FACULTY OF ARTS AND SCIENCE FACULTY BOARD A meeting of Faculty Board will be held on Friday, November 16, 2018 at 3:30 p.m. in Dunning Hall 14

AGENDA

1. Adoption of the Agenda

2. Approval of the Minutes The Minutes of October 19, 2018 have been posted.

3. Business Arising from the Minutes

4. Arts and Science Undergraduate Society Report

5. Dean’s Report

6. Question Period

7. United Way – for D. Gordon will present.

8. Curriculum Committee Omnibus Report Part I – Appendix A – for approval J. Stephenson will move “that the Omnibus Report Part I be approved.”

9. New Undergraduate Program – Bachelor of Arts Honours in – Appendix B – for approval J. Stephenson will move “that the New Undergraduate Program – Bachelor of Arts Honours in Environmental Studies be approved.”

10. Revised Learning Outcomes Framework – for discussion J. Scott will lead discussion.

11. Other Business

J. Mennell, Secretary J. Rose, Chair Faculty Board Faculty Board

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Page 1 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018

COURSE ADDITIONS

Department Course Course New New Course Transcript New Course Description New Topic Title Learning Hours Subject Catalog Course Title Title Prerequisite Number Units

ARTH ARTH 101 3.0 Introduction Introduction Course provides an introduction to None None 126(36L;36O;54P) to Visual to Visual interdisciplinary theories and concepts in the Studies Studies study of visual , to critically interrogate our increasingly visual world.

ARTH ARTH 265 3.0 Heritage in Heritage in A thematic introduction to the threats posed Level 2 or None. 120(36S;84P) Danger Danger to cultural heritage, in the past and the above or present, and approaches to the preservation permission of of heritage. The course will consider both the environmental disasters and damage caused Department. by human hands. Case studies will feature many UNESCO World Heritage sites. ARTH ARTH 319 3.0 Art in the Age Art in the Age This course examines the impact of networked Level 3 or N/A 120(18L;18G;84P) of the of the and digital technologies on the production, above. Internet Internet display and reception of global contemporary art. From artists’ experiments with computers in the late 1960s to the post-internet and algorithmic art of the 21st century, students will be introduced to key practices, technologies, theories and debates. ARTH ARTH 391 3.0 Art Forgeries Art Forgeries This course examines forgeries of art and their Level 3 or N/A 120(24L;12G;84P) impact on society through an interdisciplinary above. approach taking into consideration history, economics, law, and science.

ARTH ARTH 403 3.0 Hacking the Hacking the This project-based seminar explores the Level 4 and N/A 126(36S;90P) Museum interface of digital technologies, , registration in and cultural heritage interpretation. Students an ARTH Major build practical knowledge and theoretical or Medial Plan understandings around technology, audience and a GPA of interpretation and knowledge creation. 1.9 and 24.0 units in ARTH.

Page 2 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Department Course Course New New Course Transcript New Course Description New Topic Title Learning Hours Subject Catalog Course Title Title Prerequisite Number Units

ARTH ARTH 405 3.0 Cultural Cultural An investigation of how cultural heritage has Level 4 and N/A 126(36S;90P) Heritage Heritage been preserved in different parts of the world registration in Preservation Preservation in the past and the present, focusing on an ARTH Major methods used to ameliorate or prevent or Medial Plan damage and destruction caused by the and a GPA of environment, war, looting and restoration. 1.9 and 24.0 Case studies will be drawn from the UNESCO units in ARTH. World Heritage list. ARTH ARTH 490 3 Topics in Topics in The study of how words and images interact in Level 4 and Early Modern 126(36S;90P) TOPICS Word and Word & visual and material culture. Topics may vary to registration in Europe, Medieval COURSE Image Image address a selected theme, historical period, an ARTH Major Europe, Digital artist, movement, or art form, such as: or Medial Plan Media Art in illustrated books or manuscripts; art as and a GPA of Literature, The inspiration for literary works or vice versa; 1.9 and 24.0 Art of Science scientific and technical illustration; words as units in ARTH. images; film; digital media.

Department Course Course New New Course New Course Description New New New Learning Hours Subject Catalog Course Title Prerequisite Exclusion Equivalency Number Units COMP CISC 360 3.0 Programming Review of Imperative programming features. Registration in a CISC 260 120(36L;84P) (replacing Paradigms Introduction to other widely used programming Computing plan CISC 260) paradigms. Functional programming languages, and C- in (CISC such as LISP and Haskell. Higher order functions, 124/3.0 and CISC lazy evaluation, abstract and recursive types, 204/3.0) structural induction, symbolic expressions. Logic programming languages, such as PROLOG. Operational interpretation of predicates and terms, proof search, unification, backtracking. Typical applications. COMP CISC 371 3.0 Nonlinear Methods for computational optimization, Registration in a No more none 120(36L;84P) Optimization particularly examining nonlinear functions of School of than 3.0 vectors. Topics may include: unconstrained Computing Plan units from optimization; first-order methods; second-order and C- in CISC CISC 371/3.0 methods; convex problems; equality constraints; 271/3.0 and CISC inequality constraints; applications in machine 351/3.0 learning.

Page 3 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Department Course Course New New Course New Course Description New New New Learning Hours Subject Catalog Course Title Prerequisite Exclusion Equivalency Number Units COMP CISC 372 3.0 Advanced Data Inductive modelling of data, especially counting Registration in a No more none 120(36L;84P) Analytics models; ensemble approaches to modelling; School of than 3.0 maximum likelihood and density-based Computing Plan units from approaches to clustering, visualization. and C- in CISC CISC 372/3.0 Applications to non-numeric datasets such as 371/3.0 and CISC natural language, social networks, Internet 351/3.0 search, recommender systems. Introduction to deep learning. Ethics of data analytics COMP CISC 473 3.0 Deep Learning Design of deep neural networks based on Registration in a none none 120(36L;84P) leading-edge algorithms such as Restricted School of Boltzmann Machines, Recurrent Neural Computing Plan Networks, Convolutional Neural Networks, Long- and C- in CISC Short Term Machines. Autoencoding as a 371/3.0 clustering technique. Applications to prediction problems in natural language and images COMP CISC 474 3.0 Reinforcement Formal and heuristic approaches to problem- Registration in a No more none 120(36L;12G;72P) Learning solving, planning, knowledge representation and School of than 3.0 reasoning, Markov decision processes, dynamic Computing Plan units from programming, temporal-difference learning, and C- in CISC CISC 474/3.0 Monte Carlo learning, function approximation, 352/3.0 and CISC integration of learning and planning. 453/3.0 Implementing simple examples of logical reasoning, clustering or classification.

Department Course Course New New Course Title New Course Description New Prerequisite New Exclusion Learning Hours Subject Catalog Course Number Units MIR EMPR 270 3.0 Introduction to This in an introductory survey course of Level 2 or above No more than 3.0 120(36L;84P) Organizational theory and research on individual and units from COMM Behaviour group processes (including personality, 251/3.0 and EMPR motivation, , and 270/3.0 leadership), as well as structural and economic forces (including organizational design, power relations, inter-organizational ties, social norms, and laws) that shape the contemporary workplace.

Page 4 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Department Course Course New New Course Title New Course Description New Prerequisite New Exclusion Learning Hours Subject Catalog Course Number Units MIR EMPR 280 3.0 Finance and accounting This course focuses on the Level 2 or above No more than 3.0 120(36L;84P) for HR Professionals fundamentals of accounting in the units from COMM operations of the business, the type of 112/3.0 and EMPR information presented in financial 280/3.0 statements, and the importance of accounting in relation to HR and employment relations. The course is designed to provide a foundation for HR professionals and other non- financial managers. MIR EMPR 331 3.0 Compensation Compensation, including direct wages, EMPR 200/3.0 or None 120(36L;84P) indirect payments, and employee EMPR 210/3.0 or benefits, is studied in the context of EMPR 230/3.0 economic and motivational theory, and from the point of view of practice. Topics include strategic perspectives on pay, pay equity legislation, internal equity and alignment of pay structures, external competitiveness, pay for performance.

Dept. Course Course New New Course New Course Description New Prerequisite New New Exclusion New Subject Catalog Course Title Corequisite Equivalency Number Units FREN FREN 231 (replacing 3.0 Rédaction et A presentation of the principles of FREN 100/6.0 or (FREN N/A No more than 3.0 units FREN FREN style textual production in French as 101/3.0 and FREN 102/3.0) from FREN 201/3.0; 330/3.0 330/3.0) applied in the production of various or FREN 110/6.0 or FREN FREN 231/3.0; FREN types of texts. 150/6.0 330/3.0

FREN FREN 360 (replacing 3.0 Grammaire A detailed analysis of French FREN 231/3.0 or FREN N/A No more than 3.0 units FREN FREN avancé grammar based on the description 330/3.0 from FREN 250/3.0; 250/3.0 250/3.0) of language structures FREN 344/3.0; FREN 360/3.0

Page 5 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Dept. Course Course New Course New Course Title New Course Description New Prerequisite Learning Hours Subject Catalog Units Number GPHY GPHY 320 3.0 Energy and Society A broad overview of human history from the earliest hunter- Level 3 or above or 120(36L;84P) gatherers through the Industrial Revolution as seen through permission of the the lens of energy. Considered will be methods of energy Department. generation, and conversion, ranging from the human body to the internal combustion engine, and the interaction of these methods with other aspects of society and economy.

Department Course Course New New Course Title New Course Description New New Learning Subject Catalog Course Course Prerequisite Hours Number Units Notes

HIST/JWST HIST 275 3.0 The African American This course explores the post-emancipation history of African none Level 2 or 117(36L;81P) Experience Americans in the United States. It studies the modern civil above rights movement and its long roots in ongoing resistance to racial subjugation by positioning the African American perspective at the centre of its investigation.

HIST/JWST HIST 473 4.5 Black Women in This upper-year seminar explores the history of black women none A Grade of C+ 180(36S;144P) Modern U.S. History in the United States from the late nineteenth century to the in 6.0 units contemporary era. It situates the history of black women from HIST 300- within the broader contexts of U.S. politics, culture and 330 and society, while recognizing the ways that this history is registration in distinguishable within it. a HIST Major or Medial Plan. HIST/JWST HIST 254 3.0 Women and Gender This course explores the diverse experiences of women in none Level 2 or 120(36L;84P) in 20th Century Canada, as well as how the social construction of gender above. Canada shaped 20th century Canadian history. It will challenge the idea of a homogeneous “women’s history” in Canada, and examine how women’s experiences varied by class, race, ethnicity, religion, sexuality, and other kinds of difference. HIST/JWST HIST 259 3.0 Islamophobia: A survey history of anti-Muslim prejudice and its relationship none Level 2 or 180(36S;144P) Crusades to the to patterns of persecution and exclusion in European societies above. Present from medieval and early modern crusade, expulsion and forced conversion to modern transformations and manifestations of Islamophobia, racism, antisemitism, and anti-immigrant movements.

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HIST/JWST HIST 474 4.5 History of Gender Exploration of the historical connection between gender and none A Grade of C+ 180(36S;144P) and Technology technology; how gender has influenced the design, in 6.0 units production, and consumption of technology, as well as the from HIST 300- ways in which medical technologies have altered ideas about 330 and sex and gender. Topics include domestic design, cyborg registration in feminism, reproductive technologies, and women in a HIST Major computing. or Medial Plan. HIST/JWST HIST 220 3.0 Jews On Film A history of the film industry from a Jewish perspective. Has N/A Level 2 or 120(36L;84P) (REPLACING Hollywood’s Jewish roots had a discernible impact on content? above. HIST 354/4.5) How has anti-Semitism affected the way in which Jews and Jewish issues were represented on screen? Related subjects also covered in this course: radio, television, and comic books.

HIST/JWST HIST 466 4.5 Radicalism, In nineteenth-century Russia, religion, politics, and literature N/A A Grade of C+ 180(36S;144P) Revolution, and were inextricably intertwined. This course will look at how in 6.0 units Religion in Russian Turgenev, Dostoyevsky, and other Russian writers grappled from HIST 300- History and with religious questions, revolutionary activism, and the role 330 and Literature of the writer in society. In turn, the course will examine how registration in this literature influenced wider society. a HIST Major or Medial Plan.

COURSE DELETIONS

Department Course Subject Course Catalog Number Existing Course Units Existing Course Title COMP CISC 260 3.0 Programming Paradigms COMP CISC 333 3.0 Data Mining COMP CISC 481 3.0 Syntax Systems for Natural Languages

Department Course Subject Course Catalog Number Existing Course Units Existing Course Title

FREN FREN 215 6.0 Introduction à la linguistique française

FREN FREN 227 3.0 Le cinéma et la civilisation française FREN FREN 283 3.0 Le français des affaires FREN FREN 306 3.0 Le théâre classique FREN FREN 335 3.0 Le roman québécois

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FREN FREN 373 3.0 Syntaxe du français canadien FREN FREN 395 3.0 Textes et contextes de l'ancienne France FREN FREN 250 (BEING REPLACED) 3.0 Grammaire avancée FREN FREN 330 (BEING REPLACED) 3.0 Rédaction et style

Department Course Subject Course Catalog Number Existing Course Units Existing Course Title HIST/JWST HIST 354 (BEING REPLACED BY HIST 220/3.0) 4.5 Jews on Film

COURSE REVISIONS

Department Course Course Catalog Existing Course Existing Course Title Existing Course Notes New Course Notes Subject Number Units

ARTF ARTF 125 3 Introduction to Studio Art in Not available for credit towards BFA BFAH students may not enroll in this Printmaking program course.

ept. Course Course Existing Existing New Course Existing Course New Course Existing New Existing New Corequisite Existing New Subject Catalog Course Course Title Title Description Description Prerequisite Prerequisite Corequisite Exclusion Exclusion Number Units

COMP CISC 271 3.0 Scientific Linear Data Introduction to Elements of linear Computing Analytics scientific algebra for data computing: analysis, algorithm design, including: solution error analysis, ill- of linear conditioning. equations; vector Linear equations. spaces; matrix Least-squares decompositions; fitting. Non-linear principal equations. components Effective use of analysis; linear library programs, regression; with discussion of hyperplane their limitations classification of and some aspects vectorial data. of their design and implementation

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COMP CISC 451 3.0 Topics in Data C- in (CISC C- in (CISC Analytics 333/3.0 or 333/3.0 or CISC 351/3.0) CISC 351/3.0 or CISC 372/3.0).

COMP CISC 471 3.0 Computational Registration Registration Biology in a School of in a School of Computing Computing Plan and C- Plan and C- in [CISC in [CISC 271/3.0 and 271/3.0 and CISC 352/3.0 CISC 352/3.0 and CISC and CISC 365/3.0 and 365/3.0]. BCHM 218/3.0 and (BIOL 334/3.0 or BCHM 315/3.0)].

COMP CISC 320 3.0 Fundamentals Registration Registration of Software in a School of in a School of Development Computing Computing Plan and C- Plan and C- in (CISC in CISC 220/3.0 and 235/3.0. CISC 235/3.0).

COMP CISC 453 3.0 Topics in NONE No more Artificial than 3.0 Intelligence units from CISC 453/3.0 and CISC 474/3.0

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COMP CISC 124 3.0 Introduction Introduction to Introduction to to Computer object-oriented object-oriented Science II design, design, architecture, and architecture, and programming. Use programming. Use of packages, class of packages, class libraries, and libraries, and interfaces. interfaces. Encapsulation and Encapsulation and representational representational abstraction. abstraction. Inheritance. Inheritance. Polymorphic Polymorphic programming. programming. Exception Exception handling. handling. Iterators. Iterators. Introduction to a Introduction to a class design class design notation. notation. Numerical Applications in computation. various areas. Applications in various areas. COMP CISC 121 3.0 Introduction Introduction to Introduction to to Computer design and design, analysis, Science I analysis of and algorithms. implementation Recursion, of algorithms. backtracking, and Recursion, exits. Sequences, backtracking, and linked lists and exits. Sequences. references. Binary Elementary search trees. searching and Elementary sorting. Order-of- searching and magnitude sorting. complexity. Assertions and Documentation, loop invariants. iterative program Order-of- development, magnitude translating natural complexity. language to code, Numerical testing and computation. debugging. Documentation, testing and debugging.

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COMP CISC 223 3.0 Software Level 2 or Level 2 or CISC 204 none Specifications above and C- above and C- in CISC in (CISC 124/3.0 and 124/3.0 and C- in (CISC CISC 102/3.0 or 204/3.0). MATH 110/6.0). COMP CISC 251, 3 various 120(36l;36Lb;84P) 351, 451

COMP CISC 465 3.0 Foundations of Semantics of Syntax and Specifying syntax Programming Programming semantics. and semantics; Languages Languages Classification of operational and programming denotational languages. The semantics. language of while Lambda calculi, programs. The type systems and typed lambda logical calculus. Recursive foundations. definitions and Meta-theoretic domain theory. . Semantics of imperative languages. COMP CISC 322 3.0 Software Registration Registration Architecture in a School of in a School of Computing Computing Plan and C- Plan and C- in (CISC in (CISC 203/3.0 and 223/3.0 and CISC 204/3.0 CISC and CISC 235/3.0) 223/3.0 and CISC 235/3.0)

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COMP CISC 326 3.0 Game An introduction to An introduction to Registration Registration Architecture software software in a School of in a School of architectural architectural Computing Computing design through design through the Plan and C- Plan and C- the application application in (CISC in (CISC domain of game domain of game 220/3.0 and 223/3.0 and development. development. CISC CISC Topics will include Abstractions and 235/3.0). 235/3.0). notations for patterns of expressing static interactions and and dynamic relationships aspects of among modules. software Design recovery. architecture, Relationship to design patterns, requirements and interface design, testing and application of these techniques to 3D games, mobile games and web-based games. COMP CISC 282 3.0 Fundamentals Level 2 and Level 2 and of Web [(C- in CISC [(C- in CISC Development 101/3.0 or 101/3.0 or CISC 110/3.0 CISC 110/3.0 or CISC or CISC 121/3.0)] or 151/3.0 or permission CISC 121/3.0 of the or APSC Instructor. 142/3.0 or APSC 143/3.0)] or permission of the School. COMP COCA 201 3.0 Introduction CISC CISC 101/3.0 or to Computing 101/3.0 or CISC 110/3.0 or and the CISC CISC 121/3.0 or Creative Arts 110/3.0 or CISC 151, or APSC CISC 142 or APSC 143 121/3.0 or or permission of CISC 151, or the School of permission Computing of the School of Computing

Page 12 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Dept. Course Course Existing Existing Existing Course New Course Existing New Existing New Existing New Subject Catalog Course Course Description Description Prerequisite Prerequisite Corequisite Corequisite Exclusion Exclusion Number Units Title DBMS LISC 390 3.0 Integrated An intermediate Students will learn a (PHGY (PHGY 215/3.0 PHAR None. None. No more Life laboratory course on number of different 215/3.0 and and PHGY 340/3.0 than 3.0 Sciences the Physiology and laboratory PHGY 216/3.0) or units from Laboratory Pharmacology of techniques, 216/3.0) or one of (PHAR LISC I Neuroscience and developing skills in PHGY 230/3.0 or 390/3.0 Gastrointestinal scientific 214/6.0 PHAR 270/3.0 and BMED function. Students methodology, data or PHAR 384/3.0 develop skills to acquisition, and 340/3.0) or acquire and evaluate interpretation. PHGY 210/6.0 data and methods. Students will also or PHGY Critical thinking skills attain skills in critical 214/6.0 are used for the thinking and development of hypothesis arguments, development, as assumptions, and well as gain information required experience in to evaluate concepts a laboratory report, and hypotheses. and participating in research presentations.

