are described below:

A Watershed Stewards workshop sponsored Wednesday evenings in October and November by Waldo County Soil and Water Conservation District and Waldo County Office of Maine Cooperative Extension Service is an option to students wishing to avoid a consulting contract. The Watershed Stewards workshop is not yet completely described, so further information will be forthcoming.

Unity classes contributed to the Maine Amphibian and Reptile Atlas Project (MARAP) in past years. Emphasis on amphibians and reptiles is renewed as cultural development continues in the state. Several species distributions and populations are not as well described as might be, so reports for some species are requested. We will prepare documentation for a variety of amphibians and reptiles that we encounter. We will seek advice from MARAP before we submit quantities of data. An example of the importance of data continuity is the apparent decline of Green Frog (Rana clamitans) in the Kanokolus marsh at the Unity Pond outlet.

An additional service project with amphibians is supported by the Maine Vernal Pool Advisory Group (MVPAG). This project is documenting vernal pool habitat throughout the state. My goal is to prepare documentation for a minimum of 6 new vernal pool descriptions to MVPAG by the end of the semester. We may not be able to complete documentation this semester because of certain descriptive requirements. However, both the campus vernal pool and the recently enlarged firepond do meet those requirements. I also know five other sites on private property that meet criteria. Additional sites will need confirmation of biological activity in 2000. Contributions to MVPAG are not mandatory.

Contributions to the Maine Damselfly and Dragonfly Survey (MDDS) will be serendipitous. I expect, however, that we will collect numerous adults, exuviae, or larvae for submission to MDDS. Descriptions of the project, required procedures, and materials will occur during the semester. I find this project appealing, but I do not expect each student to initially share my enthusiasm. Copies of MDDS literature appear in ES/KH 14, in SC 4, and on library reserve.

BI 3184 Fall 1999
MFC Contract
Megaleuctra Fisheries Consultants is a mythical consulting firm for which I have suggested WF 3324 Fisheries Science and Techniques students worked in recent years. In that context 50% of the fisheries student's grade is subjectively evaluated as if the student is a probationary employee of MFC. I will not subjectively grade you as an employee in BI 3184, but I wish to use this exercise to provide a realistic situation in which you will act as an aquatic scientist. Other faculty may describe this learning style as "problem-based".

Presented below are several questions, scenarios, or tasks posed to me by clients of MFC. Clients actually do include local citizens and property owners, summer visitors to twenty-five Mile Pond, local business persons, inquisitive local youth, and members of the Unity College community. I hope to have some of these people serve as actual client contacts for student teams.

BI 3184 students will gather into teams of 2-4 (1-5) individuals to bid on MFC contracts. Team bids will be reviewed and the contracts awarded to conduct the negotiated tasks. Teams may submit more than one bid and then choose among the offered contracts. Sealed bids must be delivered to me by 1700 hrs 17 SEP 1999. Any early bid will be reviewed and a contract awarded at the request of a prepared team. I reserve the right to reject or negotiate any or all bids or to modify any bid in an offered contract. Default teams or individuals with no submitted bid will work under my direct supervision on a task of my choice.

Specifications: Bids will include: -the title of the contract for which the bid is made -team name and individual names -conditions of the bid including tasks to be attempted -schedule with task and individual work assignments -selected sampling sites -methods and other components deemed appropriate -a preliminary literature review -anticipated equipment and supply needs including expenses -anticipated products for delivery to client -completion date

Every team will give a presentation in format of team's own choice 6, 7, 9, or 15 DEC 1999. Team presentations will be judged on a class approve instrument by peers and clients. further, the client will provide to me an assessment of the completed work and so indicate some level of satisfaction or disappointment that will be reflected in my assignment of your final grade.

This is a group assignment. I understand that students will contribute effort, initiative, enthusiasm, ability, and participation each to their own satisfaction. Satisfaction to one student may not be so identified by another. Despite any frustration that will occur among individuals, the product of the group will be judged by peers and clients, so an individual's grade will reflect the team effort. An opportunity to assess members of your team will be provided.

A year ago I prepared a list of client concerns. Students in BI 3184 Fall 1998 added several contract ideas. Contract opportunities resolved in part in 1998 are marked by F98. Realize that "Sandy Stream" or "Unity Pond" are site names that might be replaced with Halfmoon Stream, Bacon Brook, Sandy Pond, Carleton Pond, or many other sites. These questions include but are not limited to the following:

Does phosphate, measured as orthophosphate, at 4 sites in 25 Mile Pond compare or contrast with phosphate measurements in Sandy Stream at US Route 202 in Unity Village?
Calculate a hydrographic curve for Sandy Stream at Unity Village.
Describe seasonal changes of water quality at any local site.
How do avian predators fish in Unity Pond at such short transparencies? F98
How does stage height or discharge in Sandy Stream and 25 Mile Stream influence water renewal in Lake Winnecook?
Describe oxidation-reduction conditions of shallow and deep sediments in Unity Pond. F98
Which chaoborids occupy Lake Winnecook (Insecta: Diptera: Chaoboridae)? Do chaoborid larvae occur in sediments or do they suspend above sediments? At what densities does Chaoborus occur on a transect from Kanokolus boat landing to the eastern shore of the lake?
Is Secchi disk transparency consistent instantaneously at different locations in Lake Winnecook? Is transparency consistent through time? What causes variations in transparency?
What is the annual discharge of any tributary stream into Lake Winnecook?
Compare Secchi disk transparency to chemical or biological water quality in Lake Winnecook.
Is orthophosphate concentration consistent throughout the 25 Mile Watershed? F98
What freshwater clams occur at selected sites throughout the 25 Mile Watershed? Rely on empty shells as there are populations of endangered and threatened species in the drainage. F98
Which Unity Pond snails release worm larvae likely responsible for swimmer's itch?
Will the new pond near Eastview provide water for fire protection? How can the new Firepond be remediated to contain water all year?
Hydrology and biology of the campus Vernal Pool (or Firepond).
Prepare a written history, map, photographic inventory, water quality review, species list, and other descriptive characteristics for the Vernal Pool (or Firepond).
What crustaceans, insects, algae, or macrophytes have colonized (recolonized) the Firepond?
Compare the Firepond to the Vernal Pool.
What are the abundant filamentous algae or rooted macrophytes in Sandy Stream?
Prepare a map of aquatic macrophytes for a portion of 25 Mile Pond. F98
What is the density of Hydra on aquatic plants in Unity Pond?
Historical review and documentation for "protected" macrophytes at Unity Pond.
Fall 1998 projects completed at student initiative included a season long analysis of macrobenthos in Halfmoon Stream, a distribution study of decapods in the watershed, analysis of historical water temperature records in Unity Pond, and comparison of macroinvertebrates in a springbrook and an isolated pool in a dry stream channel.
Any aspect of limnology from the lecture or laboratory may be extended as an MFC contract proposal.

