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Course Criteria
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4.00 Credits
This course will function as one of the Westminster Expedition Courses (and must be taken with ENVI 330A, ENVI 330B, and ENVI 330C). Native peoples inhabited all of the American West; today's Native nations exercise sovereignty over fragments of their former territory. This course investigates the "Native history" of some of the West, based upon the Expeditions itinerary. For example, Blackfeet were displaced from Glacier and Sheepeaters from Yellowstone, now iconic parts of the National Park system. Students will also visit contemporary Native nations and investigate their roles in land-use issues. For example, the Klamath Reservation was "terminated" in the 1950s, but some Klamath peoples successfully regained their legal tribal status and have asserted their rights to water and fish under nineteenth century treaties. Other potential Native Nation site visits include Fort Hall, Crow, Flathead, Colville, Burns Paiute, Pyramid Lake, and Hopi. Students will hear from Native peoples, public lands managers, scholars, and activists along our route. They will research Native history in primary and secondary sources, keep reflective journals, write short reflective papers, prepare questions for oral histories of guest lecturers/speakers, and present to the class as well as post their writing, photographs, video, and sound recordings on the Expeditions blog. (WCore: EWRLD)
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4.00 Credits
In 1872 the U.S. Congress declared the Yellowstone region the world's first "national park." In 1916 Congress created the National Park Service, "which purpose is to conserve the scenery and the natural and historic objects and the wild life therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations." Today the Park Service manages over "units" with nearly 30 different designations - including national parks, monuments, historical parks, military parks, preserves, recreation areas, seashores, parkways, lakeshores, and reserves - and nations around the world have created their own versions of "national parks." This course will investigate the "national park" idea and its implications for natural and human history. Why has this been called "America's best idea?" What have been the implications of national park designation for Native Americans? For wildlife? For American history and culture? How do historians answer such questions? This course will function as one of the Westminster Expedition Courses (and must be taken with ENVI 330A, ENVI 330B, and ENVI 330C).
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4.00 Credits
This extended field-study course will include on-campus meetings with a field trip to Costa Rica over Spring Break 2019. This distinctive interdisciplinary course would focus on two key themes: "Tropical Ecology and Conservation" and "The Politics of Ecotourism." As such, students will study unique Costa Rican ecosystems, the use of policy to juggle biodiversity conservation and economic development, and the political implications of this balancing act. The field portion of the course will include significant time in the political hub of San Jose, at an undisturbed Bosque field station for student-led research projects, and at an eco-farm in Monteverde. We will also include brief visits to Fincas near San Jose and experiences in the city of La Fortuna, serving as hands on case studies in the challenge of ecotourism. Course fee will be approximately $1,700 to cover flight, meals, and lodging.
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3.00 Credits
This course will investigate how a public agency (the US Fish and Wildlife Service) works with private ranchers to manufacture and manage a complex and vital wetland. We will study how USFWS and its partners have manipulated water and shaped creeks and marshlands to create a landscape that serves the needs of waterfowl, endangered fish, and people (and their livestock). Prof. Robert Wilson, Syracuse University geographer, author of Seeking Refuge (the assigned course text) will join the course as a distinguished field scholar. The bulk of the course will take place at the Taft Nicholson Center, near Yellowstone National Park. This will allow students to directly study how the USFWS manages the Red Rock Lakes National Wildlife Refuge. Students can walk the ground, observe wildlife, and study specific aspects such as stream restoration. They will also be able to learn from USFWS personnel like director Bill West and perform needed service projects, which will both serve the Refuge and provide hands-on learning opportunities. The Taft-Nicholson Center has excellent facilities (including classroom space, kitchen space, and dormitories) and knowledgeable staff, and is adjacent to the Refuge. Trip Dates: August 14-August 21 Trip costs TBD.
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1.00 Credits
Upper-division courses exploring influential ideas, texts, and practices from the intersection of science and environment. Prerequisites: ENVI 101 or instructor permission.
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4.00 Credits
Environmental toxicology is the study of the nature, properties, effects and detection of toxic substances in the environment and in any environmentally exposed species, including humans. This course will provide a general understanding of toxicology related to the environment. Fundamental concepts will be covered including dose-response relationships, absorption of toxicants, distribution and storage of toxicants, biotransformation and elimination of toxicants, target organ toxicity, teratogenesis, mutagenesis, carcinogenesis and risk assessment. In the second part of the course, we will study the toxicodynamics & kinetics of contaminants in the environment including fate and transport. The course will examine chemicals of environmental interest and how they are tested and regulated.
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4.00 Credits
Environmental assessments consist of a variety of tools used to evaluate environmental measures for homes, businesses, governments and communities. What are these assessments and how are they conducted? When is a given assessment appropriate or required? What is the scientific basis for these assessments? In this course we will learn about sustainability assessments, energy efficiency evaluations, carbon footprint analyses and the regulatory framework in which these evaluations are used. Once an assessment is complete, how can this information be applied? How can environmental assessments be used to promote the financial well-being of an organization? Additionally, we will use the tools we learn during the semester to conduct an environmental assessment for a local non-profit organization.
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1.00 Credits
Upper-division courses exploring influential ideas, texts, and practices from the intersection of the civic realm and the environment. Prerequisites: ENVI 101 or instructor permission.
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4.00 Credits
Recently, an emerging national environmental justice movement has created frameworks for combating the inequitably distributed health risks of advanced industrial society. This movement, global in scope but often locally rooted, makes links between disparate impact, unequal protection, and environmental discrimination in relation to issues of class, gender and race. In our exploration of environmental justice, students will integrate their learning experience with diverse theoretical and conceptual points of view, by questioning previous knowledge and examining and critiquing multiple perspectives.
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4.00 Credits
In many cases, "environmental activism" has come to imply undertakings to protect pristine natural spaces or wildlife. However, the scope of contemporary environmental movements is much broader than this, ranging from efforts to provide healthy food to parts of Los Angeles, to attempts to preserve indigenous livelihoods, to global movements to prevent dangerous changes to the climate. This course will examine activism that exists among diverse movements in order to critically explore the human relationship with the environment. We will seek to understand how environmental campaigns emerge (or fail to emerge), engage in political and cultural struggle and succeed (or fail) in their objectives. We will examine the values behind distinct movements and the ways those values are articulated to further their causes. We will also use our study of environmental activism to reflect critically on our own convictions and positions in relation to environmental disputes.
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