Dept. Course Subject Course Catalog Number Existing Course Units Existing Course Title New Course Title

FREN FREN 387 3.0 Écrits du 17e siècle Littérature du 17e siècle

FREN FREN 388 3.0 Le Roma du 18e siècle Littérature du 18e siècle

Dept. Course Existing Existing Course New Course Title Existing Course Description New Course Description Existing New Learning Hours Catalog Course Title Prerequisite Prerequisite Number Units

GPHY 311 3.0 Biogeochemical 120(24L;12G;84P) Processes

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GPHY 319 3.0 Bioenergy and Contemporary Developing new renewable Fossil and renewable Biorefining in Energy Resources energy options using biomass energy resources are Canada requires an understanding of reviewed through a feedstocks and technologies, as geographic lens. Energy well as the social and economic supply and demand are factors that drive the industry. discussed in terms of the Value-added options for global energy sector. biorefining, including the The environmental, combination of material, economic, and social chemical, and energy products impacts of conventional with environmental services and renewable energy such as phytoremediation and options are considered, carbon as are policies used to drive a transition in our energy mix. GPHY 337 3.0 Regional Regional The elements of the regional Focus on regional GPHY Level 3 or Development Development and development process and planning and 228/3.0 and above and Theory and Policy Planning regional policies. Principal development processes, (GPHY (GPHY theories and methods of policies, and theories. 227/3.0 or 228/3.0 or regional analysis. Assessment of Explore methods of GPHY GPHY strategies of regional regional analysis. 247/3.0 or 227/3.0 or development and the use of Assessment of regional 3.0 units in GPHY policy instruments in regional planning and DEVS at the 247/3.0 or development programs in North development strategies 200 level or 3.0 units in America and western Europe. and policy instruments above), or DEVS at the used primarily in Canada permission 200 level or with case examples from of the above), or other international Department. permission locations. of the Department. GPHY 352 3.0 Gender and the Gender in relationship to the Gender in relationship to City spatial organization of the spatial organization contemporary Western cities. of contemporary cities. Emphasis on the diversity of Emphasis on the gendered experiences of the diversity of gendered city, gender and urban form, experiences as they housing, social movements, the relate to the urban: geography of work, and gender housing, violence, social in the urban landscape. movements, work, and gender symbols.

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HIST HIST 484 4.5 Topics in Irish NONE It is History, 1798 to recommended the Present that students have at least one course in the history of Great Britain or of the British empire as preparation for this seminar. HIST HIST 289 3.0 Britain Since Modern A survey of A survey of the 1851 Britain and modern British modern global the World history in the history of 19th and 20th Britain in the centuries. 19th and 20th centuries. The course investigates how Britain both shaped and was shaped by the world.

HIST HIST 330 3.0 6.0 Topics in History Course on a Seminar on a Also offered none Level 3 or Registration selected selected topic in in the above and in a HIST historical topic, history. Topics Queen's registration Major or with a significant change from Blyth in a HIST Medial field component. year to year. International Plan, or Plan. Topics change Consult Studies permission from year to department program. of the year. Consult website for Department. department details. website for details. HIST HIST 344 4.5 Plural Visions: Insiders/ New World Jews Outsiders: and the Jewish Invention of Identity in Multiculturalism the New World

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PLAN REVISIONS

Department Degree Plan Existing Core Courses New Core Courses Existing Option Courses New Option Courses Code

COMP COMP-M- 1. Core (45.0 units) 1. Core (42.0 units) 2. Option (15.0 units) 2. Option (18.0 units) BCH/COMP- A. 6.0 units in CISC 121/3.0 and CISC A. 6.0 units in CISC 121/3.0 and CISC Theory of Computing A. 18.0 units from one of Option List I-BCH 124/3.0 124/3.0 A. 3.0 units from CISCS 422/3.0; CISC 2.A.i. or 2.A.ii. or 2.A.iii or 2.A.iv or B. 3.0 units from STAT 263/3.0 or B. 3.0 units from STAT 263/3.0 or 462/3.0; CISC 465/3.0; CISC 466/3.0; 2.A.v. STAT_Options STAT_Options CISC 467/3.0 i.Fundamental Computation (formerly C. 21.0 units in CISC 203/3.0, CISC C. 15.0 units in CISC 203/3.0, CISC Applications Theory of Computing and Applications) 204/3.0, CISC 220/3.0, CISC 221/3.0, 204/3.0, CISC 221/3.0, CISC 223/3.0, B. 12.0 units from one of Option List a. 3.0 units from CISCS 422/3.0; CISC CISC 223/3.0, CISC 235/3.0, CISC CISC 235/3.0 2.B.i. or 2.B.ii. 462/3.0; CISC 465/3.0; CISC 466/3.0; 260/3.0 D. 3.0 units from CISC 322/3.0 or CISC i.Option List 2.B.i. CISC 467/3.0 D. 3.0 units from CISC 322/3.0 or CISC 326/3.0 a. 3.0 units from CISC 332/3.0; CISC b. 6.0 units from CISC, CISC_Subs; 326/3.0 E. 9.0 units in CISC 324/3.0 and (CISC 333/3.0; CISC 351/3.0; CISC 352/3.0 SOFT at the 400 level or above E. 6.0 units in CISC 324/3.0 and CISC 360/3.0 or CISC 260/3.0) and CISC b. 9.0 units from CISC; CISC_Subs at c. 6.0 units from CISC; CISC_Subs; 365/3.0 365/3.0 the 400 level or above SOFT at the 300 level or above F. 3.0 units in CISC 497/3.0 F. 3.0 units in CISC 497/3.0 ii.Opton List 2.B.ii d. 3.0 units from CISC; CISC_Subs; G. 3.0 units in CISC 499/3.0 or CISC G. 3.0 units from CISC 496/3.0 or CISC a. 3.0 units from CISC 454/4.0 or SOFT at the 200 level or above 500/6.0 499/3.0 or CISC 500/6.0 CISC 457/3.0 ii.Biomedical Computation b. 6.0 units from CISC; CISC_Subs at a. 18.0 units in CISC 271/3.0, CISC the 400 level 320/3.0, CISC 330/3.0, CISC 352/3.0, c. 3.0 units from CISC; CISC_Subs at CISC 471/3.0, CISC 472/3.0 the 200 level or above iii. Data Analytics a. 18.0 units in CISC 271/3.0, CISC 371/3.0, CISC 372/3.0, CISC 451/3.0, CISC 452/3.0, CISC 473/3.0 iv. Artificial Intelligence a. 12.0 units in COGS 100/3.0, COGS 201/3.0, CISC 352/3.0, CISC 467/3.0 b. 6.0 units from CISC 452/3.0; CISC 453/3.0; CISC 474/3.0; v. Game Development a. 15.0 units in CISC 226/3.0, CISC 320/3.0, CISC 352/3.0, CISC 454/3.0, CISC 486/3.0 b. 3.0 units from COCA 201/3.0; CISC 271/3.0; CISC 325/3.0

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Department Degree Plan Code Existing Supporting Courses New Supporting Courses Existing Substitutions New Substitutions

COMP COMP-M-BCH/COMP-I-BCH 3. Supporting (12.0 units) 3. Supporting (12.0 units) Students in the internship version of Students in the internship A. 6.0 units from (CISC 102/3.0 A. 6.0 units from (CISC 102/3.0 this Plan will substitute 3.0 units from version of this Plan will substitute and MATH 112/3.0) or (CISC and MATH 111/6.0) or (CISC COMP at the 300 level for 3.0 units from COMP at the 300 102/3.0 and MATH 111/6.0 or 102/3.0 and MATH 112/3.0) or requirement 1.G. (CISC 499/3.0). In level for requirement 1.G. (CISC MATH 110/6.0) or MATH 110/6.0 addition, the B.Cmp.(Hons.) Program 496/3.0 or CISC 499/3.0 or CISC B. 6.0 units from MATH 120/6.0; B. 6.0 units from MATH requirements will be increased by 6.0 500/6.0). In addition, the MATH 121/6.0; (MATH 123/3.0 120/6.0; MATH 121/6.0; units from COMP at the 300 level, for B.Cmp.(Hons.) Program and MATH 124/3.0) (MATH 123/3.0 and MATH a total of 126.0 units if the student is requirements will be increased 124/3.0) taking a 12-month internship, or by by 6.0 units from COMP at the 9.0 units from COMP at the 300 level, 300 level, for a total of 126.0 for a total of 129.0 units if the units if the student is taking a 12- student is taking a 16-month month internship, or by 9.0 units internship. from COMP at the 300 level, for a total of 129.0 units if the student is taking a 16-month internship.

Page 17 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Department Degree Plan Code Existing Core Courses New Core Courses Existing Option Courses New Option Courses

COMP CSCI-P-BCH 1. Core (60.0) units 1. Core (57.0) units 2. Option (45.0 units) 2. Option (48.0 units) A. 6.0 units in CISC 121/3.0 A. 6.0 units in CISC 121/3.0 and CISC Theory of Computing A. 18.0 units from one of Option List and CISC 124/3.0 124/3.0 A. 3.0 units from CISC 422/3.0; CISC 2.A.i. or 2.A.ii. or 2.A.iii or 2.A.iv or B. 6.0 units from (CISSC B. 6.0 units from (CISC 102/3.0 ad 462/3.0; CISC 465/3.0; CISC 466/3.0; 2.A.v. 102/3.0 and MATH 112/3.0) MATH 111/6.0) or (CISSC 102/3.0 and CISC 467/3.0 i.Fundamental Computation (formerly or (CISC 102/3.0 ad MATH MATH 112/3.0) or MATH 110/6.0 Applications Theory of Computing and Applications) 111/6.0) or MATH 110/6.0 C. 6.0 units from MATH 120/6.0; MATH B. 12.0 units from one of Option List a. 3.0 units from CISCS 422/3.0; CISC C. 6.0 units from MATH 121/6.0; (MATH 123/3.0 and MATH 2.B.i. or 2.B.ii. 462/3.0; CISC 465/3.0; CISC 466/3.0; 120/6.0; MATH 121/6.0; 124/3.0) i.Option List 2.B.i. CISC 467/3.0 (MATH 123/3.0 and MATH D. 3.0 units from STAT 263/3.0 or a. 3.0 units from CISC 332/3.0; CISC b. 6.0 units from CISC, CISC_Subs; SOFT 124/3.0) STAT_Options 333/3.0; CISC 351/3.0; CISC 352/3.0 at the 400 level or above D. 3.0 units from STAT E. 15.0 units in CISC 203/3.0, CISC b. 9.0 units from CISC; CISC_Subs at c. 6.0 units from CISC; CISC_Subs; SOFT 263/3.0 or STAT_Options 204/3.0, CISC 221/3.0, CISC 223/3.0, the 400 level or above at the 300 level or above E. 21.0 units in CISC 203/3.0, CISC 235/3.0, CISC 260/3.0 ii.Opton List 2.B.ii d. 3.0 units from CISC; CISC_Subs; CISC 204/3.0, CISC 220/3.0, F. 3.0 units from CISC 322/3.0 or CISC a . 3.0 units from CISC 454/4.0 or CISC SOFT at the 200 level or above CISC 221/3.0, CISC 223/3.0, 326/3.0 457/3.0 ii.Biomedica l Computation CISC 235/3.0, CISC 260/3.0 G. 9.0 units in CISC 324/3.0, ( CISC b. 6.0 units from CISC; CISC_Subs at a. 18.0 units in CISC 271/3.0, CISC F. 3.0 units from CISC 360/3.0 or CISC 260/3.0), CISC 365/3.0 the 400 level 320/3.0, CISC 330/3.0, CISC 352/3.0, 322/3.0 or CISC 326/3.0 H. 3.0 units in CISC 497/3.0 c. 3.0 units from CISC; CISC_Subs at CISC 471/3.0, CISC 472/3.0 G. 9.0 units in CISC 324/3.0, I. 3.0 units in CISC 496/3.0 or CISC the 200 level or above iii. Data Analytics CISC 340/3.0, CISC 365/3.0 499/3.0 or CISC 500/6.0 a. 18.0 units in CISC 271/3.0, CISC H. 3.0 units in CISC 497/3.0 371/3.0, CISC 372/3.0, CISC 451/3.0, I. 3.0 units in CISC 499/3.0 or CISC 452/3.0, CISC 473/3.0 CISC 500/6.0 iv. Artificial Intelligence a. 12.0 units in COGS 100/3.0, COGS 201/3.0, CISC 352/3.0, CISC 467/3.0 b. 6.0 units from CISC 452/3.0; CISC 453/3.0; CISC 474/3.0; v. Game Development a. 15.0 units in CISC 226/3.0, CISC 320/3.0, CISC 352/3.0, CISC 454/3.0, CISC 486/3.0 b. 3.0 units from COCA 201/3.0; CISC 271/3.0; CISC 325/3.0

Department Degree Plan Code Existing Core Courses New Core Courses COMP COCA, COMA, COGS, SODE, BMCO, COMP-Z, Variable.E9 Replacing CISC 260/3.0 with equivalent course CISC 360/3.0 and removing CISC 220/3.0 where COMP-Y applicable.

Page 18 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Dept. Degree Existing Option Courses New Option Courses Existing New Course Lists New Course Note Plan Code Course Lists

ECON ECON-M- B. 6.0 units from ECON 231/3.0; B. 3.0 units from ECON 231/3.0; NONE ECON_Communications_Options Courses usable BAH ECON 232/3.0; ECON 331/3.0; ECON 232/3.0; ECON 331/3.0; as ECON Options ECON 223/3.0; ECON 332/3.0; ECON 430/3.0 ECON 332/3.0; ECON 430/3.0 ECON 231/3.0; ECON 232/3.0; ECON 239/3.0; C. 6.0 units from ECON at any C. 3.0 units from ECON 244/3.0; ECON 280/3.0; ECON 331/3.0; level ECON_Communications_Options ECON 332/3.0; ECON 430/3.0; PPEC 200/3.0 D. 6.0 units from ECON at any D. 6.0 units from ECON at any level level; COMM 211/3.0; PPEC E. 6.0 units from ECON at any 200/3.0 level; COMM 211/3.0; PPEC 200/3.0 ECON APEC-M- 2.A 9.0 units from 2.A.i. 2.A 12.0 units from 2.A.i. NONE APEC_Options Course from other Departments A maximum of 9.0 units BAH (Seminar) or 2.A.ii. (Thesis) (Seminar) or 2.A.ii. (Thesis) and Faculties usable as APEC Options CISC from courses offered by 2.a.i. a) 3.0 units from ECON 2.a.i. a) 3.0 units from ECON 121/3.0; COMM 211/3.0; COMM 221/3.0; COMM other Faculties and 480/3.0-499/3.0 480/3.0 - 499/3.0 311/3.0; COMM 313/3.0; COMM 322/3.0; COMM Schools may be counted 2.a.i. b) 6.0 units from ECON at 2.a.i. b) 9.0 units from ECON at the 323/3.0; COMM 324/3.0; COMM 325/3.0; COMM toward the Program the 400 level 400 level 326/3.0; COMM 327/3.0; COMM 329/3.0; DEVS and/or Plan 2.a.ii. a) 6.0 units in ECON 2.a.ii. a) 6.0 units in ECON 590/6.0 333/3.0; EMPR 230/3.0; EMPR 330/3.0; EMPR requirement. 590/6.0 2.a.ii. b) 6.0 units from ECON at 335/3.0; GPHY 228/3.0; MATH 337/3.0; PHIL 2.a.ii. b) 3.0 units from ECON at the 400 level 303/3.0; PPEC 200/3.0; PSYC 342/3.0; RELS the 400 level B. 3.0 units from ECON 231/3.0; 368/3.0; WRIT 250/3.0 B. 6.0 units from ECON 231/3.0; ECON 232/3.0; ECON 331/3.0; ECON 232/3.0; ECON 331/3.0; ECON 332/3.0; ECON 430/3.0 ECON 332/3.0; ECON 430/3.0 C. 3.0 units from C. 6.0 units from ECON at the 300 ECON_Communications_Options level or above D. 3.0 units from ECON at the 300 D. 3.0 units from ECON at any level or above level E. 12.0 units from ECON at any E. 9.0 units from ECON at any level or APEC_Options level; CISC 121/3.0; COMM 211/3.0; COMM 311/3.0; COMM 313/3.0; COMM 322/3.0; COMM 323/3.0; COMM 324/3.0; COMM 325/3.0; COMM 326/3.0; COMM 327/3.0; COMM 329/3.0; MATH 337/3.0; PPEC 200/3.0