Fall 1999 Option
In lieu of a MFC contract is the opportunity to participate in a Watershed Stewards workshop sponsored this year by Waldo County Soil and Water Conservation District in cooperation with Waldo County Office of Maine Cooperative Extension Service. This workshop will be held several Wednesday evenings beginning 6 OCT 1999. There will be one mandatory Saturday excursion to view land use in the watershed. Full details are not yet available, so watch for further announcements if this is an interesting option. Any student in BI 3184 that completes the portions of the Watershed Stewards workshop offered during the Fall 1998 term will earn a very good grade in lieu of an MFC requirement.

]]> http://www.compact.org/syllabi/environmental-studies/freshwater-ecologylimnology/3806/feed/ 0 Land and Water Law http://www.compact.org/syllabi/environmental-studies/land-and-water-law/3807/ http://www.compact.org/syllabi/environmental-studies/land-and-water-law/3807/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3807 This course is designed for students preparing for careers in natural resource management. Students who successfully complete this course will have a better understanding of the legal and policy contexts in which natural resource managers function. The course is organized around the following five learning outcomes.

A. Knowledge outcomes. Students will demonstrate basic knowledge and understanding of:
Outcome 1 – American property law with particular focus on water and land use regulation;
Outcome 2 – Legal approaches to conserving private lands;
Outcome 3 - Policy dilemmas facing federal land managers.

B. Skills outcomes. Students will practice and demonstrate abilities to
Outcome 4 – develop solutions to a local water resource problem by applying legal knowledge in a collaborative exercise;
Outcome 5 – present relevant information in an organized and persuasive manner, both orally and in writing.

Course requirements
A. Wakeful attendance is required, the early hour notwithstanding. Active participation in class discussions, exercises and presentations is encouraged a discuss and expected. I follow format (and rarely lecture), so assigned readings must be completed before attending class. This preparatory reading requirement will be enforced through regular quizzes. Late work will be downgraded one letter per day of tardy delivery.

B. The course schedule (see below) lists the due dates for all reading assignments, quizzes, examinations, projects and presentations. You should expect some additional unannounced quizzes, especially in response to displays of inadequate preparation and/or minimal participation – better to come prepared and to participate!

C. There are four required texts. Additional reading materials will be distributed in class.
S. Buck, Understanding Environmental Administration and Law, 2d.
W. Weeks, Beyond the ArX: Tools for an Ecosystem Approach
B. Lind, The Conservation Easement Stewardship Guide
S. Yaffe, The Wisdom of the Spotted Owl: Policy Lessons

D. In the middle third of the course, you will be asked to help develop solutions in an ongoing local water resource project, known as "The Lake Winnecook Project. Working collaboratively (in teams of two) on specific assigned problems, your solutions will be incorporated into a "Conservation and Legal Guidebook" scheduled for publication early next year.

E. Final grading will be distributed as follows:
attendance and participation 20
10 quizzes 20
1st exam 20
Lake Winnecook projects 20
2nd exam 20
total 100 points


A requires 9O+ accumulative points, B requires 80+, C requires 70+, and ~ requires 60+. This is a challenging course designed for juniors and seniors who have developed a capacity for intensive, focused effort. I will be happy to discuss your progress in the course at any point in the semester.


LAKE WINNECOOK RESEARCH PROJECTS

1. Working in teams of two students each, the class will conduct research and write reports on six different issues. All issues have been requested by the Lake Winnecook Project's community partners. Your work will provide a valuable service to the community, and quite probably to other Maine communities working on water quality issues. Your work will be edited and joined with the work completed by students in last year's Land and Water Law class in a citizens guidebook on the law and conservation of lakes.

2. The six project problems are:

    A. Restoration of shorelands – local and state regulations + best management practices

    B. Camp roads (private ways) – statute and case law + forming road associations + bmp

    C. Water discharges and removals – septic system regulations + removal law

    D. Agricultural and Timber practices – regulations + best management practices

    E. Lake recreation – regulations of watercraft (jet skis) + floats docks public access

    F. Water level management – law on permanent structures + Temporary flashboards

3. Each team will receive a packet of background information on the project. Teams will be responsible for conducting further research on the laws and conservation practices related to the project. This will involve use of the library, internet, interviews with experts in water management, and interviews with community partners. All information gathered will be turned in and reviewed at the end of the projects.

4. Once the relevant information has been gathered, teams will write reports that explain the legal aspects of the assigned water management problem, and the recommended best management practices related to that problem. Reports need not be lengthy, but they must be thorough and accurate according to the current state of the law. A first draft of your report, including supporting evidence, is due October 19.

5. Each team will present in class a preliminary report (on October 21), and a final report (on November 2 for projects A, B & C, and on November 4 for projects D, E & F). On the day of final reports, each team will turn in the final written report with supporting evidence in a project folder. All reports should be delivered on paper and on a clearly marked diskette (diskettes will be returned).

6. Normally, grades are given to the team. The instructor may lower the grade of a team member who has failed to provide a significant contribution to the success of the project.



LAKE WINNECOOK TEAM ASSIGNMENT

1. Review the contents of your packet. It contains samples of three different kinds of information relevant to solving your problem – statute law; agency regulations; general information, usually including suggestions for best management practices.

2. Once you understand the contents of your packet, you will need to conduct further research on the law and regulations. You need to confirm whether the legal information in the packet is complete, whether it is current (up-to-date). By design, it probably is not complete, and may not even be current. You can complete this legal research in two places: in the red volume statutes (M.R.S.A.) located in the reference area of Quimby Library; and over the internet. Once you find relevant and current statutes and regulations, download the key provisions for future reference. You may need to discuss your research with an expert at DEP or another agency in order to clarify a key point.

3. Using the law & regulations in your packet together with the law & regulations located by your research, write a summary of it that explains the purposes, key definitions, prohibitions, and basic procedures.

4. At the same time you are working on the legal research, you need to educate yourself further concerning the best management practices relevant to your problem. Supplement the information in the packet with research in the library and internet. Ask yourself if any of the concepts we are studying in Beyond The Ark might be useful in formulating a best management approach to the problem. Write a summary of this information.

5. Written summaries of law, regulations and best management practices are due October 19.

6. Once you have completed your basic research, contact the community partner to discuss how it relates to the specific conditions found in the Lake Winnecook watershed. If the law and best management practices are fairly simple, your project may evolve into an action plan. To complete an action plan, you will need to conduct a field investigatian of the conditions and extent of your problem, and probably interview more than one community member.