Page 19 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Dept. Degree Existing Core Courses New Core Courses Existing Option Courses New Option Courses Existing Course Lists New Course Lists Plan Code ENVS ELSC-P-BSH 1. Core (75.0 units) 1. Core ( 72.0 units ) 2. Option (30.0 units) 2. Option (33.0 units) ELSC_Options Options ELSC_Options Options Core Science Core Science A. 3.0 units from GEOL A. 3.0 units from GEOL in the Environmental in the Environmental A. 6.0 units in BIOL A. 6.0 units in BIOL B. 3.0 units from BIOL B. 3.0 units from BIOL Life Science Plan ANAT Life Science Plan ANAT 102/3.0 and BIOL 102/3.0 and BIOL 201/3.0; BIOL 202/3.0; 201/3.0; BIOL 202/3.0; 215/3.0; ANAT 215/3.0; ANAT 103/3.0 103/3.0 ENSC_Specialization_Option ENSC_Specialization_Option 216/3.0; ANAT 216/3.0; ANAT B. 6.0 units in CHEM B. 6.0 units in CHEM s_B s_B 416/3.0; CHEE 416/3.0; BCHM 112/6.0 112/6.0 C. 3.0 units from C. 3.0 units from 342/3.0; CHEE 482/3.0; BMED C. 6.0 units in GPHY C. 6.0 units in GPHY ENSC_Interdisciplinary_SocS ENSC_Interdisciplinary_SocS 484/3.0; CIVL 283/3.0; 370/3.0; BMED 101/3.0 and GPHY 101/3.0 and GPHY ci/Huma ci/Huma EPID 301/3.0; ENSC 380/3.0; CHEE 102/3.0 102/3.0 D. 3.0 units from D. 3.0 units from 501/6.0; GPHY 342/3.0; CHEE D. 3.0 units from GEOL D. 3.0 units from GEOL ENSC_Interdisciplinary_Hum ENSC_Interdisciplinary_Hum 339/3.0; HLTH 484/3.0; CIVL 283/3.0; 104/3.0 or GEOL 107/3.0 104/3.0 or GEOL 107/3.0 anities anities 237/3.0; MICR EPID 301/3.0; ENSC E. 3.0 units from MATH E. 3.0 units from MATH E. 18.0 units from E. 21.0 units from 320/3.0; MICR 501/6.0; GPHY at the 100 level; STAT at at the 100 level; STAT at ELSC_Options ELSC_Options 360/3.0; MICR 339/3.0; HLTH the 200 or 300 level the 200 or 300 level 433/3.0; MICR 237/3.0; MICR F. 3.0 units from STAT at F. 3.0 units from STAT at 435/3.0; MICR 320/3.0; MICR the 200 or 300 level the 200 or 300 level 436/3.0; MICR 360/3.0; MICR Environmental Life Environmental Life 450/3.0; MICR 433/3.0; MICR Sciences Core Sciences Core 451/3.0; MINE 435/3.0; MICR G. 6.0 units from PHYS G. 6.0 units from PHYS 462/3.0; NURS 436/3.0; MICR 104/6.0; PHYS 106/6.0; 104/6.0; PHYS 106/6.0; 302/3.0; PATH 450/3.0; MICR PHYS 117/6.0; PHYS PHYS 117/6.0; PHYS 410/3.0; PHAR 451/3.0; MINE 118/6.0 118/6.0 340/3.0; PHAR 462/3.0; NURS H. 3.0 units in BIOL H. 6.0 units from PHGY 450/3.0; (ANAT 302/3.0; PATH 205/3.0 215/3.0 or PHGY 216/3.0 499/12.0 or CANC 410/3.0; PHAR I. 6.0 units from PHGY or PHGY 212/6.0 or 499/12.0 or EPID 230/3.0; PHAR 215/3.0 or PHGY 216/3.0 PHGY 214/6.0 or (PHGY 499/12.0 or LISC 340/3.0; PHAR or PHGY 212/6.0 or 215/3.0 and PHGY 499/12.0 or MICR 380/3.0; PHAR PHGY 214/.6.0 J. 3.0 216/3.0) 499/12.0 or NSCI 450/3.0; (ANAT units from MICR 221/3.0 I. 3.0 units from MICR 499/12.0 or PATH 499/12.0 or CANC or MICR 229/3.0 221/3.0 or MICR 271/3.0 499/12.0 or PHAR 499/12.0 or EPID K. 6.0 units in CHEM J. 6.0 units in CHEM 499/12.0 or PHGY 499/12.0 or LISC 281/3.0 and CHEM 281/3.0 and CHEM 499/12.0) 499/12.0 or MICR 282/3.0 282/3.0 499/12.0 or NSCI L. 3.0 units in BCHM K. 3.0 units in BCHM 499/12.0 or PATH 218/3.0 218/3.0 499/12.0 or PHAR M. 6.0 units in BCHM L. 6.0 units in BCHM 499/12.0 or PHGY 315/3.0 and BCHM 315/3.0 and BCHM 499/12.0) 316/3.0 316/3.0 N. 3.0 units in PHAR M. 3.0 units in PHAR 416/3.0 416/3.0

Page 20 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Dept. Degree Existing Core Courses New Core Courses Existing Option Courses New Option Courses Existing Course Lists New Course Lists Plan Code

ENVS EBIO-P-BSH 2. Option (45.0 units) 2. Option (45.0 units) A. 3.0 units from GEOL A. 3.0 units from GEOL B. 3.0 units from B. 3.0 units from ENSC_Specialization_Option ENSC_Specialization_Option s_B s_B C. 3.0 units from C. 3.0 units from ENSC_Interdisciplinary_SocS ENSC_Interdisciplinary_SocS ci/Huma ci/Huma D. 3.0 units from D. 3.0 units from ENSC_Interdisciplinary_Hum ENSC_Interdisciplinary_Hum anities anities E. 6.0 units from BIOL E. 3.0 units from CHEM at 334/3.0; CHEM at the 200 the 200 level or above level or above; ENSC F. 30.0 units from Option 471/3.0 List 2.E.i. or 2.E.ii. (30.0 F. 27.0 units from Option units) List 2.E.i. or 2.E.ii. (27.0 i. Environmental Biology units) Research Thesis Option i. Environmental Biology a. 12.0 units From BIOL Research Thesis Option 537/12.0 or ENSC 502/12.0 a. 12.0 units From BIOL b. 6.0 units from BIOL at the 537/12.0 or ENSC 502/12.0 300 level or above; b. 6.0 units from BIOL at the ENSC_Specialization_Option 300 level or above; s_B; BIOL_Subs_B ENSC_Specialization_Option c. 12.0 units from BIOL at s_B; BIOL_Subs_B the 300 - level or above c. 9.0 units from BIOL at the ii. Environmental Biology 300-level or above Non - thesis Option (30.0 ii. Environmental Biology units) Non-thesis Option (27.0 a. 6.0 units from ENSC units) 430/6.0 or ENSC 501/6.0 a. 6.0 units from ENSC b. 12.0 units from BIOL at 430/6.0 or ENSC 501/6.0 the 300 level or above; b. 12.0 units from BIOL at ENSC_Specialization_Option the 300 level or above; s_B ENSC_Specialization_Option c. 12.0 units from BIOL at s_B the 300 level or above c. 9.0 units from BIOL at the 300 level or above

Page 21 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018

Dept. Degree Plan Existing Core Courses New Core Courses Existing Course Lists New Course Lists Code

FREN FREN-M-BAH A. 6.0 units in FREN 150/6.0; FREN A. 6.0 units from FREN 150/6.0; FREN 100/6.0; (FREN 101/3.0 and FREN 100/6.0; (FREN 101/3.0 and FREN 102/3.0); FREN 110/6.0 102/3.0); FREN 110/6.0 B. 12.0 units in FREN 219/3.0, FREN B. 12.0 units in FREN 219/3.0; FREN 230/3.0, FREN 241/3.0, (FREN 250/3.0 230/3.0; (FREN 231/3.0 or FREN or FREN 344/3.0) 330/3.0 ); FREN 241/3.0 C. 15.0 units in FREN 320/3.0, (FREN C. 15.0 units in FREN 320/3.0; FREN 330/3.0; FREN 201/3.0; FREN 202/3.0), 331/3.0; FREN 342/3.0; FREN 343/3.0; FREN 331/3.0, FREN 342/3.0, FREN (FREN 360/3.0 or FREN 250/3.0 or FREN 343/3.0 344/3.0 ) D.9.0 units in (FREN 450/3.0 or FREN D. 9.0 units in (FREN 450/3.0 or FREN 444/3.0), FREN 498/6.0 444/3.0), FREN 498/6.0

FREN FRENMEDIAL A. 6.0 units in FREN 150/6.0; FREN A. 6.0 units from FREN 150/6.0; FREN 100/6.0; (FREN 101//3.0 and FREN 100/6.0; (FREN 101/3.0 and FREN 102/3.0); FREN 110/6.0 102/3.0); FREN 110/6.0 B. 12.0 units in FREN 219/3.0, FREN B. 12.0 units in FREN 219/3.0; FREN 230/3.0, FREN 241/3.0, FREN 250/3.0; 230/3.0; (FREN 231/3.0 or FREN (FREN 344/3.0) 33 0/3.0 ); FREN 241/3.0 C. 12.0 units in FREN 320/3.0, (FREN C. 12.0 units in FREN 320/3.0; FREN 330/3.0; FREN 201/3.0; FREN 202/3.0) 342/3.0; FREN 343/3.0; (FREN 360/3.0 FREN 342/3.0, FREN 343/3.0 or FREN 250/3.0 or FREN 344/3.0 ) D. 3.0 units in FREN 450/3.0 or FREN D. 3.0 units in FREN 450/3.0 or FREN 444/3.0 444/3.0 FREN FREN MINOR A. 6.0 units in FREN 150/6.0; FREN A. 6.0 units from FREN 150/6.0; FREN FREN 290/3.0 (IDIS 290/3.0); FREN FREN 290/3.0 (IDIS 290/3.0); FREN 100/6.0; (FREN 101/3.0 and FREN 100/6.0; (FREN 101/3.0 and FREN 304/3.0; FREN 305/3.0; FREN 306/3.0; 304/3.0; FREN 305/3.0; FREN 306/3.0; 102/3.0); FREN 110/6.0 102/3.0); FREN 110/6.0 FREN 315/3.0; FREN 320/3.0; FREN FREN 315/3.0; FREN 320/3.0; FREN B. 12.0 units in FREN 219/3.0, FREN B. 12.0 units in FREN 219/3.0; FREN 323/3.0; FREN 324/3.0; FREN 325/3.0; 323/3.0; FREN 325/3.0; FREN 327/3.0; 230/3.0, FREN 241/3.0 or (FREN 230/3.0; (FREN 231/3.0 or FREN FREN 327/3.0; FREN 331/3.0; FREN FREN 331/3.0; FREN 335/3.0; FREN 250/3.0 or FREN 344/3.0) 330/3.0) ; FREN 241/3.0 335/3.0; FREN 342/3.0; FREN 343/3.0; 342/3.0; FREN 343/3.0; FREN 350/3.0; C. 6.0 units in (FREN 330/3.0; FREN C. 6.0 units from (FREN 360/3.0 or FREN 350/3.0; FREN 351/3.0; FREN FREN 351/3.0; FREN 352/3.0; FREN 201/3.0; FREN 202/3.0) and (FREN FREN 250/3. 0) and (FREN 342/3.0 or 352/3.0; FREN 353/3.0; FREN 363/3.0; 353/3.0; FREN 363/3.0; FREN 373/3.0; 342/3.0 or FREN 343/3.0) FREN 343/3.0) FREN 373/3.0; FREN 387/3.0; FREN FREN 387/3.0; FREN 388/3.0; FREN 388/3.0; FREN 390/3.0; FREN 391/3.0; 390/3.0; FREN 391/3.0; FREN 392/3.0; FREN 392/3.0; FREN 393/3.0; FREN FREN 394/3.0; FREN 395/3.0; FREN 394/3.0; FREN 395/3.0; FREN 396/3.0; 396/3.0; FREN 450/3.0 (FREN 444/3.0); FREN 450/3.0 (FREN 444/3.0); FREN FREN 499/6.0 499/6.0

Page 22 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Dept. Degree Plan Existing Core Courses New Core Courses Existing Course Lists New Course Lists Code

FREN Major and FREN 290/3.0 (IDIS 290/3.0); FREN FREN 290/3.0 (IDIS 290/3.0); FREN Medial 304/3.0; FREN 305/3.0; FREN 306/3.0; 304/3.0; FREN 305/3.0; FREN 306/3.0; FREN 315/3.0; FREN 323/3.0; FREN FREN 315/3.0; FREN 323/3.0; FREN 324/3.0; FREN 325/3.0; FREN 327/3.0; 325/3.0; FREN 327/3.0; FREN 335/3.0; FREN 335/3.0; FREN 351/3.0; FREN FREN 351/3.0; FREN 353/3.0; FREN 353/3.0; FREN 363/3.0; FREN 373/3.0; 363/3.0; FREN 373/3.0; FREN 387/3.0; FREN 387/3.0; FREN 388/3.0; FREN FREN 388/3.0; FREN 390/3.0; FREN 390/3.0; FREN 391/3.0; FREN 392/3.0; 391/3.0; FREN 392/3.0; FREN 394/3.0; FREN 393/3.0; FREN 394/3.0; FREN FREN 395/3.0; FREN 396/3.0; FREN 395/3.0; FREN 396/3.0; FREN 498/6.0; 499/6.0 FREN 499/6.0

Department Degree Plan Existing Core New Core Existing New Existing Course Lists New Course Lists Existing New Notes Code Courses Courses Option Option Notes Courses Courses

HIST/JWST HIST-M-BAH, 1. B 6.0 units 1. B. 6.0 units 2.A 15.0 2. A 15.0 C: Students C: Students HIST [---]A from HIST from HIST units from units from are expected are expected 300/6.0 - 300/6.0 - HIST HIST at the HIST at the to take to take HIST 329/6.0 330/6.0 200 level; 200 level; courses from courses from HIST HIST HIST 300/6.0- HIST 330/3.0- 332/3.0; 329/6.0 in 300/6.0- 332/3.0; HIST at the their second 330/6.0 in HIST at the 500 level year. their second 500 level year.

HIST/JWST HIST [--]A History 1. B "Core Option A : Option A : Current Note New Note C: Medial Plan. Seminar" New HIST at the HIST at the C: Students Students are 1. B "Core Requirements: 200 level; 200 level; are expected expected to Seminar" 6.0 units from HIST HIST to take take courses Current HIST 300/6.0 to 330/3.0- 332/3.0; courses from from HIST Requirement: HIST 330/6.0 332/3.0; HIST at the HIST 300/6.0- 300/6.0- 6.0 units HIST at the 500 level 329/6.0 in 330/6.0 in from HIST 500 level their second their second 300/6.0 to year. year. HIST 329/6.0

Page 23 of 201 FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT 1 NOVEMBER 16TH, 2018 Department Degree Plan Existing Core New Core Existing New Existing Course Lists New Course Lists Existing New Notes Code Courses Courses Option Option Notes Courses Courses

HIST/JWST HIST-M-BAH, HIST 124/6.0; HIST 208/3.0; HIST 124/6.0; HIST 208/3.0; HIST[--]A, HIST 209/3.0; HIST 210/3.0; HIST 209/3.0; HIST 210/3.0; HIST-Y, HIST- HIST 224/3.0; HIST 242/3.0; HIST 224/3.0; HIST 242/3.0; G HIST 256/3.0; HIST 258/3.0; HIST 254/3.0; HIST 256/3.0; HIST 260/6.0; HIST 261/3.0; HIST 258/3.0; HIST 260/6.0; HIST 269/3.0; HIST 279/3.0; HIST 261/3.0; HIST 269/3.0; HIST 280/6.0; HIST 309/6.0; HIST 279/3.0; HIST 280/6.0; HIST 312/6.0; HIST 313/6.0; HIST 309/6.0; HIST 312/6.0; HIST 324/6.0; HIST 340/9.0; HIST 313/6.0; HIST 324/6.0; HIST 359/9.0; HIST 390/4.5 HIST 340/9.0; HIST 359/9.0; (FW 2016-17); HIST 391/9.0; HIST 390/4.5 (FW 2016-17); HIST 393/3.0 (Winter 2011); HIST 391/9.0; HIST 393/3.0 HIST 394/4.5; HIST 401/4.5; (Winter 2011); HIST 394/4.5; HIST 416/4.5; HIST 425/9.0; HIST 401/4.5; HIST 416/4.5; HIST 431/4.5; HIST 433/9.0; HIST 425/9.0; HIST 431/4.5; HIST 436/4.5; HIST 437/9.0; HIST 433/9.0; HIST 436/4.5; HIST 458/9.0; HIST 467/9.0; HIST 437/9.0; HIST 439/4.5; HIST 476/9.0; HIST 481/9/0 HIST 458/9.0; HIST 467/9.0; HIST 476/9.0; HIST 481/9/0

Department Degree Plan Existing Core Courses New Core Courses Code

MIR EMPR-C-EMR EMPR 200/3.0, EMPR 210/3.0, EMPR 220/3.0, EMPR EMPR 200/3.0; EMPR 210/3.0; EMPR 220/3.0; EMPR 230/3.0; EMPR 240/3.0; EMPR 250/3.0; EMPR 230/3.0, EMPR 240/3.0 260/3.0; EMPR 270/3.0; EMPR 280/3.0

Respectfully Submitted, Dr. Jenn Stephenson, Chair Curriculum Committee

Page 24 of 201 NEW UNDERGRADUATE PROGRAM PROPOSAL

Submission Form

This template is to be used when seeking approval for a new undergraduate program of study leading to a degree. New program submissions must receive the approval of Faculty Board prior to being externally reviewed. The submission, external review, and the internal response to the review will, as a package, be submitted to the secretary of the Senate Committee on Academic Development (SCAD). SCAD will review the proposal and make recommendations to Senate. Academic units should contact the relevant dean’s office(s) during the development of the proposal. Refer also to the QUQAP website for more information.

NOTE: the textboxes in this template will expand as needed.

Part A – General Summary

Name of Proposed Program: Bachelor of Arts (Honours), Major in Environmental Studies

Unit(s): School of Environmental Studies

Proposed Start Date: September 2019

Contact Information (1) Contact Information (2) Name: Allison Goebel Name: Ryan Danby

Title: Professor, Undergraduate Chair Title: Associate Professor, Acting Director

Unit: School of Environmental Studies Unit: School of Environmental Studies

E-mail: [email protected] E-mail: [email protected]

Executive Summary (1 page maximum suggested – Minimum font size 11 pp) Briefly summarize the rationale for introducing this new program and how it fits with the academic goals of the Faculty/School and the Academic Plan and Strategic Framework of the University. Briefly describe: the educational goals and learning outcomes; internal or external collaboration required to deliver this program; how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and additional resources required to deliver this program. Rationale: Student interest, employment demands, and substantive developments in the field of environmental sustainability lead us to propose a BAH Major in Environmental Studies. Environmental issues are pressing and complex, require scientific expertise, socio-political understanding, the linking of global and local processes, and individual and institutional responsibility. A BAH Major (in addition to our BScH Major) will effectively prepare arts students to engage in and address these challenges. Currently there is no such option at Queen’s, and Arts students who wish to major in Environmental Studies face the challenge of Math and Chemistry requirements in the Science Major, or need to have a second area of study in order to complete an Arts Medial program.

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Page 25 of 201 Academic Goals: Aligning with the Academic Plan (2011), our proposed BAH Major in Environmental Studies will assist Queen’s to “impart to students an understanding of their place in a culturally, economically, and politically ever-changing world and empower them to participate in it in an informed and responsible manner” (p14). It will also assist Queen’s to enact interdisciplinary study as “foundational for successful careers and global citizenship” (p12). The School of Environmental Studies currently offers generalized interdisciplinary plans (BScH Major, BAH Medial, BA Minor) and six specialized science plans (with Biology, Chemistry, Geography, Geology, Life Sciences, and Toxicology). All of our programs include courses spanning arts and science, and core interdisciplinary environmental studies courses where arts and science students interact directly. As such, our School is actively breaking down silos in the Faculty of Arts and Science, and at the University more broadly, fostering “a culture of interdisciplinary collaboration in teaching and research by removing administrative, financial, and structural barriers to cross-listing of courses” (p12 Recommendation 6). We have broad support for our proposed BAH Major from other academic units, including those interested in developing new courses for the curriculum. This will enrich study of the environment throughout the faculty. We especially hope to inspire and build upon clusters in and . Motivated by our Cyclical Program Review (2016) we have identified four themes for our proposed BAH Major: (1) Politics, Culture & Ethics (2) Environmental Justice, Advocacy & Citizenship (3) Indigenous & Global Issues (4) Human-Environment Systems. These themes connect to a common interdisciplinary core with our existing BScH Major Plan.

Aligning with the Strategic Framework (2014), our proposed BAH Major will enhance the student learning experience. Specifically, it provides an interdisciplinary arts approach to engaging with environmental issues through inquiry-based modules (on-line, classroom, lab, and field-based) that emphasize active knowledge acquisition and tangible skills development. Core courses will introduce students to issues including differential and inequitable access to resources, exposure to environmental degradation, and impact of environmental justice movements. The BAH Major thus also facilitates Queen’s commitment to Equity, Diversity and Inclusivity mandates as articulated through TRC and PICRDI. The BAH Major will offer a ‘balanced academy’ approach through such explicit synergies between teaching and research. Aligning with the Strategic Research Plan (2018), our proposed BAH Major reflects and supports Queen’s research prominence in ‘Sustainability, Environment and Resources’. Importantly, it will extend and enhance this theme, highlighting social science and humanities contributions to protecting and sustaining the environment via attention to critical environmental thought and engagement with socio-environmental justice issues.

Aligning with the Strategic Mandate Agreement (2017), our proposed BAH Major supports Queen’s program area of strengths in the Arts and Sciences (Section 6) by drawing together Social Sciences, Humanities and the Sciences through interdisciplinary core offerings integrating and spanning these scholarly realms. It also supports Queen’s innovation in teaching and learning excellence (Section 2) via program delivery methods that expand learning options for students and improve the learning experience and career preparedness. Specifically, the BAH Major reflects our School’s commitment to interdisciplinarity, inquiry-based learning, and experiential ; service-based and internship learning opportunities allow students to actively connect environmental scholarship and practice, and engage directly with multi-stakeholders in policy, industry and civic realms. The BAH Major will extend these options to more students, particularly those students with strengths in humanities and social sciences. This will provide further opportunities for innovation, and enhance holistic perspectives on understanding and addressing environmental challenges. It will also attract students to Queen’s seeking an Arts degree in Environmental Studies, and assist Queen’s in maintaining its “excellent retention and completion rates” (p5).

Learning Outcomes: 1.Evaluate the impact of humans on the environment and their effect on sustainability 2.Explain the value of interdisciplinarity in understanding environmental issues and the concept of sustainability

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Page 26 of 201 3. Apply appropriate concepts and methods from multiple perspectives and disciplines to obtain data and knowledge to understand environmental problems 4.Critically analyze the scientific and/or social-cultural basis for environmental problems 5.Integrate environmental, social, ethical and cultural perspectives to address specific environment issues 6. Apply sustainability principles to propose, test, and assess possible solutions to environmental issues including in relation to policy and decision making 7.Effectively communicate, both orally and in writing, complex environmental issues from multiple perspectives including environmental, social, cultural and economic.

Collaboration and Consultation: As in indicated in Appendix A, the school has conducted extensive consultations with all the relevant stakeholders (faculty, staff, students, administration and other departments) during the development of this proposal. Our consultations were focused on both internal and external collaboration required to deliver this program as well as the resources required to deliver this program and the potential impact on other departments. Each of the relevant stakeholders has provided a letter of support which is attached.

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Page 27 of 201 Part B – Evaluation Criteria Part B is to be completed by the Unit/Faculty.

In accordance with Queen’s University Quality Assurance Processes (QUQAP), the criteria should be regarded as the minimum criteria upon which the new program submission will be assessed. Further information can be found in Queen's University Quality Assurance Processes.

1. Introduction

1.1 List the objectives of the program (or programs) and specify the anticipated program learning outcomes and career paths suitable for graduates holding the new credential [Refer to Undergraduate Degree Level Expectations (Appendix 1 of QUQAP] Objectives of Program: To prepare students for advanced study or careers in environment and sustainability with a focus on arts, humanities and social science approaches. The overarching objective of this plan is to provide its graduates with expertise in inquiry-based learning, an interest in social and strategic decision making, and an ability to engage and communicate in the broad field of sustainability and environmental issues. For a detailed description of the specific BAH plan learning outcomes see Section 5.

The student learning experience is the first pillar in the Queen’s Academic Plan (QAP, 2011). QAP also identifies ten fundamental academic skills that are essential to the academic enterprise, including inquiry- based learning. These skills include: QAP1) critical ; QAP2) effective writing and communication; QAP3) numeracy; QAP4) inquiry; QAP5) critical thinking; QAP6) problem solving; QAP7) information literacy; QAP8) academic integrity; QAP9) effective collaboration; and QAP10) intercultural literacy. We have used these QAP skills to inform this BAH proposal. The QAP also identifies three other pillars that include: Disciplinarity/Interdisciplinarity; Reaching Beyond: Globalism, Diversity, and Inclusion; and Health Wellness, and Community. All of these pillars have important implications for our specific program.

The Ontario Council of Academic Vice-Presidents’ (OCAV) developed a framework for Degree Level Expectations (DLES) to ensure the quality of degrees in Ontario, and sets expectations of skill and knowledge to be attained by graduates. We also used these as a basis for our curriculum design. This plan is also designed to provide students with skills and core competencies that appear to be in great demand. According to a 2013 report from the Canadian Association of Career Educators and Employers (CACEE), employers’ most valued skill sets in job applicants are a combination of ‘hard skills’, such as data management, analytics and critical thinking, and ‘soft skills’, such as effective communication and articulate intellectual literacy.

The multi-disciplinary nature of the BAH plan offers students the opportunity to acquire an unusual and highly valued combination of skills and tools. The breadth and depth of study across the social sciences, sciences and humanities is unique. Graduates from Environmental Studies regularly go on to graduate studies and enrollment in professional programs, including – most notably for our program – Urban and Regional Planning; Public Health; Green Business; Foreign Affairs; Municipal, Provincial and Federal Government; Law; First Nations Governance; Parks and Recreation; and Conservation, among others. 1.2 Explain how the objectives will be achieved (e.g. course work, teaching and research seminars, independent research, laboratory and technical training, internships, practica, major research papers, and thesis) Objectives will be achieved through course , in class activities and assignments, inquiry based learning modules, individual and group research and presentations, quizzes and examinations, optional internship/year abroad in third year, option of major research paper, applied project in sustainability or advanced seminars in fourth year.

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Page 28 of 201 1.3 Address the appropriateness of the proposed nomenclature (e.g., BAH, BSCH). BAH is the appropriate nomenclature for an Honours Arts Plan, consistent with other Arts degrees.

2. Program Regulations 2.1 Admission Standards - Provide the program’s admission standards, including degree requirements and any other specific standards with reference to learning outcomes and expectations of the program. If applicable, indicate policies/procedures to encourage applications from qualified under-represented groups (e.g. Aboriginal people, visible minorities or persons with disabilities). Admission to a Bachelor of Arts (Honours) program in Queen’s Faculty of Arts and Science from an Ontario Secondary School is based on the completion of the Ontario Secondary School Diploma (OSSD) including: ● six 4U and 4M courses, with a minimum of three 4U courses, one of which must be ENG4U (or EAE4U or FRA4U). Similar admission requirements for students from other educational systems can be found in the Faculty of Arts and Science Academic Calendar, Admission Regulations: http:/www.queensu.ca/artsci/sites/default/files/admission_regulations.pdf

The threshold for admission to the BAH Major in Environmental Studies as students progress into their second year will be the same as currently in place for students selecting the BSc in Environmental Science and BAH medial in Environmental Studies (GPA of 2.3 at end of first year). 2.2 Language Requirements – Please specify the program’s English language requirement, including, if applicable, required English as a second language assessment scores. English language requirements as stated in the Faculty of Arts and Science Admission Regulations will be adhered to (Admission Regulation 1, English Language Proficiency): http://www.queensu.ca/artsci/sites/default/files/admission_regulations.pdf

Students whose first language is not English will require English language proficiency of 6.5 in the IELTS Assessment (or equivalent), as demonstrated by provision of the test certificate.

3. Program Structure and Requirements Describe the program under the following headings (where applicable) 3.1 General Program Requirements – Describe the program duration and rationale, total number of courses, examination, etc. Plan: Consists of 60.0 units.

Program: The Plan, with sufficient electives to total 120.00 units, will lead to a Bachelor of Arts (Honours) Degree.

The normal program duration is four years of full-time study (30.0 units per year for 4 years) or five years if completing the degree with a professional Internship.. The ideal program start date is September 2019.

Students will enroll in 36.0 core units (interdisciplinary environmental science and studies), 18.0 units interdisciplinary environmental studies options (9.0 ENSC options, 6.0 social science and humanities, 3.0 units in interdisciplinary environmental humanities options), 3.0 units in integrative environmental science options, and 3.0 in Statistics or quantitative methods equivalent. Please see Appendix A for the Calendar copy.

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Page 29 of 201

3.2 Course Requirements – In Table 1 below, list core (required) courses, optional courses (e.g. select X from the following list) and elective courses (indicate level and disciplines).

Table 1. Course requirements (add additional rows as needed)

Course/Credit (C)ore, Proposed Instructor(s) Academic Unit (number and name) (O)ptional or (E)lective ENSC 103/3.0 Environment and School of Environmental C Allison Goebel/Stephen Brown ENSC 201/3.0 Toxicology and Chemical School of Environmental C Louise Winn Risks Studies School of Environmental ENSC 290/3.0 Ecological Economics C Steven Moore Studies School of Environmental ENSC 301/3.0 Environmental Assessment C Graham Whitelaw Studies School of Environmental ENSC 390/3.0 Sustainability C Mick Smith Studies ENSC 430/6.0 Honours Projects in Environmental Sustainability or ENSC 501/6.0 Independent Environmental School of Environmental Ryan Danby/Graham Whitelaw Study or ENSC 502/12.0 Research Project C Studies in Sustainability or ENSC 4xx/3.0 4th year seminar courses DEVS 250/3.0 Global Environmental Department of Global C Marcus Taylor Transformations Development Studies GEOL 104/3.0 The Dynamic Earth or Daniel Layton-Matthews Department of GEOL 106/3.0 Environmental Geology C John Hanes Geological Sciences and and Natural Hazards or GEOL 107/3.0 Guy Narbonne Geological Engineering History of Life Department of GPHY 101/3.0 Human Geography C Laura Cameron Geography and Planning Department of GPHY 102/3.0 Earth System Science C Ryan Danby Geography and Planning BIOL 111/3.0 Ecology and the Peter Boag/Chengfeng Xiao Environment or BIOL 103/3.0 C Adam Chippindale/Rob Snetsinger/ Department of Biology Introductory Biology of Organisms Diane Orihel School of Environmental ENSC 200/3.0 O Myra Hird Studies School of Environmental ENSC 305/3.0 Social Environments O TBD Studies School of Environmental ENSC 310/3.0 Environmental Policy O John Andrew Studies School of Environmental ENSC 321/3.0 Environmental Justice O Allison Goebel Studies CHEE 342/3.0 Environmental Department of Chemical O Juliana Ramsay Biotechnology Engineering CLST 214/3.0 Ancient Science O Daryn Lehoux Department of Classics DEVS 220/3.0 Introduction to Aboriginal Department of Global O Rebecca Hall Studies Development Studies DEVS 221/3.0 Topics in Aboriginal Department of Global O TBD Studies Development Studies ECON 290/3.0 Introduction to Department of O Anya Hageman Environmental Economics Economics ENSC 307/3.0 Marine Environmental School of Environmental O TBD Issues Studies ENSC 315/3.0 Global Food Security, School of Environmental O Susan Belyea Agriculture and Environment Studies Last Revised: September 19, 2018 Page 6 of 35

Page 30 of 201 ENSC 320/3.0 Wildlife Issues in a School of Environmental O Ryan Danby Changing World Studies School of Environmental ENSC 407/3.0 Global Water Issues O Heather Jamieson Studies School of Environmental ENSC 420/3.0 Gender and Environment O Allison Goebel Studies ENSC 482/3.0 Special Topics in School of Environmental O Myra Hird Environmental Studies Studies ENSC 483/3.0 Special Topics in School of Environmental O Kyla Tienhaara Environmental Studies Studies GPHY 336/3.0 Geography, Environment Department of O Patricia Collins and Human Health Geography and Planning Department of GPHY 368/3.0 Environments and Society O Laura Cameron Geography and Planning Department of PHIL 203/3.0 Science and Society O TBD Philosophy PHIL 293/3.0 Humans and the Natural Department of O TBD World Philosophy Department of PHIL 310/3.0 Development Ethics O TBD Philosophy Department of PHIL 493/3.0 Ethics and the Environment O Mick Smith Philosophy RELS 235/3.0 Religion and Environment O TBD School of Religion BIOL 103/3.0 Introductory Biology of O Adam Chippindale/Rob Snetsinger Department of Biology Organisms BIOL 201/3.0 Diversity of Life I O Lonnie Aarssen/Paul Grogan Department of Biology BIOL 202/3.0 Diversity of Life II O Bruce Tufts/Barb Vanderbeld Department of Biology BIOL 335/3.0 Limnology and Aquatic O John Smol/Brian Cumming Department of Biology Ecology Department of GEOL 200/3.0 Oceanography O Noel James Geological Sciences and Geological Engineering Department of GPHY 207/3.0 Principles of Biogeography O Nathan Manion Geography and Planning GPHY 209/3.0 Principles of Department of O Scott Lamoureux Hydroclimatology Geography and Planning GPHY 304/3.0 Arctic and Periglacial Department of O Scott Lamoureux Environments Geography and Planning Department of GPHY 312/3.0 Watershed Hydrology O Melissa Lafreniére Geography and Planning Department of GPHY 314/3.0 Climatic Change O Paul Treitz Geography and Planning GPHY 317/3.0 Soil, Environment and Department of O Neal Scott Society Geography and Planning Department of GPHY 318/3.0 Advanced Biogeography O Ryan Danby Geography and Planning Department of GPHY 319/3.0 Bioenergy and Biorefining O Warren Mabee Geography and Planning School of Environmental ENSC 425/3.0 Ecotoxicology O Diane Orihel Studies ENSC 471/3.0 Environmental Analysis School of Environmental O TBD Methods Studies ENSC 480/3.0 Special Topics in School of Environmental O TBD Environmental Science I Studies

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Page 31 of 201 3.3 Course Descriptions - For each undergraduate course that is part of the proposed program, provide a calendar description and append the course outline; also indicate if the course currently exists. See Appendix B

3.4 Program Timelines – In a table or figure, summarize the expected progress through the program by term, to degree completion.

Table 2. Expected program progression through to degree completion Year 1 Year 2 Year 3 Year 4 S S S S Fall W F W F W F W S S S S ENSC 103; GPHY ENSC ENSC ENSC ENSC ENSC 430 or ENSC BIOL 111 or 102; 12.0 290; 201; 3.0 301; 3.0 390; 6.0 ENSC 501 or 430 or 103; units of DEVS units from units (if units from ENSC 502; ENSC GPHY 101; electives 250; 3.0 BIOL 201; 3.0 units 501 or needed) ENSC GEOL104, from BIOL 202; from CHEE ENSC 106 or 107; CLST GEOL from 200; 342; CLST 502; 3.0 3.0 units of 214; 200; BIOL 201; ENSC 214; DEVS units from electives DEVS GPHY BIOL 202; 305; 220; DEVS ENSC 220; 207; BIOL 335; ENSC 221; ENSC 200; DEVS GPHY GEOL 321; 3.0 200; ENSC ENSC 221; 209; 106; units from 305; ENSC 305; ENSC GPHY 307; ENSC ENSC GEOL CHEE 200; PHIL 335; 3.0 310; ENSC 321; 9.0 203; PHIL units from 107; 342; 315; ENSC units 293; STATS; GEOL CLST 320; ENSC electives RELS 6.0 units 200; 214; 321; ENSC 235; 6.0 of GPHY DEVS 407; ENSC units of electives 207; 220; 482; ENSC electives GPHY DEVS 483; GPHY 336; GPHY 209; 221; 339; PHIL GPHY ENSC 203; PHIL 304; 200; 293; PHIL GPHY ENSC 310; PHIL 306; 305; 493; RELS GPHY ENSC 235; 9.0 units of electives 312; 307; GPHY ENSC 314; 310; GPHY ENSC 317; 315; GPHY ENSC 318; 320; GPHY ENSC 319; 321; ENSC GPHY 307; 336; ENSC GPHY 320; 12.0 339; PHIL units of 203; PHIL electives 293; PHIL 310; RELS 235; 3.0 units of electives

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3.5 Part-Time Studies - If the program is offered on a part-time basis, describe how the delivery differs from that of the full-time program and summarize the pathway to completion. Like all Queen’s undergraduate plans, the BAH could be taken on a part-time basis. The timeframe required to complete the degree would depend on how many courses part-time students take each term.