7. Final reports are due November 2 or 4.


PL3233 Land & Water Law
CAMPROADS PROBLEM

Camproads have long been recognized as one of the biggest nonpoint source-contributors to nutrient problems in lakes. The problem involves both legal and bmp aspects. Lega1 issues include liability (who is responsible), creation of associations to address maintenance issues, and regulation by the towns and the state. While statutes and regulations exist (see packet for a sampling), some aspects of this problem involve researching the case law on property rights in "private ways."

The Friends of Lake Winnecook members who have expressed interest in the camproad problem include Jerry Cinnamon and Rick Kirsbergen and Walter Edgecomb. The FOLW "needs list" recites the following: "Camproads: inventory, classification, maintenance & remediation, as nutrient sources (particularly phosphates), siting and permitting new roads, culverts, specifications for construction with turnouts, listings of construction companies, workshops with Waldo County Extension, legal assistance organizing camproad associations." As you can see, this list is a mixture of inventorying, monitoring, legal issues, and best management practices. You are only responsible for the legal and bmp issues.

Land & Water Law
Restoration of Shorelands.

There is growing interest in initiating small restoration projects around the Lake Winnecook watershed. As we now know, any activities, even well-intentioned ones, is potentially regulated under the Natural Resources Protection Act and the Shorelands Zoning Law. Your task will be to determine which activities can he conducted in which locations – without permits, with "permits by rule" and with "permits by application." Once you complete this legal review, you can explore the best management practices literature, searching for the practices that can be implemented within the three permit categories.

Our community partners have asked for information about permits for shore rip-rap, guidelines for shore planting, vegetation enhancement and removal, and similar activities. Elizabeth Huard and Max Gillette are both members of Friends of Lake Winnecook who are particularly concerned about these issues. Also, Rick Kirsbergen of the Waldo County Extension Service is initiating a community effort to train local citizens (including Unity students) in restoration work. Your project will be most helpful if you can gain an understanding of current conditions around the lake and watershed, and the likeliest places people want to begin with restoration work.

Land & Water Law
Water discharges & removals

There are not supposed to be any point source discharges into lakes (great ponds). However, problems with septic systems persist – students have found several e cold hotspots around the lake that may be due to illegal discharges or defective septic systems that are leaking into the lake. Your task is to understand the regulations (see packet), especially on requirements for replacing defective systems.

Other "discharges" include storm water and soil erosion. Some of this kind of discharge has been noted coming from temporary activities like construction sites. How are these regulated?

Water removals can be for a number of purposes – drinking water, irrigation water, tanker trucks for swimming pools or other bulk uses, etc. Which of these are regulated?

One of the members of the Friends of Lake Winnecook, Fred Schlapp, has expressed a particular interest in these issues. After you have conducted your basic legal research, talk to him about the specific concerns about Lake Winnecook discharges and removals.

Land & Water Law
Agriculture & Timber practices

Generally speaking, special laws and regulations to protect water quality have been developed for commercial farming and timber harvesting. Thus the Maine Natural Resources Protection Act and the Mandatory Shoreland 20ning Law both contain some exemptions for these commercial activities. Your primary task will be to inventory the primary sources of regulation of agricultural and timber practices, sorting out the important regulations from the fairly peripheral ones. While the packet provides a beginning, it is by no means complete, especially regarding nonpoint source pollution from farming. Fairly early in your research, I suggest you contact the Waldo County Extension Service (try to speak with Rick Kirsbergen -he lives on Lake Winnecook and is aware of this project).

Land & Water Law
Lake Recreation

Recreation on and around the lake involves a variety of legal issues. One is public access – where & under what circumstances can people get to the lake? The town of Troy has no public access – does this create problems? Another is boating, especially jet skiis. Who can regulate boating? For what purposes can boating (or snowmobiling or trucks on ice) be regulated? Are there "no wake" zones? Wildlife habitat zones? What about location of docks and floats and boathouses and "improvements" for swimming areas and temporary camping equipment? What state or local regulations apply to them? Lake recreation can also involve social tensions between riparian owners and members of the public. Who enforces or mediates any disputes?

The information in your packet is a mere sampler. When conducting legal research, you should know that a lake is called a "great pond," that a jetski is a kind of "personal watercraft", and that game wardens probably know more about this subject than most other officials.


Land & Water Law
Water Level Management

Lake Winnecook presently has no dams at its outlet, so any existing water level management exists in connection with its inlets, e.g. Carlton Bog dam. At some time in the past there wa evidently a dam near the outlet (25 Mile Stream). Some lake residents believe that water quality could be improved if a dam were restored at the outlet, and then operated to "raise" and then to "flush" the lake. Others recall the use of flashboards at Prairie Road. The legal aspect of your research is to determine the permitting process for any water level management activities contemplated for the lake – be assured that this will be somewhat complex and will involve-all levels of-government. You also need to learn about the potential benefits of managing water levels, including erosion control, flushing potential, fisheries, etc.


Your community contact for these issues is Mr. Andy Reed. I suggest you speak to him fairly early in your research in order to understand the background and specific ideas that local people have on this subject.



STUDENT EVALUATION OF LAKE WINNECOOK PROJECT
The Lake Winnecook project provides Unity students with opportunities to serve the local community while they are learning. Your evaluation of your participation in the project will help to improve it. On behalf of the lake and its friends, thanks again for helping out!
1. The part of the learning portion of the project that I liked most was…
2. The part of the learning portion of the project that could be improved was…
3. The part of the service portion of the project that was most meaningful to me was…
4. The best advice I could give to other students concerning their participation in the project is…

]]> http://www.compact.org/syllabi/environmental-studies/land-and-water-law/3807/feed/ 0 Community and Environmental Compatibilityin the York River Watershed York, Maine :A Service Learning Program http://www.compact.org/syllabi/environmental-studies/community-and-environmental-compatibilityin-the-york-river-watershed-york-maine-a-service-learning-program/3808/ http://www.compact.org/syllabi/environmental-studies/community-and-environmental-compatibilityin-the-york-river-watershed-york-maine-a-service-learning-program/3808/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3808
This course is listed as: Sociology 300, LSC 495

Human communities and the environment are increasingly endangered in today's society. Pressures for economic growth, the world economy, and the expansion of state and national regulations have decreased local control and have heightened the strains on the environment. While this project will not change these conditions at a local level and to see how a community is trying to deal with its concerns about its environment.

This Project draws on the combined resources of the students of the University of New England (UNE) Departments of Life Sciences and Social and Behavioral Sciences and the Community of York to develop the foundations for assessing the human impact on the York River Watershed in York. It will involve community officials and interest groups, environmentalists, professors, and students in developing and implementing an assessment of the current social, microbial, and invertebrate populations of the Watershed and planning for future research directions.