3.6 Progress Evaluation - Describe the frequency and method of monitoring student progress and how it will be administered. Students’ progress will normally be evaluated on an annual basis at the end of Winter Term (May), according to Faculty regulations. In addition, students will have access to their online academic advisement reports, and specific plan check lists will be reviewed by the SES Undergraduate Studies Office. When necessary the Chair of Undergraduate Studies will consult with students on their progress to ensure appropriate course selection to ensure the timely completion of the plan. 3.7 Other - Comment on any special matters and innovative features (e.g., the program will be fully accredited by Canadian Association of Schools of Nursing).

4. Program Content 4. Explain how the curriculum addresses the current state of the discipline and fields of study. 1 Environmental issues are among the most pressing and complicated problems facing humanity. They require both scientific expertise and political and social understanding. They require linking both global and local processes and issues, as well as individual and institutional responsibility. The field of Environmental Studies/Science emerged as inherently interdisciplinary, attendant to historical, political and social questions in addition to scientific bases of environmental issues. In the past ten years, the field of Environmental Humanities has vastly expanded, emphasizing societal values, ethics, new technologies and paradigmatic contradictions between science and humanities approaches. Our proposed new BAH will provide students an opportunity to explore these aspects of environmental studies more thoroughly, and give our School a more comprehensive set of programs addressing the complex pathways to sustainability and environmental citizenship. Other universities in Ontario offer both science and arts options in Environmental Studies, including Trent, U. of Toronto, U. of Waterloo, U. of Ottawa among others.

4. Identify any unique curriculum or program innovations or creative components. If there are internships, fieldwork and/or practica, comment on how this experiential component relates to the 2 proposed program of study, how it will be arranged and how the supply of opportunities will meet the program demands. a) Team teaching ENSC 103 (Environment and Sustainability) and ENSC 430 (Honours Project in Environmental Sustainability). These two core courses are always delivered by two professors working as a team, attending each class, collaborating on topics, etc. In ENSC 103, there is always a professor with a social sciences or humanities background and one with a natural sciences background. This course is designed to demonstrate the contributions to environmental studies from different disciplines, and the complexities of interdisciplinary work. ENSC 430 is also delivered by two

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Page 33 of 201 professors with different backgrounds, again to demonstrate and reinforce interdisciplinarity and provide the instructional support necessary for the complexity of sustainability issues.

b) Guest‐lecture structure in ENSC 201 (Environmental Toxicology and Chemical Risks) ‐ ENSC 201 is run by an expert coordinator and includes multiple guest lectures throughout the entire term to ensure a broad, but expert delivery, on issues related to environmental toxicology.

c) Experiential learning ‐ Field trips and applied/experiential learning such as sampling, lab work and report writing and public participation are included in ENSC 310 (Environmental Policy), ENSC 407 (Global Water Issues), ENSC 425 (Ecotoxicology), ENSC 430 (Honours Project in Environmental Sustainability) and ENSC 471 (Environmental Analysis Methods).

d) Special topics seminars ‐ 4th year Special Topics seminars in both the sciences (ENSC 480/ ENSC481) and social sciences or humanities (ENSC 482/ENSC 483) provide opportunities for advanced study in a small seminar (maximum 18‐20 students) with an expert on a rotating slate of topics.

e) ENSC 430 (Honours Project in Environmental Sustainability) is designed as an applied educational experience. Students apply concepts including adaptive environmental management, indicators, state of environment reporting and collaborative planning and management in support of biosphere reserve activities in the Frontenac Arch Biosphere Reserve (FAB, http://www.frontenacarchbiosphere.ca). The course is run as a consultancy, with the FAB as the client and course instructors as principals of the company. Products include a Terms of Reference for each student project, a professional report supported by rigorous data collection, and a public presentation to the fellow students, professors and the FAB Board of Directors.

f) ENSC 501/502‐independent study ‐ Research-focused students have the option to pursue a thesis‐ like independent project with an adviser of their choice which allows the development of advanced research, writing and presentation skills. The project and theses from this course are available through the qspace (https://qspace.library.queensu.ca/handle/1974/1851)

g) Our students have access to a wide variety of environmental research groups (http://www.queensu.ca/sustainability/get‐involved/academic/research) and extracurricular initiatives (http://www.queensu.ca/sustainability/get‐involved/student‐groups‐initiatives) that have direct relevance to their programs of study.

4. Academic Integrity - Explain how the program educates students on the importance and role of 3 academic integrity. Academic Integrity is fundamental to all activities undertaken at Queen's. As such, the importance of academic integrity is discussed and emphasized at the beginning of every course, and a statement on academic integrity is included in all course syllabi. When departures from academic integrity occur, they are taken seriously and follow well established University policies. Similarly, graduate students are informed on the policies related to academic integrity in their orientation session at the beginning of the school year, which supports their roles as TAs in undergraduate courses.

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5. Assessment of Teaching and Learning

5.1 Degree Level Expectations (DLE)* – In Table 3 below, summarize how the program’s structure and requirements address each DLE listed, as well as any additional program-specific DLEs (Refer to Undergraduate Degree Learning Outcomes UDLE, Appendix 1 of QUQAP , for more information about undergraduate DLEs).

Table 3. Mapping curriculum and degree level expectations (DLEs) (add rows as needed) We have also included Queen’s Academic Plan pillars (QAPs).

DLE Learning Outcomes Relevant Courses, Indicators of Achievement Transferable Skills Academic Requirement Depth and breadth of LO1) Identify, assess, explain and describe Intro: ENSC 103, These apply to all DLEs. These refer to all DLEs. knowledge the impacts of humans on the environment ENSC 201 All disciplinary and and how this could compromise Intermediate: The integrative and multidisciplinary multidisciplinary sustainability (QAP1 critical reading ENSC 290; DEVS 250 courses use a structure and combination of evaluation QAP4 inquiry) Advanced: ESNC objectives of this plan are LO2) Explain the necessity of interdisciplinary methods intended to promote the 301; ENSC 390; In-class and online in understanding environmental issues and the recognition and ENSC 321; ENSC Quizzes, modules and critical acquisition concept of sustainability (QAP5critical thinking 430; ENSC 501/502 responses. of skills that can be QAP2 effective writing and communication) Midterm and final exams. applied across disciplinary Written and quantitative and societal contexts. assignments, critiques and Among the skills short essays. embedded in all learning Longer research-intensive outcomes specified for this written, quantitative and plan include: qualitative projects and essays. -Constructive, Written and oral collaborative and individual and group integrative problem projects and presentations. solving, critical and creative thinking and team work .

-Articulate and concise oral and written communication.

Careful, structured

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Page 35 of 201 and critical articulation of problems and approaches to resolution. Intellectual, social and personal management of ideas, problems, constraints and solutions. Awareness and reflection of broader environmental and social contexts and applications.

Knowledge of LO3) Use appropriate knowledge, concepts, Intermediate: Demonstrated ability to Qualitative and methodologies methods and strategies from multiple ENSC 301; ENSC carry out qualitative and quantitative research perspectives and disciplines to obtain data and 305; ENSC 321 quantitative research and skills; communication communicate research of research results to Advanced: ENSC 430 knowledge to understand environmental results to diverse audiences diverse audiences problems (QAP4 inquiry) Application of LO4) Assess and critique the scientific and/or Intro: ENSC 103; Critical thought papers; Ability to address knowledge social-cultural basis for environmental ENSC 201; DEVS essays; participation in problems applying problems (QAP1 critical reading) 250 class discussions; research relevant research as Intermediate: proposals. well as an LO5) Integrate environmental, social, ethical ENSC 390; ENSC understanding of and cultural perspectives for specific 321 contextual factors. environment issues (QAP5critical thinking Advanced: ENSC QAP4 inquiry) 430; ENSC 501/502 LO6) Apply sustainability principles to propose, test, and assess possible solutions to environmental issues including in relation to policy and decision making. (QAP2 effective writing and communication QAP6 problem solving)

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Page 36 of 201 Communication skills LO7) Effectively communicate, both orally and Intro: ENSC 103; Able to design and deliver Ability to communicate in writing, on complex environmental issues ENSC 201 oral and power point orally and in writing to from multiple perspectives including Intermediate: ENSC presentations in class; able diverse audiences. 390; ENSC 321 effectively to write Ability to graphically environmental, social, cultural and economic Advanced: ENSC academic essays, reports display quantitative data (QAP2 effective writing and communication) 430; ENSC 501/502 and briefing notes. appropriately (ethically). Awareness of limits LO8) Understand the limits of knowledge, Intro: ENSC 103; Able to understand and Identify and solicit of knowledge conceptualizations, approaches and ENSC 201 consider scientific perspectives not interpretations of environmental issues, Intermediate: ENSC uncertainty as part of represented in a 390; ENSC 321 environmental issues; problem or situation. assessments and possible solutions (QAP5 Advanced: ENSC appreciate incompatibility critical thinking QAP6 problem solving) 430; ENSC 501/502 of some different perspectives and paradigms Autonomy and LO9) Extend knowledge to novel situations, ENSC 430; ENSC Able to engage in applied Ability to carry out professional capacity including application of hypotheses, modified 501/502 sustainability research on research ethically. or new approaches, and innovative solutions new or original topics as part of a team or as an individual.

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5.2 Describe how the proposed methods of assessing student achievement relate to the program learning outcomes and degree level expectations. As noted in the plan curriculum map, core, option, and elective courses in the BAH plan use a wide range of assessment methods as appropriate to the course and discipline. The methods of assessment – written assignments, inquiry-based learning modules, term papers, quantitative and analytical assignments, oral presentations, midterm and final exams, creative projects and peer-to- peer assessments – evaluate student achievement in both academic and practical contexts and they are intended to reflect the explicit multidisciplinarity embodied in the plan. 5.3 Outline the plans for documenting and demonstrating the level of performance of students (must be consistent with the OCAV’s Undergraduate Degree Level Expectations (Appendix 1 of QUQAP) The documentation and demonstration of student performance in the BAH plan will be consistent with current undergraduate degree level expectations and performance assessment methods in use in all disciplines and in the Faculty of Arts and Science, including other programs in Environmental Studies and Science.

6. Mode of Delivery 6.1 Explain how the proposed mode(s) of delivery meets the program learning outcomes and the degree level expectations. Comment on the relationship between mode of delivery and accessibility requirements. The plan’s degree objectives and the course learning outcomes necessitate a variety of modes of delivery. Lectures, practical exercises, seminars, team teaching, and peer-to-peer and individual student-instructor interactions are intended to diversify learning opportunities at the course and plan level. The variety of teaching modes are expected to engage linguistic, analytical, and interpersonal intelligences. Assessment through writing, speaking, critical analysis, and quantitative and qualitative engagement will ensure that multiple competencies on behalf of students and instructors are both encouraged and recognized. 6.2 Distance Delivery - Where students may take the same program, or elements of it, in two different modes of delivery (e.g. online or blended format), indicate how consistency in program requirements and standards will be assured. Describe how a learning community will be fostered among all students and intellectual exchange opportunities within the cohort will be promoted. How will regular interactions with faculty, students, etc., be assured? How will students be supported in their studies and how will they access resources, training opportunities, professional development workshops, etc. While a number of specific courses in the plan are offered in online format through Arts and Science Online, and students will be able to take those courses as they wish, this program is not currently designed to be completed fully online.

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Page 38 of 201 7. Anticipated Enrolment 7.1 Describe the recruitment strategy for the program to ensure a strong applicant pool. Indicate how many new students the program will attract to Queen’s, and how many students must be accommodated by other departments/units. Indicate which departments/units will be affected and how. We would promote our new BAH widely through Arts and Science centralized promotional materials and recruitment activities, as well as in our own brochures, website and activities at Fall Preview and March Break open houses.

Since Arts and Science has reached the desired overall number of undergraduate students, this program is not meant to increase enrollment numbers at Queen’s. However, it would allow the recruitment from an additional pool of high quality students seeking our specific new degree, students who are currently choosing other universities who have the BA Major in Environmental Studies (see Section 9.1). In terms of students from other units, we see interest from a number of units that are currently experiencing high enrollments (see Section 9.1). Departments that could be affected by (small—5-10) increased enrollment in some of their courses include: Global Development Studies, Geography, Philosophy, Biology, Religious Studies and Geology. However, we anticipate that the unit which will most affected by the program will actually be Environmental Studies. We currently offer an arts medial in Environmental Studies that has an enrolment of 38 students. We expect that a large percentage of students who would normally have enrolled in this medial will now enrol in the BAH once it is available. 7.2 In Table 4 below, summarize the projected intake and enrolments by year until steady-state is reached.

Table 4. Intake and Enrolment in Degree Program COHORT 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 1 5 5 5 2 10 10 10 3 15 15 15 4 20 20 20 5 20 20 20 TOTAL 5 15 30 45 55 60 ENROLMENT

8. Resources Provide evidence that the academic unit(s) has the necessary resources to implement and deliver the proposed new program under the following headings (where applicable). A budget module and template (located on the QUQAP website) must be completed.

The proposed plan will not generate net new incremental revenue to the University. The plan has been designed to enhance the offerings for current undergraduate students and to enhance the first year applicant pool for the already planned intake for the Faculty of Arts and Science.

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In addition, the proposed plan has been designed to utilize existing staff and faculty resources and thus, no additional resources will be required to mount the program.

Initially our target enrollment for this plan is 5 students in year 1 (increasing in increments of 5 in future years, to a maximum of 20 intake and 60 total enrollment, if demand exists). It is anticipated that it will take students three year to complete the plan after they complete their one year of general studies within the Faculty of Arts and Science. No attrition is expected.

8.1 Faculty - Comment on the adequacy of the faculty complement to teach and/or supervise in the program and by field as appropriate, AND complete Table 5 below. Submit CVs (following the CV guidelines located on the QUQAP website) for faculty members not listed as core in the new program (core faculty are defined as tenured, tenure-track, continuing adjunct and emeritus faculty). Submission of CVs for core faculty is not required, but may be done at the discretion of the academic unit submitting the proposal, if felt appropriate.

Table 5. Faculty associated with the proposed program (add additional rows as needed).

Faculty Rank/Status Field Home Unit Total Total Grad Total Current Member (Tenured, tenure Undergrad Teaching Undergraduate Undergraduate track, continuing Teaching Theses Theses adjunct, term (incl new Supervised* Supervised * adjunct, special Program) appointment, emeritus, etc). Andrew, Continuing Geography and 0 John Adjunct Planning/Environmental Studies Brown, Tenured Chemistry/Environmental 21 Stephen Studies Danby, Tenured Geography and 7 Ryan Planning/Environmental Studies Goebel, Tenured Environmental Studies 5 Allison Harrison, Tenure track Geological Sciences and New to Queen’s Anna Geological Engineering/Environmenta l Studies Hird, Tenured Environmental Studies 1 Myra Hovorka, Tenured Geography and 11 Alice Planning/Environmental Studies Jamieson, Tenured Geological Sciences and 27 Heather Geological Engineering/Environmenta l Studies Moore, Continuing Smith School of 0 Steven Adjunct Business/Environmental Studies Orihel, Tenure track Biology/Environmental 3 Diane Studies Smith, Tenured Philosophy/Environmental 1 Mick Studies Tienhaara Tenure track Global Development New to Queen’s , Kyla Studies/Environmental Studies Last Revised: September 19, 2018 Page 16 of 35

Page 40 of 201 Whitelaw, Tenured Geography and 8 Graham Planning/Environmental Studies Winn, Tenured Biomedical and Molecular 15 Louise Sciences/Environmental Studies

*Indicate primary supervisor by asterisks

8.3 Staff - Comment on the adequacy of the staff complement to support the program (administrative, technical, IT, laboratory, etc.). The two full-time staff in the School of Environmental Studies will be adequate to support the anticipated enrolment in the program. No additional staff resources would be required.

8.4 Space Requirements - Describe the work space, laboratory space, office, classroom and equipment needed to support students’ scholarship and research activities. All courses listed are currently already running, so there are no space implications.

8.5 Information Technology - Describe the information technology needed to support students’ scholarship and research activities. Indicate the resource implications for hardware, software/internet, audio-visual, , etc. Existing IT provisions are adequate.

8.6 Library - Provide information about library support holdings, availability of and access to library resources relevant to the proposed program(s). Queen’s University Library (QUL) comprises several divisions that together are responsible for the digital library and six physical service points across campus. A staff of approximately 115 provides information leadership, working closely with Queen’s faculties and schools.

Further information about QUL’s strategic priorities, resources and services can be found in the library’s annual report and on our website.

Collections QUL provides access to information resources in all formats to support teaching, learning and research across the range of programs offered by the School of Environmental Studies.

Primary responsibility for the selection of new resources rests in the collaboration of the Environmental Studies liaison librarian, the departmental library representative, and the Head of the QUL Engineering & Science Library unit, who consult broadly with students and faculty members and maintain awareness of shifts in interest and emphasis in the School and of important new resources in the discipline. Interlibrary borrowing requests are monitored to identify material of interest that should be added to the collection. Students and faculty members may make recommendations for purchase online or through their liaison librarian or departmental library representative.

QUL carefully assesses and responds to the expressed and diverse needs of students and faculty members and works to acquire essential resources in the most cost effective manner. QUL continues

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Page 41 of 201 to be strategic in seeking financially sustainable practices as it operates under the financial pressures of continually rising costs of resources and unfavourable foreign exchange rates. QUL partners with Ontario and Canadian academic libraries, through the Ontario Council of University Libraries (OCUL) and the Canadian Research Knowledge Network (CRKN) to leverage the buying power of consortia to obtain the most cost-effective terms for electronic collections.

The following is an overview of resources that may be useful to this program:

Databases

A complete list of databases is available at http://library.queensu.ca/research/databases/. Examples relevant to Environmental Studies include: Web of Science, Environment Complete, BIOSIS Previews, AGRICOLA, PubMed, GEOBASE, Global Health, Academic Search Complete, EconLit, PAIS, Worldwide Political Abstracts, Gender Studies Database, and GreenFile.

E-journals

The majority of QUL journal subscriptions are available online. For example, Scholars Portal Journals, a trustworthy digital repository for long-term preservation, contains thousands of journals. Individual journals may be searched via the library catalogue. Some example titles include the various Nature titles – Cell Biology, Chemical Biology, Chemistry, Climate Change, Communications, Genetics, Medicine, Neuroscience, Materials, Structural & Molecular Biology, Nanotechnology, Protocols, and News.

Monographs - Print and Ebooks

QUL has extensive holdings of print books to support Environmental Studies. In addition to the core Environmental Studies acquisitions, relevant monographs are collected in many related disciplines including Biology, Chemistry, Cultural Studies, Global Development Studies, and Geography as appropriate. Our monograph collections adequately support teaching and research in the subject areas covered by the program.

Publishers are providing a large selection of electronic books. Examples of note include the Canadian Electronic Library, Oxford Scholarship Online, Scholars Portal Books, Knovel, and Ebrary.

Reference works

Most, if not all, major reference works have been converted from print to electronic format, greatly enhancing access to their content. Important online indexes to the literature of this discipline include databases such as Web of Science (see Databases section above).

Online encyclopedias, dictionaries, and general reference works include the Encyclopedia of Ecology, Encyclopedia of Life Sciences (ELS), Blackwell Encyclopedia of Sociology, Oxford Handbooks Online, Oxford Reference Online, Knovel, Access Science, International Studies Encyclopedia, Encyclopedia of Human Rights, Encyclopedia of Global Human Migration, and many other titles.

Government Information

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Page 42 of 201 Government information is increasingly published online. Our earlier collection includes more than 1,000,000 print items emphasizing Canadian, American, United Kingdom and international documents, with smaller collections for Commonwealth and other foreign countries. It has extensive holdings for the Organization for Economic Cooperation and Development including electronic access to serials, monographs and data through the OECD iLibrary.

Numeric data Our current and retrospective collection of statistical data for Canada, the United States and international organizations is excellent. Most data files can be searched, accessed, and downloaded from the web; all users have access to and Dataverse, two web-based systems delivered through Scholars Portal. Data resources of note include: Statistics Canada, polling data from the Canadian Opinion Research Archive (housed in Stauffer Library), and US and international data from the Inter-university Consortium for Political and Social Research (ICPSR).

Maps and Air Photo Collection

The Maps and Air Photo Collection holds extensive cartographic collections to support curriculum and research needs across campus. The collection includes electronic resources from around the world, software and GIS manuals. Specialized assistance with geospatial data is available on a drop-in basis or by appointment.

Access to resources outside of Queen’s

While QUL provides a substantial collection to support learning and research in Environmental Studies, inevitably students and faculty members will need information resources not available locally. Canadian academic libraries work together to make the sharing of resources as efficient as possible. QUL’s Interlibrary Loan service facilitates the borrowing of materials from other academic libraries, nationally and internationally, at no cost to our users.

Teaching and Learning QUL works on a liaison librarian model, where individual librarians are responsible for teaching, research support, and collections work in specific departments. The librarian for Environmental Studies is Morag Coyne. She is also responsible for the Biology, Geological Sciences and Geological Engineering departments, and maintains subject guides for each discipline (e.g. Environmental Studies).

The Environmental Studies liaison librarian can:

● provide introductory or specialized workshops to students, staff and faculty, ● collaborate with faculty members and course designers to integrate information resources and information-seeking skills into course management platforms and online courses, ● work with seminar and tutorial groups, ● assist in identifying and locating data and materials, and ● provide research assistance.

The Environmental Studies liaison librarian is available in her Douglas Library office by appointment to increase the availability of research assistance to students. She is also has office hours at the

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Page 43 of 201 Biosciences Complex for two hours each week during the fall and winter terms. Reference services delivered in her office, at the library, or by email, have led to increased and ever more complex queries.

For over a decade, there was library involvement and teaching in the first year core course, BIOL 102 (and its predecessor). An online library guide and quiz was used to introduce students to biology- specific library resources, the concepts of primary and secondary scientific literature, and how to use databases and the library catalogue to find such literature. The quiz was designed to help prepare students for the research component of their first year lab reports. However, due to the recent redesign of BIOL 102, the library teaching and assignment will no longer be held as of the Fall 2018. are underway to determine if the teaching will be moved to the Winter course, BIOL 103.

Scholarly Communication

QUL promotes the dissemination of scholarship as openly as possible in sustainable models of scholarly communication, and engages with partners on campus, such as the Office of the Vice- Principal (Research) and University Research Services, to support the research enterprise at Queen’s. QUL manages and maintains an online repository, QSpace, for Queen’s scholarly output. Faculty and graduate students can voluntarily deposit and share the results of their research to a global audience. This repository also facilitates the electronic submission of graduate theses and dissertations. Masters and PhD theses granted since June 2007 are available online. Scholarly publishing is also supported by our participation in Open Journal Systems (OJS), a platform for publishing scholarly journals and conference proceedings.

Technology The library manages a robust technical infrastructure to support teaching, learning and research at Queen’s, in collaboration with Queen’s IT Services. Classrooms in each library afford space for instruction on the use of information resources and are equipped for both demonstration and hands- on sessions. Other amenities include computers, printers, copiers, and scanners.

QUL infrastructure connects users virtually with library services, and with rich and varied print and electronic collections. In addition, QUL systems are closely aligned with institutional platforms such as the OnQ learning management system to ensure that students have access to the materials they need through their online course sites.

Search and discovery tools continue to evolve, and allow users to search many kinds of resources, such as books, journal articles, newspapers, etc., simultaneously. Queen’s is collaborating with other Ontario university libraries through OCUL to explore a shared catalogue for the next generation library system. OCUL has a strong history of providing members with a trusted digital repository to access electronic journals, books, numeric data, and geospatial resources through Scholars Portal.

QUL provides expertise and technology to faculty, researchers and students in managing their research information. Systems such as the QSpace institutional repository and the Queen’s instance of Dataverse allow users to deposit scholarship and enable re-use and replicability in their fields of study. QUL continues to develop its digital asset management strategy to support new forms of

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Page 44 of 201 scholarly output and “big data,” in partnership with the Centre for Academic Computing, provincial and national stakeholders.

Indicate what new library resources will be needed (e.g. journals, print monographs, audio-visual material, historical documents, electronic databases, statistical/geospatial data) At this time, no new library resources have been identified for this program. Although it is straightforward to purchase new books, new journal recommendations will be considered on a case- by-case basis.

Indicate the likelihood of the program having an impact on library staffing. Provide date that consultation with library staff took place. The establishment of the program may result in an increased number of requests for new teaching and consultations; however, it is expected that this work will be managed within the existing library staff complement. 8.7 Research Funding – If applicable to proposed program, provide evidence of adequate research funding to sustain the research activities of undergraduate students. Complete Table 6 (below) as relevant.

Table 6. Research funding (operating) by source (do not include conference grants, SSHRC minor grants or equipment grants). Include last 3 years only.

Year Field Federal Granting Council Other Peer Contracts Other (if Reviewed applicable) 2017-2022 SSHRC Insight Grant (Goebel) $329,000 2017-2021 SSHRC Insight Grant (Goebel) $376,713 2016-2017 CIHR (Winn) $100,000 2011-2016 CIHR (Winn) $115,130/yr 2011-2016 CIHR (Winn) $137,764/yr 2018-2020 France Canada Research Fund (Hird) $14,780 2018-2020 Swedish Research Council (Hird) $651,126 2017-2019 Mistra- Formas (Hird) $122,255 2018-2020 Institut des Sciences de l’Homme

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Page 45 of 201 (Hird) $30,390 2017-2021 Velux Foundation (Hird) $1,194,730 2015-2019 Swedish Foundation for Strategic Environment al Research and Formas (Hird and others) $6,448,000 2013-2018 SSHRC Insight Development Grant (Hird) $344,960 2012-2017 Queen’s University Special Research Award (Hird) $100,000 2015-2017 SSHRC Insight Development Grant (Hird) $73,592 2011-2016 Canada-Brazil Collaborative Research Fellowship (Hird) $186,000 2016 Undergradua te Student Summer Research Fellowship (Hird) $6,000 2018-2021 Ontario Ministry of Transportatio n (Danby) $66,350 2017-2020 Govt. of Northwest Territories (Danby) $97,000 2016-2019 Ontario Ministry of Transportatio

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Page 46 of 201 n (Danby) $69,000 (20% to Danby) 2016-2018 Ontario Ministry of Natural Resources (Danby) $100,900 (40% to Danby) 2014-2016 Ontario Ministry of Natural Resources $73,000 (15% to Danby) 2016-2021 NSERC Discovery Grant (Jamieson) $244,000 2016-2021 NSERC Northern Supplement (Jamieson) $75,000 2015-2018 NSERC Strategic Grant (Jamieson) $412,506 (25% to Jamieson) 2015-2017 GNWT - Cumulative Impact Monitoring Program (Jamieson) $235,000 2015-2017 Polar Knowledge Canada (Jamieson) $4,600,000 2017 Geological Survey of the NWT (Jamieson) $30,000 2013-2018 NSERC CREATE (Jamieson) $1,350,000 (10% Jamieson) 2017 Indigenous and Northern Affairs Canada (Jamieson) $68,884

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Page 47 of 201 2012-2015 SSHRC Insight Grant (Smith) $67,000 2016-2019 NSERC Strategic (Orihel) $794,290 2016 CFI (Orihel) $167,602 2016 Ontario Ministry of Research, Innovation and Science (Orihel) $167,602 2018 Environment and Climate Change (Orihel) $23,000 2018 NSERC CREATE (Orihel + 7 others) $1,650,000 2018 University of Waterloo (Orihel) $20,563

8.8 Describe any additional resources required that are not currently available. Provide evidence of institutional commitment to supplement existing resources as needed (See budget module).

9. Other Matters 9. Provide evidence of student demand for the program (e.g. number of applications/registrations in 1 similar programs offered elsewhere (specify domestic and international); survey of prospective students) Describe how the information was obtained and the expected duration of the demand (e.g. is it a growing area? The School of Environmental Studies’ Cyclical Program Review (2016/2017) affirmed the need for and potential benefits of launching a BAH Major in Environmental Studies to complement our existing BScH Major in Environmental Science. External reviewers noted a stronger signature of sciences relative to weaker representations of arts within the existing program options for undergraduate students. Further, our CPR environmental scan revealed that Environmental Studies at other Ontario universities enrol roughly three times more students in their Arts programs compared to their Science programs. This provides a rationale for pairing an Arts offering with our Science offering; it also suggests that Queen’s may attract ‘new’ students to the university who are seeking specifically Arts- oriented environmental programs.

Beyond this provincially-grounded evidence of student demand, we have long heard from undergraduate students at Queen’s who would prefer a BAH Major. These students often express interest in learning about environmental politics, social movements, and justice issues rather than focusing solely on biophysical processes and environmental change. Without an Arts option for a Major, some Queen’s students take the BScH Major option despite challenges in completing the science requirements (e.g. chemistry, math). Other students opt for other Arts degrees (e.g. development studies, political studies) and enrol in our BAH Medial or BA Minor, both of which require a significant focus in a second area of study. These students express their desire for a BAH

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Page 48 of 201 Major in Environmental Studies given their passion for specifically environmental issues. Ultimately, the proposed BAH will offer a more robust option to meet student interests.

Finally, our discussions with the Faculty of Arts and Science review team (Jill Atkinson, Sue Blake, and Cormac Evans) have encouraged us to submit an application for our proposed BAH Major in Environmental Studies. Our student demand survey (March 2018) was completed by 313 students (primarily first year FAS students). The results show moderate and encouraging interest among students for such a program with 25% indicating extremely likely or relatively high likelihood of enrolment if the program were available. Students showing this level of interest are currently in a diverse set of programs including: BIOL (n=9), POLS (n=8), PSYC (n=6), DEVS (n=5), SES (n=5), LISC (n=3), KINE (n=3). We anticipate that launching this BAH Major program would attract students currently enrolling in our BAH Medial and BA Minor programs; this would be a positive switch given that the BAH Major would offer a more robust program in Environmental Studies. Further, the results reveal that students anticipate environment-focused career paths with 47% saying the environment will likely be part of their career and 67% confirm that a BAH Major in Environmental Studies would be valuable in a future career. Finally, 21% of students indicated that they valued the diversity and flexibility of the proposed program.

9. Explain how the program will fulfill societal need. Comment on similar programs offered elsewhere 2 and why the proposed program will be attractive to applicants (include any unique or innovative elements/features).Comment on the need for graduates of the proposed program (e.g. labour market need, expected employment rates based on federal, provincial or sector reports where available, survey of prospective employers, ...) Ontario Labour Market Outlook

Source: Government of Ontario: https://www.iaccess.gov.on.ca/labourmarket/search.xhtml?lang=en A Sample of Career Opportunities for Environmental Studies Graduates

Occupation Average Annual Income Growth Rate Total Projected Openings Biologists and related $74,703 9.1% - 10% 2,001 - 3,000 scientists Forestry Professionals $81,943 10.1% - 11% 101 - 200 Land Surveyors $65,296 3.1% - 4% 401 - 500 Meteorologists and $94,529 7.1% - 8% 101 - 200 climatologists Urban and Land Use $77,818 7.1% - 8% 701 - 800 Planners Geoscientists and $89,496 6.1% – 7% 201 - 300 oceanographers Natural and Applied Science $85,673 6.1% – 7% 1,001 - 2,000 Policy Researchers, Consultants, Program Officers Water and Waste Treatment $68,746 4.1% - 5% 501 - 600 Plant Operators Conservation and fishery $73,342 7.1% - 8% 201 - 300 officers Inspectors in Public and $78,208 13.1% – 14% 4001 - 5000 Environmental Health and Occupational Health and Safety Architecture and Science $102,894 9.1% - 10% 901 - 1,000 Managers Landscape and Horticulture $48,831 5.1% - 6% 1,001 - 2,000 Technicians and Specialists

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Page 49 of 201 *“Growth rate” refers to the projected change in employment levels from 2017 – 2021. “Total openings” refers to the projected number of job openings from 2017 to 2021, from both new jobs (change in employment level) and jobs due to attrition (replacement jobs from retirement, death and emigration). Ontario’s labour market information website is developed for use as a resource to help people exploring career choices. The job outlooks for each occupation use projections of future job openings, and should be interpreted with caution. Shifts in the rate of economic growth, technological developments, business restructuring, or changes in government policies can all affect the future growth prospects or skill requirements of the labour market. Job outlooks have been developed for Ontario as a whole, and may not reflect the situation in each local labour market. The number and type of employers, the occupational make-up of the workforce, and other local economic conditions all contribute to the employment prospects for an occupation in a given community.

In addition, Ontario’s Ministry of Labour released a report in 2016 (Changing Workplaces Review Special Advisors' Interim Report) https://www.labour.gov.on.ca/english/about/cwr_interim/ that emphasized the changing nature of the workplace as a result of globalization and technological shifts. Employment trends show declines in manufacturing and growth in the knowledge economy and services. Workers will need to be skilled in manipulating information, and to understand complex shifting business and political environments. In addition, according to a 2013 report from the Canadian Association of Career Educators and Employers (CACEE), employers most valued skill sets in job applicants that included verbal communication skills, teamwork skills, analytical skills, a strong work ethic and problem solving skills. (https://www.cacee.com/_Library/Campus_Recruitment_Docs/2013_CACEE_Campus_Recruitment _Report_-_Career_Educator_Summary.pdf). Our program is designed to emphasize critical thinking, integration of complex, interdisciplinary knowledge, applied, real-world problem solving, written and oral communication and team work.

Environmental issues are among the most pressing and complex issues facing Canadian and indeed global society. Governments and private sector actors are increasingly putting resources into environmentally sustainable efforts, including government policy and research, municipal planning processes, green technology development, renewable energy development, carbon reduction plans, ecological restoration, and so on. Our students will be well prepared to enter environmentally focused fields in urban planning, policy, non-governmental organizations, green economy and green business fields, health and education.

9. For new professional programs, provide evidence that the program is congruent with the regulatory 3 requirements of the profession and that experiential opportunities will be available to meet the program needs (if appropriate). N/A

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Page 50 of 201 10. Equity, Diversity and Accessibility

10. Describe how the proposed new program will address equity considerations, including (but not limited 1 to) issues of particular concern for the groups identified in the University’s various equity programs. Faculty members in SES have research programs in such diverse places as Southern Africa, China and Canada’s north. As such, a number of courses in our program reference issues for indigenous peoples and global dynamics of inequality, racism and colonialism. For example, ENSC103 includes discussion on indigenous perspectives on sustainability, and ENSC321 (Environmental Justice) explores environmental racism, indigenous issues related to land and sovereignty, and north‐south dynamics and inequities. ENSC301 and ENSC430 feature translating various types of knowledge for decision making, including indigenous knowledge, and collaborative planning approaches, including with indigenous stakeholders. In 2015/16 we offered a fourth‐year special topics course in indigenous approaches to sustainable development, which could be offered again in future. SES programs also include DEVS220 and DEVS221 (Aboriginal Studies courses) as options to fulfill social science and humanities requirements. Both FAS and Faculty of Engineering and Applied Sciences (FEAS) have programs that encourage Aboriginal applicants. Potential students may select either the standard or

the alternative path to admission to first year. The alternative pathway recognizes that there are inequalities in access to high school education for Aboriginal Persons, which result in high school completion rates of 62% (Ontario Ministry publication). Undergraduate and graduate students who are registered with Student Wellness Services are always accommodated in classroom and laboratory settings, and our USAT evaluations clearly show that our professors and instructors are sensitive to the needs of students.

Our School strives to promote a positive climate that respects diversity and equity, and a welcoming climate for all students. We have recently completed the DEAP (Diversity and Equity Assessment and Planning) Tool to review of our unit, and developed an action plan that includes including equity, diversity and inclusivity (EDI) principles in our strategic planning curriculum development and hiring practices. 10. Provide information about the representation rates of members of designated groups within the 2 faculty, and identify gaps in representation as compared to the appropriate Canadian workforce population. The Equity Office has provided a report.

11. Quality and Other Indicators

11. Define indicators that will provide evidence of the quality of the faculty and how they will be used 1 (e.g. qualifications, teaching effectiveness, supervisory/mentorship ability, research impact, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program). Although the number of core faculty and continuing adjuncts is small (Table 8.1a, b), we are supported by a diverse professoriate of cross‐appointed (https://www.queensu.ca/ensc/people/faculty-and-staff) and adjunct (https://www.queensu.ca/ensc/people/faculty-and-staff) professors, with representatives from the Health Sciences, Engineering and the School of Business.