There are four objectives to this work. The first is to develop greater communication and interaction between the partners noted. The second is to provide students with a hands on opportunity to help the community address a problem and work inter-disciplinarily in formulating and addressing the problem. Third, it will integrate service learning not only across disciplines but across academic boundaries and into the regular classroom as three normally non-service learning courses will be integrated into this service-learning project. The final objective is to establish the foundation for addressing the issues of the watershed in a more in-depth and ongoing manner.

There are three expected outcomes of this work. First, it will help gather and provide the community with a previously scattered or non-existent base of information on its watershed which will help stimulate discussion and future examination of the watershed by the community. Second, it will provide students with an in-depth perspective in watershed management, community processes, and research formulation. Finally, it will develop the mechanisms needed for future collaboration by the project participants.

Student Participation and Evaluation
The foundation of this project is the work of the students. Students will play a critical role in determining the activities to be undertaken, the process in which issues are addressed, and doing the actual work. Accordingly, students will NOT be given a syllabus which details what they will do. The tasks to be accomplished will be established collectively as the semester develops. In undertaking this project students will be expected to perform the following tasks.

Date Assignment Weight
All Semester Complete a minimum of 120 hrs. 15 points
Feb., March, April Journal 24
Weekly Internship Group Meetings 20
All Semester Group Leadership 08
All Semester Group Liaison 08
End of Semester Project Presentation 10
05/07 Final Project or Paper 15
TOTAL 100points

Work Requirement
Each student will be required to complete a minimum of 120 work hours this semester. This is an average of about eight hours a week. In some weeks the student will work more and in others less. A "work hour" is any task which needs to be completed as part of the project. These can be interviewing community members, collecting data, making phone calls, arranging for class visits, library research, reading assigned materials, and even journal writing. Hours can also be accumulated by attending class sessions that extend beyond two hours, for driving to York once a week (counted as one and a half hours), and by presenting to other interested classes. Other situations for credit for hours will be considered on a case by case basis. Fifteen points or fifteen percent of the grade is dependent on the completion of these hours. Students will be on their honor to count their hours and maintain a weekly total.

Journals
An important part of service-learning is reflecting on one's activities. Journals will be kept by each of the students. These will be reviewed by one of the instructors each month for a total of three times. The content of the journal will vary from student to student and from week to week. The primary intent of a journal is to provide the students with the opportunity to reflect on what they have learned. This may include: making observations, asking questions, expressing feelings, or documenting information. The journal can also be used to record information such as interviews, data gathered in the field, or directions as to the next step to take on a project. There is no set rule for the appropriate length of a journal. If there are doubts about whether you are doing enough, give an instructor an entry or two and ask for feedback. There a total of 24 possible points, eight for each session of the journal. The points are awarded based on a reasonable attempt to reflect on one's learning.

Internship Group Meetings
Group meetings are a critical part of an internship experience. It is during these sessions that activities will be planned, work reviewed, and educational material such as a presentation or discussion of readings will take place. Each student will be expected to attend all of the weekly group meetings. At the first session we will attempt to find a time that works for all the faculty and students. We are expected to have approximately 10 sessions. Therefore, they will be worth two points each. These will be from one to two hours in length. Students may be excused for illness or work related to the internship. Students must give notification of a "miss" 48 hours in advance. These meetings will take place 5:00-7:00 PM Mondays in Decary 302.

Group Leadership
Each student will be expected to be the leader of one activity and the assistant leader of another. For example, one person will be the Data coordinator and direct all activities related to the maintenance of data, while another student will assist in this activity. In each area, the student will be the one primarily responsible for all aspects of the particular activity. Potential activities include:

-Coordination of groups
-Media director (print media, video, and photography)
-Liaison to one of three related classes: Community Organization, Microbial Ecology, Invertebrate Zoology
-Data coordinator
-Group treasurer/clerk/secretary
-Geographic Information Systems (GIS) and Maps coordinator.

The responsibilities will vary by activity. The intent is to provide students a clear focus for their work and to ensure that tasks related to the project are completed. Every attempt will be made to connect students with the areas of interest. There are a total of eight points for this activity. Points are awarded upon satisfactory completion of the assigned activities.

Group Liaison
Each student will be expected to be the primary liaison to one community group, agency or individual in the town of York. For example, one person will need to be responsible for coordinating communication with the Town Planning Office, the York Rivers Group, and the Conservation Commission. In each case, there will be one person assigned to assist in group liaison. There are a total of eight points for this activity. Points are awarded on a satisfactory completion of the assigned activities.

Project Presentation
All students are expected to do one public presentation related to the project. This may be done individually, in small groups, or by all the interns. The presentation can be in a variety of settings. Possible forums include: undergraduate research days, presentation to a class on campus, presentation to a community group in York, or a presentation to a regional undergraduate research conference. The presentations will be determined as the semester progresses. There are 10 points assigned to these presentations. These will be graded on a 10-point scale based on criteria to be discussed later in the course.

Final Project or Paper
All students are expected to do a final presentation related to the project. This may be done individually, in small groups, or by all the interns. These may take a wide range of formats. For example, it is possible to do a photo essay of a particular problem or issue. You may choose to write a section of a grant to the National Science Foundation. You may prefer to conduct a series of interviews on a topic and to transcribe these interviews into a document. The options are almost limitless. The key factor is that the work provide you with an educational opportunity and that the results contribute in some way to the goals of the project. These are graded as a paper or project would normally be graded. There are a total of 15 points assigned to this activity.

Weekly Assignments
Because this is an experiential project that evolves as the semester progresses, it is difficult to make weekly assignments. In general, there are four phases to the project. The first will be the informational and organizational phase and will last from January 15 until March 1. The first step of this stage, will be for the various participants to get to know each other, establish lines of communication, examine the course goals and objectives, and identify the needs of the York community. For example, in this phase we will determine which students will interact with which agencies and individuals and how. The second step of this phase will include presentations by the faculty, students, and community members on key academic and informational elements of the course. For example, how do we define the research area of the watershed and why, and what are the potential human impacts on the watershed? What information has already been collected on the watershed? During this period students will make site visits to the key agency participants to see how they function and what their role in the overall project is. In addition, students will begin to collect existing field and community data.

The second phase will take place during the first three weeks of March and will consist of a planning phase in which the students and participants establish time frames, and objectives of the field research. These will be done in conjunction with all project participants. The task for the students will be to assimilate the information.

The third phase will go from the third week in March until the first week in May. This will consist of students gathering data directly from the watershed or the human community surrounding the watershed. These data will then be integrated with the already existing data on the watershed.