Faculty Awards and Honours i) List major teaching awards and honours received by faculty members during the past 8 years. Last Revised: September 19, 2018 Page 27 of 35

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2009‐10, 2011‐12, 2013‐2014 ‐ Award for Teaching Excellence, SES (Ryan Danby) 2013‐2014 ‐ Julian Szeicz Excellence in Teaching Award, Department of Geography (Ryan Danby) 2018 – Queen’s National Scholar (Anna Harrison) 2013 ‐ 2014 ‐ Leverhulme Trust Visiting Professor (Myra Hird) 2014 - Award for Excellence in Graduate Student Supervision (Peter Hodson) 2013‐2014 ‐ Gender Place & Culture, Jan Monk Distinguished Professor (Alice Hovorka) 2017 – Queen’s National Scholar (Diane Orihel) 2006‐2011 ‐ Queen's National Scholar (Mick Smith) 2012‐2013, 2017-2018 ‐ Award for Teaching Excellence (Graham Whitelaw) 2007‐2012 ‐ Queen's National Scholar (Graham Whitelaw)

List major research awards and honours received by faculty members during the past 8 years. N.B. This section is for awards (as in prizes), not financial awards (as in grants). Do not include research grants here; they may be listed in table 6a for graduate research grant awards, or on faculty CVs if the program is undergraduate only.

2015 ‐ Fellow, Royal Society of Canada (Myra Hird) 2015 - Queen's University Excellence in Research Award (Myra Hird) 2009‐2010 ‐ Alexander von Humboldt Research Fellow (Alice Hovorka) 2017 – Martin A. Peacock Medal (Heather Jamieson) 2014‐2016 ‐ Golder Research Fellow (Heather Jamieson) 2018 - Canada Research Chair (CRC) in Economy and Environment (Kyla Tienhaara) 2017 - Editor's Choice for 2017 in the Canadian Journal of Fisheries and Aquatic Sciences. (Diane Orihel) 2011 ‐ Women in Toxicology Mentoring Award (Louise Winn)

Other awards, honours Six of the twelve core faculty of the SES were appointed through the Queen's National Scholar program (Goebel, Smith, Hird, Whitelaw, Orihel, Harrison), a program that was established in 1985 with the objective to enrich teaching and research, but has "…become synonymous with academic excellence." (http://www.queensu.ca/provost/teaching‐and‐learning/queens‐national‐ scholarprogram).

It is therefore no surprise that scholarship in the SES is exceptional, as is further evidence by the CVs of our faculty. Since 2007, three additional members of our faculty have received recognition of their research. Additionally, many of our faculty have been recognized for teaching excellence not just in the SES, but in their second department. The research and teaching expertise is reflected in our faculty CVs in terms of the grants, as well as in the high average teaching evaluations on USAT evaluations from our students.

11. Comment on the program structure and faculty attributes (including research activity) that will ensure 2 the intellectual quality of the student experience.

Last Revised: September 19, 2018 Page 28 of 35

Page 52 of 201 Supporting documentation

Embed relevant documents supporting the proposal (e.g. letters of support from deans, department heads, collaborators, external agencies, etc.) If scanned documents are inserted, please ensure they are clearly legible.

Appendix A Letter of Support

Appendix B Course Descriptions/Course Outlines

Appendix C Calendar Copy

Appendix D Student Survey

Last Revised: September 19, 2018 Page 29 of 35

Page 53 of 201 Part C – Administration & Government Reporting Information

Part C is to be completed by the department/faculty in consultation with the office of the university registrar and the faculty office(s).

12 Information for and/or from the Office of the University Registrar and/or the Faculty Office(s) . 12.1. Academic Administration Academic Career UGRD

Department(s) School of Environmental Studies

Proposed Start Date September 2019 Program duration 4 years Expected enrolment Initial Year 20 Steady State 60 Program Name: Degree Description Degree Code (max 50 characters) (e.g. Bachelor of Science Honours) (max 5 characters) (e.g., BSCH) Bachelor of Arts (Honours) BAH Academic Plan Description Academic Plan Code (e.g. Life Sciences) ( e.g. LISC-M-BSH)) Environmental Studies Major ENVS-M-BAH

Academic Sub-Plan Description Academic Sub-Plan Code ( e.g. Biomedical Discovery Track)) (e.g. BMDS-O)

Collaborative Program Sub-Plan List all departments/plans that may admit students into the collaborative sub-plan. Indicated department with primary responsibility for sub-plan (underline)

12.2. Complete the following: Will students be admitted part-time? X Yes ☐ No Will all or part of the program be offered at the BISC campus? X Yes ☐ No Will all or part of this program be offered via distance learning (e.g. X Yes ☐ No online or blended learning?)

13. Course Information

New courses with new subject code required? ☐ Yes X No

If yes, suggested subject code

Subject Code Description: (Max 23characters)

Last Revised: September 19, 2018 Page 30 of 35

Page 54 of 201 Subject Owner : (e.g. Dept of Biology)

14. Tuition and Student Activity Fees

Tuition Fee Per unit, per course tuition fee

Fee Assessment Protocol Per term, per course (Annual? Per term Or per course?) Student Activity Fees UGRD - AMS UGRD - AMS

Non-Tuition Fees

14b. Government Reporting

Proposed FORPOS 103/104

Program Weight (BIUs) 1.0/1.5

Proposed CIP Code 03.0103

Last Revised: September 19, 2018 Page 31 of 35

Page 55 of 201 Part D – Government Reporting Information

Part D is to be completed by the Unit/Faculty

15. Describe how the program is consistent with an area of strength and/or growth identified in the Strategic Mandate Agreement (SMA). If not aligned, describe how the program is consistent with the mission, aims, objectives and existing strengths of the university.

Aligning with the Strategic Mandate Agreement (2017 – 2020), our proposed BAH Major supports Queen’s program area of strengths in the Arts and Sciences (Section 6) by drawing together Social Sciences, Humanities and the Sciences through interdisciplinary core offerings integrating and spanning these scholarly realms. It also supports Queen’s innovation in teaching and learning excellence (Section 2) via program delivery methods that expand learning options for students and improve the learning experience and career preparedness. Specifically, the BAH Major reflects our School’s commitment to interdisciplinarity, inquiry- based learning, and experiential education; service-based and internship learning opportunities allow students to actively connect environmental scholarship and practice, and engage directly with multi- stakeholders in policy, industry and civic realms. The BAH Major will extend these options to more students, particularly those students currently blocked by the science and math requirements of our existing BScH Major. This will provide further opportunities for innovation, and enhance holistic perspectives on understanding and addressing environmental challenges. It will also attract additional students to Queen’s seeking an Arts degree in Environmental Studies, and assist Queen’s in maintaining its “excellent retention and completion rates” (p5).

16. Explain how the proposed program fits with Queen’s current program offerings and the university’s capacity to deliver the proposed program. Aligning with the Academic Plan (2011), the proposed BAH Major in Environmental Studies will assist Queen’s to “impart to students an understanding of their place in a culturally, economically, and politically ever-changing world and empower them to participate in it in an informed and responsible manner” (p14). It will also assist Queen’s to enact interdisciplinary study as “foundational for successful careers and global citizenship” (p12). The School of Environmental Studies currently offers general interdisciplinary plans (BScH Major, BAH Medial, BA Minor) and six specialized science plans (with Biology, Chemistry, Geography, Geology, Life Sciences, and Toxicology). All of our programs include a selection of courses spanning arts and science, and core interdisciplinary environmental studies courses where arts and science students interact directly. As such, our School is actively breaking down silos in the Faculty of Arts and Science, and at the University more broadly, fostering “a culture of interdisciplinary collaboration in teaching and research by removing administrative, financial, and structural barriers to cross-listing of courses” (p12 Recommendation 6). We have broad support for our proposed BAH Major from other academic units, including those interested in developing new courses for the curriculum. This will enrich study of the environment throughout the faculty. We especially hope to inspire and build upon clusters in environmental justice and environmental humanities. Motivated by our Cyclical Program Review (2016) we have identified four themes for our proposed BAH Major: (1) Politics, Culture & Ethics (2) Environmental Justice, Advocacy & Citizenship (3) Indigenous & Global Issues (4) Human-Environment Systems. These themes connect to a common interdisciplinary core with our existing BScH Major Plan.

17. Provide at least two external sector comparator programs used to derive the proposed tuition fee (program name, university and most recent tuition fee exclusive of additional fees). Comparators should ideally be similar credentials and/or programs in Ontario or Canada if none in Ontario. Justify reasoning for proposed tuition; if higher than comparators how will the impact on accessibility be mitigated?

Last Revised: September 19, 2018 Page 32 of 35

Page 56 of 201 Environmental Studies has become a regular feature of undergraduate education in Ontario. Several Ontario universities have BA programs in Environmental Studies including Waterloo and York. Waterloo emphasizes resource studies and combining environmental studies with other programs such as international development. York is a large school, with its own Faculty. Environmental studies emphasizes social justice and activism.

York – Bachelor in Environmental Studies (B.E.S) Tuition: $7,523 (domestic), $24,587 (international)

Waterloo – Variety of Streams under the Faculty of the Environment: Waterloo’s program offers eight unique undergraduate programs spanning a variety of disciplines—all with an environmental bent and a focus on making positive change in the world - Environment and Business (EB) - Environment, Resources and Sustainability (ERS) - Geography and Aviation - Geography and Environmental Management (GEM) – Geomatics - International Development (INDEV) - Knowledge Integration (KI) – Planning. Tuition: $7,990/year (domestic), $43,120 (international)

18 (a) Justify the duplication with comparator programs and others (list programs, why is adding a new program justifiable, evidence of consultation, evidence that there is sufficient demand, sufficient opportunities for experiential learning) Our proposed program would be unique in that it will address four themes: (1) Politics, Culture & Ethics (2) Environmental Justice, Advocacy & Citizenship (3) Indigenous & Global Issues (4) Human-Environment Systems. These themes connect to a common interdisciplinary core with our existing BScH Major Plan.

In addition, students entering the Queen’s program will have completed a year of general studies unlike at Waterloo where students enter directly into their BES, with a mandate of choosing a discipline before even starting the program. Thus, the Queen’s program provides students with more options for interdisciplinary knowledge. In addition, compared to Queen’s, York’s program has more divergent paths that one can take, but each is less comprehensive than the complete package offered at Queen’s. There also seems to be less of an indigenous focus.

18 (b) Comment on any differences between the proposed program and comparators (number of credits/courses, structure, …) York: The Faculty of Environmental Studies (FES) defines "environment" as everything that surrounds us. Environmental studies is, therefore, not only about natural environments, but also about built, social, cultural, political and organizational environments as well as all of the relationships between them. After completing a common first year, students have the opportunity to focus on one of three areas of concentration:

a) Environmental Management b) Urban & Regional Environments c) Environmental Politics, Justice & the Arts

Units to complete: 120 credits (40, 3.0 credit courses) with between 60-90 credits being ENVS credits

As well, BES students will have the opportunity to enroll in one of 5 certificates: geographic information systems and remote sensing (GIS), community arts practice (CAP), refugee and migration studies (GSRM), sustainable energy (SE) or urban ecologies (UE).

Last Revised: September 19, 2018 Page 33 of 35

Page 57 of 201 Following York's philosophy of Undergraduate education, BES students are required to study in humanities and the natural sciences: Humanities Requirement: the BES Humanities requirement can be satisfied by taking ES/ENVS 1800 6.00 or a 1000-level course (at least 6 credits) from the following: Classical Studies; English; French Studies; History; Humanities; Languages, Literature and Linguistics or Philosophy. Science requirement: the General Education science requirement is met by taking six credits from the following departments: Anthropology (AP/ANTH 1120 6.00 only); Biology; Chemistry; Earth & Atmospheric Science; Geography (SC/GEOG 1400 6.00 only); Natural Science; Physics & Astronomy; or Science & Technology Studies.

Compared to Queen’s, this program has more divergent paths that one can take, but each is less comprehensive than the complete package offered at Queen’s. There also seems to be less of an indigenous focus.

Waterloo: Waterloo’s program offers eight unique undergraduate programs spanning a variety of disciplines—all with an environmental bent and a focus on making positive change in the world - Environment and Business (EB) - Environment, Resources and Sustainability (ERS) - Geography and Aviation - Geography and Environmental Management (GEM) – Geomatics - International Development (INDEV) - Knowledge Integration (KI) – Planning.

Units to complete: 20.0 for BES (40 half year courses) 20.5 for BES w/ Co-op

Queen’s: Plan: Consists of 60.0 units.

Program: The Plan, with sufficient electives to total 120.0 units, will lead to a Bachelor of Arts (Honours) Degree. The normal program duration is four years of full-time study (30.0 units per year for 4 years). The ideal program start date is September 2019.

Students will enroll in 36.0 core units (interdisciplinary environmental science and studies), 18.0 units interdisciplinary environmental studies options (9.0 ENSC options, 6.0 social science and humanities, 3.0 units in interdisciplinary environmental humanities options), 3.0 units in integrative environmental science options, and 3.0 in Statistics or equivalent. Please see Appendix A for plan structure.

Last Revised: September 19, 2018 Page 34 of 35

Page 58 of 201 Part E - Authorizations

Part E is to be completed by the faculty office following Faculty Board approval.

Date Approved by Faculty Board

Oct 10, 2018 Department Head(s) ______Signature Date

Signature

Faculty Dean(s) or delegate(s)

Signature Date

Vice-Provost and University Librarian Signature Date

University Registrar

Signature Date

Chief Information Officer & Associate VP (Information Technology Services) Signature Date

Associate Vice-Principal (Planning & Budgeting) Signature Date

Provost and Vice-Principal (Academic) Signature Date

Date Approved by SCAD

Date Approved by Senate

Last Revised: September 19, 2018 Page 35 of 35

Page 59 of 201 APPENDIX A (supporting documentation from cognate departments)

ORIGINAL EMAIL SENT TO COGNATE DEPARTMENTS IN SPRING 2017:

From: Allison Goebel Sent: Wednesday, May 24, 2017 2:41 PM To: Brian Cumming ; Hans-Peter Loock ; Jean Hutchinson ; Warren Mabee ; Michael A Adams ; Marc Epprecht ; Richard Ascough ; HEAD PHILOSOPHY ; HEAD ENGLISH DEPARTMENT ; [email protected]; Jean Cote ; Zsuzsa Csergo ; UNDERGRAD CHAIR BIOLOGY ; Chemistry Undergraduate Chair ; Ron Peterson ; Beverley Mullings ; Assoc Dean Life Sciences Faculty of Health Sciences ; Paritosh Kumar ; William Morrow ; Deborah Knight ; Undergraduate Chair Dept of English ; [email protected]; SKHS Undergrad Coordinator ; Jonathan Rose Cc: Alice Hovorka ; Karen Depew Subject: Proposal for a BAH in Environmental Studies for your review and comments

Hello Heads and Undergrad Chairs for partner and potentially interested departments. Please find a memo attached explaining a draft proposal for a BAH in Environmental Studies, for your review and comments.

Thank you very much for any responses you care to give!

Allison

Dr. Allison Goebel, Professor, Undergraduate Chair, School of Environmental Studies, Room 3125 Biosciences Building, Arch St. Queen's University, Kingston, ON Canada K7L 3N6 613-533-6000 x77660 [email protected]

ATTACHMENT TO EMAIL:

May 24, 2017

Memo: BAH proposal from School of Environmental Studies

To: Partner and affiliated/interested departments in Arts and Science

Page 60 of 201 The School of Environmental Studies (SES) has been working for some time on a proposal for a BAH Major plan. We currently have a science major (ENSC-M-BSH), a Medial (ENVS[----]-A), a Minor (ENVS-Y), and a number of Subject Specialization Programs (EGPHY, EBIO, EGEO, ECHM, ELSC, ETOX).

For many years we have heard from students who would prefer an Arts Major in our program. We have also noted high interest in such a program at events like Majors Night. In our recent cyclical review process, we also noted that other Ontario universities with Environmental Studies programs enrol roughly 3 times more students in their Arts programs compared to their Science programs. The review team recommended that we pursue mounting a Major in the Arts. Over the years we have also gained a number of new faculty members working in Social Sciences and Humanities disciplines, and have hence been able to expand course offerings in these areas.

Our process has been to identify themes and subject areas that would be important to include and shape a BAH Major in Environmental Studies. These have emerged as four clusters:

1. Political Ecology; Culture, Thought, Ethics; Ecological Literacy 2. Advocacy and Activism; Citizenship; Environmental Justice; Governance; Policy 3. Indigenous Issues; Global Issues; Globalization 4. Environmental Systems; Ecosystem and Human Health; Water and Resources

Working from this, and mindful of providing a common interdisciplinary core with our existing Bachelor of Science Major Plan, we drafted the plan below. At this stage we would appreciate comments and suggestions from our partner and other interested departments, and an indication of whether or not your department would support this proposal. Perhaps you have courses that you think would be especially relevant to include in this plan and that you would be willing to open to our students? We are happy to meet or chat with any of you about this.

DRAFT: ENVS-M-BAH (May 2017)

Plan: Consists of 60.0 units as described below.

Program: The Plan, with sufficient electives to total 114.0 units, will lead to a Bachelor of Arts (Honours) Degree.