The final phase will overlap with the other phases of the project. The dissemination and assessment of information will begin as early as possible. For example, students will disseminate ideas and accomplishments through local newspapers. As the research is completed, students will participate in various undergraduate research forums at UNE, in the region, and in the community of York.

Activities in January and the First Week of February
January 20 -
First group meeting. Explain the purpose of the project and develop foundations for understanding, community, ecology, and the town of York. Reading assignments and materials will be distributed at this meeting.

January 27 -
Second group meeting. Students will determine which activities they wish to coordinate and the agencies/groups they want to be a liaison to. Readings for the first week will be discussed. A presentation may be given by the town planner of York. Additional readings or tasks will be assigned.

February 3 -
Possible presentation by Heidi Kost-Gross of the Radcliffe Seminars of Radcliffe College. Ms. Kost-Gross will make a slide presentation of her groups Watershed Study of the York River. Readings for the second week will be discussed. Students will begin to develop their particular area of expertise.

]]> http://www.compact.org/syllabi/environmental-studies/community-and-environmental-compatibilityin-the-york-river-watershed-york-maine-a-service-learning-program/3808/feed/ 0 Design for the Environment http://www.compact.org/syllabi/engineering/design-for-the-environment/3822/ http://www.compact.org/syllabi/engineering/design-for-the-environment/3822/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3822 LEVEL: Sophomore
Number of credit hours: Three (3) semester credit hours

COURSE GOALS
The primary goal of the course is for the students to conduct "An Assessment of Environmental Equity in the City of Harrisburg." The first objective is to have the students in Design for the Environment prepare a report that can be shared with the community on environmental equity in Harrisburg. The students will investigate four specific issues that will be identified with the help of community leaders. The students will complete a report and present their findings in oral and written forms.
The second objective is to have the students evaluate the degree of environmental harm to community members using environmental standards. This objective will be met qualitatively and possibly quantitatively. A numerical analysis is beneficial when determining appropriate action for environmental improvement, but the non-analytical approach, where the students are exposed to the social aspects of problem solving, is one of the intents of Engineering 271.


COURSE DESCRIPTION
The course deals with the effects of progress and advances in technology on the global environment. Product design and manufacturing processes are examined for their relationship and effect on the environment. Methods of design for the environment in various industries are explored. We: investigate current concerns for the global environment; use the various resources for environmental research to become cognizant of current efforts; examine the role that societal progress has had on the environment; explore various approaches to better consideration of the environment, such as sustainability and deep ecology; consider the detrimental effects caused by technology and the continuing role that technology plays, and look at practical commercial and residential approaches that can be made towards environmental improvement.

Description of the service-learning project:

a. Community partners
Community partners who have participated in the project represented community, business, government, and academic organizations. Among the active partner organizations are: City of Harrisburg Department of Parks & Recreation, Harrisburg city school Steele Elementary, Pennsylvania State Department of Aging, RE Wright Environmental Consultants, Rust Environmental & Infrastructure Consultants, Pennsylvania Power & Light, AMP Incorporated, and local chapters of the Audubon Society and the Sierra Club.

b. Community needs addressed
As a result of a meeting with city and community leaders, the students have identified the following issues as those that are critical to environmental equity in Harrisburg. The issues are:
(1) the need for a better public transportation system,
(2) the future of the city in terms of regional planning,
(3) the proposed hydroelectric dam project on the Susquehanna River, and
(4) the environmental state of Steele Elementary School in the city.
The students form smaller teams to investigate each of these issues in more detail.

c. Solutions and implementation
The sub-project teams interview city and community individuals in order to complete their assessments. Students make trips to various sites in Harrisburg that are important to their sub-projects. The students will prepare one report that includes their observations, conclusions, and recommendations in regards to the stated issues. The report will be presented orally at a follow-up meeting. Faculty and community participants will be invited to attend the final report presentation.

d. Roles of faculty, student participants, and community partners
The partners' primary roles are as community representatives and their willingness to be interviewed by the students is necessary for project success. Some of the partners also serve as evaluators of the students' final report. The faculty member responsible for this project serves as mentor and liaison for the students involved. Faculty participation comes in helping identify community partners, planning and conducting the two business meetings, reacting to interim and final reports, and ultimately evaluating the completed project.

e. Implementation of reflections
In the final report the team will identified factors that contribute to the quality of life. Tangible factors that are often identified are air quality, water quality, food supply, energy availability, income per capita, shelter quality and the visual appeal of the surroundings. The team also identifies more obscure factors that go beyond traditional engineering concerns. Each of these factors ultimately has a direct bearing on environmental equity as applied in Harrisburg or any other locale. These factors are social relations, political infrastructure, education, community activity, and psychological morale, which is affected by leisure activities. The point of this factor analysis is to show how social and cultural forces affect the overall global environment such that inequities could exist.

f. Service-learning project and course grading
The service-learning project was graded as 35% of the final course grade. Small research exercises that dealt with project issues were worth 15% of the final grade.

g. Results
The Spring 1997 Semester project was well-received at the college and at the 1997 SEAMS Symposium hosted by Pennsylvania Campus Compact. HACC supported the grant with matching funds that included faculty support and conference facilities for the business meetings. The project instructor was asked to give a guest lecture on an engineering perspective on environmental issues to an Environmental Ethics class. Faculty members with interests in environmental affairs attended the students' presentation of their final report. At the symposium the students' optimistic approach to the project and the interaction with city and community leaders were two items that received positive recognition from the audience.

h. Lessons learned
A realization that the students viewed the issue of environmental equity differently than literature on the subject came early in the pre-project planning. The grant proposal originally suggested an assessment of environmental inequity be done. After their research into environmental justice and racism, the students argued that the approach should be towards equity instead. This subtle point parallels the general need for engineers and technologists to be optimistic about environmental improvement. Development and advancement in the proper direction can benefit the environment. In the past technology has been seen as detrimental since it has been part of the driving force in our over-developed society. The fact that the students recognized the need for optimism in solving environmental problems is not a small issue. Along with the realization that an engineering solution with no social consideration is ineffective, the recognition that an optimistic approach should be taken is an important lesson learned.

More time may be needed to determine if the project met the community's needs. The students developed several useful recommendations that can be used by city and community leaders as another opinion on certain issues. In each of the sub-projects the student's research did fall short of providing immediate benefits. A number of key leaders, such as members of the state Department of Environmental Protection and the Harrisburg School Board, could have been included to expand the scope of the projects.

There were some definite benefits to including the service-learning project in the Design-for-the-Environment class. The students in the class did experience an increased awareness of environmental issues due to their interaction with city and community leaders. Lessons learned from these interviews greatly enhanced the classroom discussions on topics such as planning and wildlife preservation. The inclusion of the social and cultural aspects of the environment in the service project was key to understanding the effect of engineering and technology on the environment. Students learned about communities and cultures other than their own as they investigated the city for equity issues. None of the ten students lives in the city limits. By completing their assessment, the students participated in a preliminary design-for-the-environment analysis which is a benefit to students taking the course that they can not get from a textbook.

The service-learning project went well. All of the sub-project teams reported observations of the environmental situation in Harrisburg, conclusions of the research effort made in each area, and recommendations for environmental improvement. The students kept the issue of environmental equity in focus as they worked on the project. Initial reaction to the students' recommendations has been positive, although those individuals who have read or witnessed the presentation did not agree with each of the recommendations. The students in this section of Engineering 271 did benefit from the project and the service-learning experience. As engineering problem-solving and design require the inclusion of social and cultural issues, students studying DFE need to see how these issues affect the environment.

The hope is strong that some of the city and community leaders who read the students' report also benefit from some of the research and recommendations.

]]> http://www.compact.org/syllabi/engineering/design-for-the-environment/3822/feed/ 0 Field Applications in Mine Reclamation Science http://www.compact.org/syllabi/engineering/field-applications-in-mine-reclamation-science/3824/ http://www.compact.org/syllabi/engineering/field-applications-in-mine-reclamation-science/3824/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3824
TEXT: Restoration and Revegetation of Western Ranges and Wildlands, Steven B. Monson and Richard Stevens, Published by U.S.Forest Service.

COURSE FORMAT
Mine reclamation science will be covered from the starting point of native species seed harvesting from shrubs, forests, grasses, and trees. Guest lecturers from the mining industry, the U.S. Forest Service, the National Resources Conservation Service (formerly the Soil Conservation Service), the U.S. Bureau of Land Management, the Utah Division of Wildlife, the Utah Division of Landscape Design, the Utah Division of Oil, Gas, and Mining, and several commercial seed harvesting and seed processing companies will provide instruction in seed collection/preservation.

Weekly class outings will be conducted at field sites where students will harvest pine cones, berries, wildflower seeds, etc., from vegetation in a variety of terrain and climates. Students will also visit the Utah Division of Wildlife Ephram Experimental Station, the State of Utah Lone Peak Nursery, and the largest commercial seed processing facility in the western states in Lehi, UT.

Service learning in the earlier class outings will be focused on seed harvesting for the later service learning activities – - hands-on re-vegetation of a disturbed mine site on U.S. Bureau of Land Management property on the west slope of the Oquirrh Mountains. The latter course component will require 1 -2 weekends of service beyond the weekly field outing service component.

Each Tuesday lecture will be preceded by a 15-minute quiz (1:00-1:15 p.m.) on the previous week's lecture and field exercises.

An additional class requirement will be completion of group project presentations by students. Groups of students will cooperatively report on a selected field activity from among the class outings. For example, a group may present a summary of the preparation and completion of pine cone harvesting activities in the Wasatch Mountains.

COURSE SCHEDULE
Actual field outings can be planned only in consideration with the weather conditions that unfold in the autumn. The following outline is intended to serve as a representative schedule of possible field outings.

September 26 Overview of Mine Reclamation
October l / October 3 Wildflowers
October 8 / October 10 Wetlands Native Species
October 15 /October 17 Sage, Rabbit Brush
October 22 / October 24 Grass Seed Collection
October 29 / October 31 Commercial Seed Processing Facility
November 05 / November 07 Willow Bundling
November 12 / November 14 Pine Cone Harvesting
November 19 / November 21 Division of Wildlife Experimental Stn.
November 26 / Project Presentations
December 03 / December 05 Mine Site Re-vegetation

GRADING:
QUIZZES (10) 50%
CLASS PROJECT 25%
CLASS PARTICIPATION 25%

FULFILLMENT OF SERVICE LEARNING CRITERIA
Students in the class provide a needed service to a community. Activities in the class culminate in student hands-on reseeding of a disturbed mining site on U.S. Bureau of Land Management Property. This site would undoubtedly remain scarred and un-vegetated for the foreseeable future because of the unavailability of funds and resources within BLM for site reclamation.

The service experience relates to the subject matter of the course. Each week, students will learn about the science of seed harvesting and then go into the field to apply these techniques. Students will then plant harvested seeds on a disturbed mine site at the course conclusion.

Activities in the class provide a method for students to think about what they have learned through the service experience and how this learning relates to the subject of the class. A significant fraction of the student requirements in the course is a project presentation that will require students to link classroom material with their field experiences in one of the course subject topics.

The course offers a method to assess the learning derived from the service. Credit is given for the learning and its relation to the course, not for the service alone. Students will be quizzed weekly on both the subject matter and field experiences associated with the preceding week's activities.

Service interactions in the community recognize the needs of service recipients, and offer an opportunity for recipients to be involved in the evaluation of the service. The learning service activities — seed harvesting and re-vegetation of a mining disturbed site — have been developed in conjunction with recommendations of U.S. Forest Service and Bureau of Land Management administrators. Federal agency professionals will, in fact, participate in actual instruction (as guest lecturers) and conduct of field trips (as escorts on federal property) for the class.

The service opportunities are aimed at the development of the civic education of citizens even though the course may also be focused on career Preparation. The proposed service learning class contains a substantial element of education about the realities of abandoned mine lands in the United States. Namely, the inventory of lands that require mitigation is far in excess of that which can be addressed within current federal budget expenditures. Some (if not most) of the necessary cleanups will require coalitions of volunteerism and donated resources. The class service in this course will reinforce this reality.

Knowledge from the discipline informs the service experiences with which the students are involved. The course attempts to integrate the necessary science into the learning experience of the students. Thus, the lecture component of the course — with carefully chosen professional experts — is meant to be an essential facet of the overall class. The student experience is intended to be much more than simple attendance at ten field trips. The preparatory lectures are deemed to be essential to the focus of the course.

The class offers a way to learn from other class members as well as from the instructors. Field activities and class projects are centered around student interactions. Many of the proposed activities will not be individualistic tasks. Rather, complex activities will require teams of students to delegate sub-activities to one another that result in overall project completion.

]]> http://www.compact.org/syllabi/engineering/field-applications-in-mine-reclamation-science/3824/feed/ 0 Comparative Public Health & Environmental Policy http://www.compact.org/syllabi/environmental-studies/comparative-public-health-environmental-policy/3831/ http://www.compact.org/syllabi/environmental-studies/comparative-public-health-environmental-policy/3831/#comments Fri, 26 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3831 I. COURSE DESCRIPTION:
This course will begin with a comparative review of Mexican and United States history and government, followed by study of selected health and environmental problems along the border of the United States and Mexico. Next we will study the public policies designed to address those problems. After two weeks of intensive classroom study, students will travel to the border to observe conditions and to study and undertake a service-research project related to environmental-health issues. The service project will allow students to utilize public health and environmental skills to assist low income populations in the border region, and thus learn the value of their skills in meeting health and environmental needs. Simultaneously, we will gain an appreciation of comparative approaches to meeting public health and environmental needs. Finally, students will conclude the course by preparing a written report summarizing their findings, a report designed to help communities in which we have worked clarify their needs and means to meet those needs.

This course will utilize the unique opportunity provided by Alma·s Spring Term to expose students to the great need for health and environmental professionals to serve low income populations in both the developed and developing world. It will do this by exposing students to differences in one of those rare places where the United States meets the developing world, along the Texas border with Mexico. It will compare health and environmental needs and policies and the management of policies in northern Mexican border communities with those on the U.S. side of the border. We will especially try to learn how global economic forces create special health and environmental needs and place special demands on health and environmental scientists.

Work on border environmental health needs will have multiple benefits for students. First, students will have unforgettable exposure to the complexity of data collection, technical planning, and causal analysis in public health and environmental studies. They cannot help but see the tragic consequences which can follow failure to conduct such studies. They will observe the very real differences between health and environmental needs and policies that correspond to differences in living standards. In terms often used in the study of public policy, they will see that ’policy and science matter.· They also can witness the importance for independent health and environmental scientific research of non-profit organizations, especially those linked to universities, churches, and human rights and labor rights institutions. Such institutions, along with government, sponsor much data collection, analysis, and policy advocacy work along the border which benefits the less articulate poor and the environment. Finally, students should return from their border service with more understanding of Mexican life and needs, the special burdens of women and children in a developing country, and the role of scientists in easing those burdens and addressing those needs through academic and career choices.

II. QUESTIONS:
If you have any questions while we are on campus that cannot be addressed during class, please make an appointment during class, come to my office or leave a message at x7203 [office] or 463-6170 [home.]

III. BOOKS AND OTHER INFORMATION SOURCES:
There are several types of sources we will use during the term to master the information necessary to participate and benefit from the course. The sources are listed by sub- category below. Those marked with an * will be supplied free to students. Those marked ® are on reserve in the library.

A. General Background – Before enrolling in the course, every student should have read:
1. Andrew Skolnick, "Along U.S. Southern Border, Pollution, Poverty, Ignorance, and Greed Threaten Nation·s Health," JAMA, 273 (May 17, 1995), pp. 1478-1482. Note especially the references to Cynthia Lopez, James VanDerslice, and Amy Liebman, whom you will meet.
2. Kate Hendricks, et al., Primary Prevention of the Recurrence of Neural Tube Defects (Austin: Texas Department of Health, 1995).

B. Every student has been assigned a small section from one of the following four books which we need to review in order to have some understanding of the history and government of Mexico, the U.S., Texas, and Chihuahua. Each of the thirteen members of the class are to select about 100 pages from one of four books described below and become an expert on these and prepare a class (30-45 minutes) on your pages. During the first week of class, we will listen to one report after another to gain understanding of the history, politics, and socio-economic conditions in the region. At the end of that week, we will begin an intensive study of public management and then of environmental and health policies. The books are as follows:

1. Ramon Ruiz, Triumphs and Tragedy: A History of the Mexican People (New York: Norton, 1992).
TOPIC PAGES
The Conquest & Early Colonization 15-112
Independence and Early Republic 113-204
The U.S. War, French Occupation,
Reform and Decay 205-313
The Revolution 314-409
Modern Mexico 410-480

2. Robert Pastor and Jorge Castaneda, Limits to Friendship: The United States and Mexico (New York: Alfred Knopf, 1988).
TOPIC PAGES
Background and Barriers to 3-94
Understanding
Friction arising from Policy & 95-194
Government
Connections – Money & Drugs 195-282
Americanization of Mexico &
Mexicanization of the U.S. 283-376

3. Mark Wassermann, Persistent Oligarchs (Durham: Duke Univ. Press, 1993).
TOPIC PAGES
The Old Elite & the Revolution 1-90
New Leaders since the Revolution 91-174

4. Mary Beth Rogers, Cold Anger (Denton: Univ. of North Texas Press, 1990).
TOPIC PAGES
The Development of IAF Programs 11-103
People, Beliefs, and Methods of the IAF 104-200

C. For students without knowledge of public administration or policy, we will use B. Guy Peters, The Politics of Bureaucracy (White Plains: Longman, 1995), to gain an appreciation of comparative administration. We will read the early chapters of that book at the end of the first week.

D. Environmental and public health reports: We will begin a review of several environmental and health reports and data sources to gain insight into border health and environmental conditions, these include:

1.U. S. E.P.A., Binational Study Regarding the Presence of Toxic Substances in the Rio Grande/Rio Bravo . . . (Springfield, VA: National Technical Information Center, 1994);
2. Mary Kelly and Salvador Contreras, The 1994 Rio Grande Toxics Study: An Evaluation and User·s Guide (Austin: Texas Center for Policy Studies, 1995);
3. U. S. Dept. of Health & Human Services, Agency for Toxic Substances and Disease Registry, Health Consultation Camino Real Landfill (Atlanta: U. S. Dept. of Health & Human Services, 1996); and
4. Marvin S. Legator and Sabrina F. Strawn, Chemical Alert: A Community Action Handbook (Austin: University of Texas Press, 1993), will be used as a general reference, we will review pp. 70-88.

E. Newspapers: Beginning in mid-April, 1996, the College Library has subscribed to one of the El Paso daily newspapers. Students should review these papers each day, and note or copy one article that you find is especially related to our work. A form for this purpose will be distributed.

F. Films: During the first two weeks, we will have group showings of several films related to U.S. – Mexican history, relations, society, culture, and economics. All films are designed to increase our sensitivity to the people and needs of the region in which we will work. Guests are welcomed at evening showings.

IV. GRANT SUPPORT:
Student travel and related costs for this course are subsidized by a grant from the Corporation for National Service's SEAMS Project. Planning costs, such as preliminary travel to the border to arrange the course, has been supported by the Michigan Campus Compact Grant to Alma College for Global Service. Especially as a result of the SEAMS grant, we are obligated to share our findings with others. It is anticipated that student research results from this course will lead to various opportunities to present findings to the public, either in academic conferences during 1996-97, or through publications.

V. ASSESSMENT OF ACHIEVEMENT:
Progress through this course will be assessed in four stages. The philosophy behind the course is called mastery learning. That is, every student should master all material in each stage before moving to the next and should master all course objectives before completing the course. After the first two stages, there will be assessments, which will be like standard tests. Students may take these tests as often as necessary until all work is known. The third stage of the course, will be the one on the border, during which time, students will assemble a journal, including a daily written reflection on experiences, and handouts and other documents collected during that day·s work. The last stage of the course, during and after the fourth week, will be a research report on one border environmental health topic.

Details of assessment methods for the later three stages of the course will be given before we embark on each stage. Below are listed the general subjects which we must master during the first week.

GEOGRAPHY – Understand the basic geography of Mexico (& the U.S.)
Review the major regions, cities, etc. of Chihuahua, New Mexico, and Texas
 Know the Rio Grande (Bravo) Valley
Know the counties, cities, colonias of the Juarez-El Paso region

HISTORY – Major events, personalities, and consequences of the conquest.
The major events, personalities, and consequences of the war for independence, the early republican era, the Mexican-American War and the French invasion.
The Diaz era and the Revolution
Mexico since the Revolution
The Revolution & Its Consequences in Chihuahua.

POLITICS – Comparative Mexican and U.S. Government
Political parties in Mexico
Comparative foreign policy
Economic integration and rivalry
Border Tensions: Americanization & Mexicanization
Government in Texas and New Mexico
Community Organization
Know the names of key office holders

CLASS SCHEDULE:
NOTE: This class is a full-time activity during Spring term. Nothing can take precedence over this class! If we need to meet at an unscheduled time to get a task completed, we must be in class. Tell friends about this priority before you schedule any social activities. The schedule below is simply an indication of when we hope to cover material. It may be changed at any time to fit priority needs.

DATE ACTIVITY AND READINGS

April 29
10:00 a.m. – First class – Review syllabus, geography and history as well as border health information in readings done before class from Skolnick and Hendricks.

April 30
9:00 a.m. – Review Mexican History
READING: Ramon Ruiz, Triumphs and Tragedy: A History of the Mexican People.

May 1
10:00 a.m. – Complete review of History and Begin Comparative Politics READING: Robert Pastor and Jorge Castaneda, Limits to Friendship: The United States and Mexico.

May 2
10:00 a.m. – Politics in Chihuahua and Texas
READINGS: Mark Wasserman, Persistent Oligarchs; and Mary Beth Rogers, Cold Anger

May 3
10:00 a.m. – Assessment of April 29 – May 2 Review of Public Management READINGS: B. Guy Peters, The Politics of Bureaucracy, pp. 1-82.

May 5
8:00 p.m. – MOVIE – The Ballad of Gregorio Cortez Question for the evening: What is Cinco de Mayo?

May 6
10:00 a.m. – Complete Review of Public Management READING: Peters, pp. 89-127.
2:00 p.m. – Guest Lecture on Mexican History by Prof. Yavenditti

May 7
10:00 a.m. – Review Border Health Policy Issues Read and critique ATSDR, Health Consultation. 8:00 p.m. – MOVIE: Viva Zapata!


May 8 10:00 a.m. – Review Environmental Policy Read and critique: EPA, Binational Study Regarding, and Kelly and Contreras, The 1994 Rio Grande Toxics Study.
Michael J. Scott, "What You Need to Know Before You Start: Introduction to Experimental Design," in Legator and Strawn, pp. 70-88.

May 9 Break for Packing

May 10 Depart for Metro Airport 5:00 a.m. – Reid-Knox Lot Arrive El Paso 2:00 p.m. MDT 4:15 p.m. arrive Environmental Center for water sample training with Cynthia Lopez, Harvard School of Public Health and Cyrus Reed, Texas Center for Policy Studies.

May 11
7:00 a.m. River sampling with Cynthia Lopez
10:00 a.m. Go to Sparks, Texas, for EPISO community building ground breaking and tour of Juarez-El Paso

May 12 MOTHER's DAY
Morning free for religious services, phone calls home
After noon and evening – bus and walking visit to Juarez; evening hike in Franklin Mountains

May 13
8:30 a.m. Visit University of Texas at El Paso, Center for Environmental Resource Management, with Dr. Romy Ledesma, Director, EPA – Americorps Program
10:30 a.m. Visit and begin research project at Asociacion del Medio Ambiente de Sunland Park, with Lorenzo Espinoza, Director, and Cynthia Lopez, Harvard School of Public Health
3:00 p.m. Visit Blanca Serrano, Director of Programs, Office of Border Health, Texas Department of Health

May 14
10:30 a.m. Visit to Border Health Office, New Mexico Department of Health, New Mexico State University, Las Cruces, hosted by Kitty Richards, Environmental Specialist
1:30 p.m. Visit to the Colonias Development Council, Las Cruces, with Bess Metcalf, Director
3:00 p.m. Visit Dona Ana County Court House, Office of the Assessor, for Sunland Park property information

May 15
8:30 a.m. Visit International Boundary and Water Commission,
orientation to Binational Study . . . [of] the Rio Grade by Rene Valenzuela, Public Affairs Officer, and Yusaf Farran, Environmental Scientist
11:00 a.m. Visit offices of UNITE for orientation to occupational health with Bill Arballo and Sandra Spector of UNITE; Hector Arellano of the International Brotherhood of Electrical Workers; and Martha Sanchez of the Rio Grande Worker's Alliance.
2:30 p.m. Visit the Environmental Center for environmental orientation with John Sproul, Director; Cyrus Reed of the Texas Center for Policy Studies; and James VanDerslice, Assistant Professor of Environmental Sciences, University of Texas – Houston School of Public Health.
4:30 p.m. Tour of maquiladoras, colonias, and Aguas Negras in Juarez, with Sister Judy of EPISO.

May 16
7:00 a.m. Water sampling with staff of the IBWC in Rio Grande.
10:00 a.m. Orientation to health issues concerning women and children by Cindy Haag, Maternidad la Luz, El Paso.
11:30 a.m. Continue research in Sunland Park

May 17
9:00 a.m. Environmental students to University of Texas Library public health students to El Paso City-County Health and Environmental District Offices, meet with Irene Rivas
11:00 a.m. Continue research in Sunland Park

May 18
8:00 a.m. Work on EPISO septic system project in San Elizario, Texas, with students from UTEP.
Late Afternoon visit Guadalupe Mountains National Park

May 19 Depart El Paso 11:00 a.m. MDT

May 20
2:00 p.m. – Begin to assemble final research report

May 21
10:00 a.m. – Research report review and data gathering

May 22
10:00 a.m. – Finalizing research report

May 23
10:00 a.m. – Proofing and revising research report.
4:59 p.m. – Research report due.

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