1. Core (36.0 units) A. 3.0 units from ENSC 103 Environment and Sustainability

B. 3.0 units from ENSC 201Toxicology and Chemical Risks

C. 3.0 units from ENSC 290 Ecological Economics

D. 3.0 units in ENSC 301 Environmental Assessment

Page 61 of 201 E. 3.0 units in ENSC 390 Sustainability

F. 6.0 units in ENSC 430 Applied Project in Sustainability or ENSC 501 Independent Study (or ENSC 502 Independent Study worth 12.0 units) or 6.0 units in ENSC 4XX (4th year seminar courses)

G. 3.0 units in DEVS 250 Global Environmental Transformations

H. 3.0 units in GEOL 104 The Dynamic Earth or GEOL 106 Environmental Geology and Natural Hazards or GEOL 107 History of Life

I. 6.0 units in GPHY 101Human Geography and GPHY 102 Earth System Science

J. 3.0 units in BIOL 111 Ecology and the Environment or BIOL 103 Intro. Biology of Organisms

2. Environmental Studies Options (18.0 units)

A. 9.0 units from ENSC 200 Environmental History/ENSC 305 Social Environments /ENSC 310 Environmental Policy/ ENSC 321 Environmental Justice

B. 6.0 units from ENSC Interdisciplinary Social Science/Humanities

CHEE 342 (Environmental Biotechnology), CLST 214 (Ancient Science), DEVS 220(Intro to Aboriginal Studies), DEVS 221(Topics in Aboriginal Studies), ENSC 200(Environmental History), ECON 290(Intro. to Environmental Economics), ENSC 305(Social Environments), ENSC 307(Marine Environmental Issues), ENSC 310(Environmental Policy), ENSC 315(Global Food Security, Agriculture and Environment), ENSC 320 (Wildlife Issues in a Changing World), ENSC321(Environmental Justice), ENSC 407(Global Water Issues), ENSC 420(Gender and Environments), ENSC 482(Special Topics in Environmental Studies), ENSC 483(Special Topics in Environmental Studies II), GPHY 336(Geography, Environment & Human Health), GPHY 339(Medical Geography), PHIL 203 (Science and Society), PHIL 293(Humans and the Natural World), PHIL 310(Development Ethics), PHIL 493(Ethics and the Environment), RELS 235(Religion and Environment)

D. 3.0 units in ENSC Interdisciplinary Humanities

CLST 214(Ancient Science), DEVS 220(Intro to Aboriginal Studies), DEVS 221(Topics in Aboriginal Studies), PHIL 203(Science and Society), PHIL 293(Humans & the Natural World), PHIL 310(Development Ethics), PHIL 493(Ethics & the Environment), RELS 235(Religion and Environment)

3. Environmental Science Options (3.0)

A. 3.0 units from ENSC Integrative Science Options

BIOL 103(Introductory Biology of Organisms), BIOL 201(Diversity of Life I), BIOL 202 (Diversity of Life II), BIOL 335(Limnology and Aquatic Ecology), GEOL 106(Environmental Geology and Natural

Page 62 of 201 Hazards), GEOL 107(History of Life), GEOL 200(Oceanography), GPHY 207 (Principles of Biogeography), GPHY 209(Principles of Hydroclimatology), GPHY 304(Arctic and Periglacial Environments), GPHY 306 (Natural Environmental Change), GPHY 312(Watershed Hydrology), GPHY 314(Climatic Change), GPHY 317(Soil, Environment & Society), GPHY 318(Advanced Biogeography), GPHY 319(Bioenergy & Biorefining), GPHY 418(Landscape Ecology), ENSC 307(Marine Environmental Issues), ENSC 320 (Wildlife Issues in a Changing World), ENSC 407(Global Water Issues), ENSC 425(Ecotoxicology), ENSC 471(Environmental Analysis Methods), ENSC 480(Special Topics in Environmental Science), ENSC 481(Special Topics in Environmental Science II)

4. Supporting Courses (3.0 units)

A. 3.0 units in STAT

______

LETTERS OF SUPPORT FROM COGNATE DEPARTMENTS:

Chemistry Undergraduate Chair Sent: Wednesday, May 24, 2017 4:51 PM To: Allison Goebel ; Hans-Peter Loock Subject: Re: Proposal for a BAH in Environmental Studies for your review and comments

Hello Allison,

This sounds like a good idea; I am sure there are many candidates for a BA in this field nowadays. It may well attract more students to campus! Since Chemistry does not have a huge number of courses that would not require one or several Science pre-requisites, I don't see too many existing courses that our department could contribute, but there have been, in the past few years, talks about a possible new course around 'Chemistry in our world' type of topic, which would take a more general, more philosophical approach, and may draw from the Arts students population. So there may be something Chemistry could contribute in coming years (although, at this time, we are a bit short on instructors for our current courses, so this may have to wait a little bit...). We'll keep the BAH in Env. Studies in mind if this time comes!

Best wishes for this new program.

Best regards,

Anne Petitjean *******************

From: Hans-Peter Loock Sent: Wednesday, May 24, 2017 5:28 PM To: Chemistry Undergraduate Chair; Allison Goebel Subject: RE: Proposal for a BAH in Environmental Studies for your review and comments

Page 63 of 201 I agree with Anne,

Also there seems no chemistry in first or second year even for the “environmental science” option. I am skeptical about such a degree; is it wise to educate students about “Advocacy and Activism; Environmental Justice; Governance; Policy” without teaching them the subject to be advocating and active about? Then again if your main goal is to draw a different group of students to Queen’s this will certainly do the job.

Anne mentioned that we were talking informally about a “Chemistry for Poets” course for a year or two. This was meant to give those BA students idea on how to interpret press releases, websites, etc. We were thinking about people who will eventually shape public opinion (e.g. journalism students, artists, political scientists, economists) but would otherwise not learn about any of the sciences. In my opinion “environmental scientists” should have a more thorough understanding. “Environmental Studies” is a different subject and may be a better match to a BAH degree.

Peter ***********

From: Brian Cumming Sent: Friday, May 26, 2017 10:09 PM To: Allison Goebel Subject: Re: Proposal for a BAH in Environmental Studies for your review and comments

Hi Allison,

I am of course supportive. The only issue I noticed is the in your ENSC Interdisciplinary Social Sciences/Humanities options you have ENSC320 (Wildlife Issues) -- is this correct?

Cheers, Brian

Brian Cumming, Ph.D. Professor and Head, Dept. of Biology

Co-Director, Paleoecological Environmental Assessment & Research Lab (PEARL) Queen's University 116 Barrie St

Main Office: 3102 Biosciences Complex; Lab office: 4307B Biosciences Complex Kingston, ON K7L 3N6

613 533-6153 (O)

*******************

Page 64 of 201 From: HEAD ENGLISH DEPARTMENT Sent: Monday, May 29, 2017 9:07 PM To: Allison Goebel Cc: Molly Wallace; Petra Fachinger Subject: Re: Proposal for a BAH in Environmental Studies for your review and comments

Dear Allison –

Congratulations on getting the BAH in Environmental Studies to this point. It looks like a tremendous program.

We, in the English Department, have multiple courses that would serve this degree well. However, they tend to be in the upper years and they tend to be “topics in” courses. As such, the ecocritical or environmentalist themes are not clarified until the instructor declares the course title. For example, Professor Molly Wallace has taught ENGL 486: Group III Special Topics as a “Cli Fi” course. This year it is being taught as a travel writing course, and at other times it has been taught in different ways.

One course that has been taught frequently as an environmentally focused course is ENGL 389-Context North America, which Professor Petra Fachinger has taught repeatedly as “The Environment in Contemporary North American and Indigenous Literature.”

What we propose is that students of the BAH in Environmental Studies be alert to the potential each year for courses that can serve the degree from the English Department, and that the Director of the BAH liaise with the Undergraduate Chair of the English Department about which course or courses would apply. Potential courses could include those mentioned above, as well as ENGL 278 – Literature and Place, and many of our Indigenous literature offerings at the 200, 300, and 400 levels. Were a small number of Environmental Studies students to seek entry into any such course, we would consider the possibility of waiving prerequisites were the instructor amenable.

I’ve attached three potential syllabi for your reference. We’ll be happy to discuss further how our department can assist.

Sincerely,

Page 65 of 201 Sam

From: Assoc Dean Life Sciences Faculty of Health Sciences Sent: Tuesday, July 11, 2017 9:02 AM To: Allison Goebel Subject: RE: Proposal for a BAH in Environmental Studies for your review and comments

Good Morning Dr. Goebel

Sorry for the delay in replying to your email. Dr. Kawaja has had a look at your proposal and sees no problem with your proposal for a BAH in Environmental Studies.

Sincerely,

Marilyn for Denise

Denise Denise Cameron Program Assistant, Life Sciences and Biochemistry Program Office Department of Biomedical and Molecular Sciences Botterell Hall, Room 650 Queen’s University Kingston, ON K7L 3N6 Tel: 613-533-2900 Fax: 613-533-6796

Life Sciences & Biochemistry Program Office open 9:00 – 12:00/ 1:00 – 4:00 www.healthsci.queensu.ca/liscbchm

From: UNDERGRAD PHILOSOPHY Sent: Friday, August 24, 2018 2:40 PM To: Allison Goebel Subject: Re: BAH proposal from School of Environmental Studies

Hi Allison,

The proposal looks fine to us (Philosophy Dept.).

Paul Fairfield

Page 66 of 201 Allison,

Thanks for contacting us about this. What a great initiative!

From the point of view of the Philosophy Department, we would urge that PHIL 296 Animals and Society be included – its content is obviously relevant.

Also, our 400/800 courses in political philosophy often include an ‘Animals and the Frontiers of Citizenship’ offering that would be good to include somehow, though the logistics for that would be more complicated.

Finally, we were surprised that there are no Political Studies or Sociology courses included in the programme. If there are no plausible candidates, that would seem to be something that those academic units might consider redressing.

Many thanks for soliciting our input!

Yours,

Christine

Christine Sypnowich Professor and Queen’s National Scholar Head of the Department of Philosophy Queen’s University Watson Hall, Third Floor, Room 314 Kingston, Ontario, Canada K7L 3N6 (613) 533 6000 ext. 77036 [email protected] [email protected] Spring 2018: Visiting Fellow, College of Arts & Social Sciences, Australian National University _____

Dear Ryan and Allison,

This letter is to confirm the enthusiastic support of the Department of Global Development Studies for your proposal to launch a BAH in Environmental Studies. As you know well, DEVS and ENVS enjoy a strong pedagogical relationship that includes a number of cross-appointed faculty and a excellent cohort of students who are involved in both programmes. On this basis, we welcome the emergence of a BAH in Environmental Studies as a further opportunity to see Queen’s students benefit from both programmes, not least given our common concerns around the central rubric of sustainable development.

In terms of courses in DEVS that form part of the proposed curriculum, we are very happy for you to list Devs 220, 221 and 250. The former two courses both have rotating online versions in case in-class enrolment becomes crowded. Please do note that the course titles for these courses are currently being changed to Devs 220: Introduction to Indigenous

Page 67 of 201 Studies; and Devs 221: Indigenous Human Ecology.

In case they are relevant to you, we also have two newer 300-level courses that address environmental themes. These are Devs 3XX: The Political Economy of Resource Extraction and Devs 3XX: Global Conflict and Local Peacebuilding. Both course numbers will be formalized by October. The former is focused on development projects and conflicts around resource extraction in Canada and the global South. The latter contains a strong focus on indigenous perspectives on land and peace.

Wishing you the very best with this proposal, do let me know if you need any further support.

Yours sincerely,

Dr. Marcus Taylor Associate Professor and Head of Department Department of Global Development Studies

Page 68 of 201 APPENDIX B

COURSE DESCRIPTIONS

ENSC Brief Course Descriptions:

ENSC 103 Environment and Sustainability An interdisciplinary approach to complex environmental issues, and diverse perspectives on environmental management and sustainability. The course considers the social and scientific aspects of environmental problems and the production of environmental knowledge alongside global linkages, human health implications and barriers to sustainability.

ENSC 200 Environmental History A history of the relations between humans and nature through time, with special emphasis on how science has influenced how we perceive our place in nature, and how we define and understand environmental issues.

ENSC 201 Environmental Toxicology and Chemical Risks Introduction to global issues and problems in environmental toxicology. Possible topics include waste disposal, pesticides, chemical warfare, pulp and paper mills and genetically modified foods. This course will be of interest to students with either a science or a humanities background.

ENSC 290 Introduction to Ecological Economics This course includes a combination of lectures, assignments and case studies that are designed to introduce students to the ecological critique of the standard neo-classical economic analysis of environmental degradation and depletion. Students will also be asked to consider the more holistic approach to calculating the costs and benefits of economic activity proposed by ecological economists.

ENSC 301 Environmental Assessment The course explores components of environmental assessment including public consultation, scoping, alternatives, protocols, significance, trade-offs, mitigation and monitoring. Biophysical, cumulative, social, strategic and sustainability assessment through case studies highlight strengths and weaknesses of the environmental assessment process.

ENSC 305 Social Environments This course critically examines the complex interaction of material and social processes that define our relationship with the environment. Topics focus on how environmental issues emerge as concerns, are defined by different stakeholders, and their solutions framed through political, economic, cultural, and techno-scientific discourses.

ENSC 307 Marine Environmental Issues Marine issues such as fisheries and aquaculture, climate change, oil and gas development, shipping, coastal development and marine protected areas will be explored in the context of factors that create environmental problems and the steps that are being taken to solve them. Assignments are modeled on real-world examples to develop skills for creating positive change to promote sustainable practices. This course will be highly complementary to other courses in Oceanography or Limnology (GEOL 200/3.0, BIOL 335/3.0, GPHY 303/3.0).

ENSC 310 Environmental Policy This course introduces political science and public policy within the context of environmental politics, policy, and administration. The purposes of policy, the makers of policy, and the tools at their disposal will be analyzed within the institutional context of environmental policy-making.

ENSC 315 Global Food Security, Agriculture, and Environment National and global review of current and projected adequacy of food supplies, as affected by soil and water resources, climate and climate

Page 69 of 201 change, and human population growth. Reviews different scenarios for meeting food needs over the next 50 years, including technological, social, economic, and political factors.

ENSC 320 Wildlife Issues in a Changing World A lecture/seminar course focusing on the notion of wildlife; laws governing wildlife protection and use; the effects of overexploitation, habitat destruction, and introduced species, and management plans and strategies.

ENSC 321 Environmental Justice in Global Context Examines the socially uneven effects across race, class, gender and nation of environmental problems such as toxic waste disposal, air pollution, climate change, deforestation and environmental disasters and the responses to them from local to global movements, protests and politics.

ENSC 390 Sustainability The concept of sustainability provides a focus for discussing global and regional environmental issues in the broadest possible perspective. This course will examine the of sustainability and ways in which it is assessed at various levels including individual lifestyles, ecological, agricultural and industrial systems, urban areas, regions within countries, nations, and the world as a whole. Case studies will be used to illustrate the general principles.

ENSC 407 Global Water Issues Increasing demands on water resources and widespread pollution of surface and groundwater has led many experts to predict a looming water crisis. This course will develop a global perspective on issues that include water distribution, management, pollution, conservation, conflict and policy. This course will be of interest to students in science, applied science or the humanities.

ENSC 420 Gender and Environments This course considers feminist approaches to environmental issues in western and non-western contexts, with attention to both theories and activism. NOTE This course is recommended for students in Environmental Studies, Gender Studies, Development Studies or Health Studies.

ENSC 425 Ecotoxicology An exploration of the interactions among chemical exposure, toxicity to individual organisms, and effects on ecosystem structure and function. Mechanisms of toxicity will be linked to effects at different levels of organization up to the level of the ecosystem, using case studies to explore the complexities of exposure and response. NOTE Field trip: estimated cost $20. NOTE Course readings, assignments, exercises and lecture notes are posted on the course Moodle site.

ENSC 430 Honours Projects in Environmental Sustainability Interdisciplinary study of the scientific, socio- political, and economic aspects of selected local, national, or global issues related to environmental sustainability. Teamwork is emphasized.

ENSC 471 Environmental Analysis Methods Two weeks of intensive study in Environmental Analysis. Fundamentals of sample collection and preparation, including statistics and extraction methods, plus instrumental techniques including chromatography, atomic spectroscopy, spectrophotometry, and automated analysis techniques. Laboratory experiments in each of these areas. Enrolment limited. Offered in Spring Term only.

ENSC 480 Special Topics in Environmental Science This course will provide intensive coverage of a topic that is current and/or of special interest in Environmental Science. The course will be multidisciplinary, but with a science focus. Offered periodically by visiting professors or members of faculty. The topic for

Page 70 of 201 each year will be announced in advance of course selection and will be made available on the ENSC web page. Students are advised to consult with their academic counsellor and/or the course instructor prior to registration.

ENSC 482 Special Topics in Environmental Studies This course will provide intensive coverage of a topic that is current and/or of special interest in Environmental Studies. The course will cover mainly social science-based material, but will be multidisciplinary. Offered periodically by visiting professors or members of faculty. The topic for each year will be announced in advance of course selection and will be made available on the ENSC web page. Students are advised to consult with their academic counsellor and/or the course instructor prior to registration.

ENSC 483 Special Topics in Environmental Studies II This course will provide intensive coverage of a topic that is current and/or of special interest in Environmental Studies. The course will cover mainly social science-based material, but will be multidisciplinary. Offered periodically by visiting professors or members of faculty. Topic for each year will be announced in advance of course selection and will be made available on the ENSC webpage. Students are advised to consult with their academic counsellor and/or the course instructor prior to registration.

ENSC 501 Independent Environmental Study Independent study of an environmental topic by individuals or inter-disciplinary groups. NOTE This course is intended for a self-motivated student with an established record of undergraduate performance, i.e. cumulative GPA of approximately 3.0. It is the responsibility of the student to secure a supervisor prior to registering in the course.

ENSC 502 Research Project in Sustainability This is an interdisciplinary research project related to environmental sustainability, with supervision and training in appropriate research methods by faculty members of the School of Environmental Studies. The course includes supervised research including a research proposal, a seminar, a poster presentation and a final thesis and oral defense.

BIOL Brief Course Descriptions:

BIOL 103 Introductory Biology of Organisms An introduction to the basic themes and concepts of modern biology spanning organizational levels from organisms to ecosystems in an evolutionary context.

BIOL 111 Ecology and the Environment Introduces the basic concepts of ecology and shows how they relate to environmental issues such as population growth, resource management, biodiversity, agriculture, air and water pollution, energy, and climate change, and to solutions leading to a sustainable environment.

BIOL 201 Diversity of Life I A survey of bacteria, algae, fungi and plants, their internal organization and their relationships to their environment. Organismal biology is discussed in a phylogenetic context and the evolution of organizational complexity and the relations between structure and function are stressed.

BIOL 202 Diversity of Life II A survey of animals, their internal organization and their relationships to their environment. Organismal biology is discussed in a phylogenetic context and the evolution of organizational complexity and the relations between structure and function are stressed.

Page 71 of 201 BIOL 335 Limnology and Aquatic Ecology Physics, chemistry and biology of freshwater lakes. Emphasis on: morphometry; light and temperature; water chemistry in relation to nutrients; physiological requirements; composition and interaction of algal and invertebrate populations; eutrophication; pollution; environmental change.

CHEE Brief Course Description:

CHEE 342 Environmental Biotechnology This course gives a broad perspective of the use of microbial systems to treat environmental pollutants and of microorganisms as potential environmental contaminants. Biogeochemical cycles and their applications to processes such as the desulphurization of coal and crude oil, biocorrosion, mineral (eg. uranium, copper and iron) leaching, the degradation of organic compounds, and nitrate removal from drinking water will be studied. Microbial waste disposal systems such as composting and soil bioremediation and the role of biotechnology in waste minimization will be examined. Microorganisms found in air, soil and water, their detection, enumeration and control will be discussed.

CLST Brief Course Description:

CLST 214 Ancient Science Ancient concepts of nature and of natural phenomena: what did the ancients (e.g. Babylonians and Greeks) know about the natural world and how did they come to know it?

DEVS Brief Course Descriptions:

DEVS 220 Introduction to Aboriginal Studies An introduction to Aboriginal world view and culture organized on an historical basis, from Creation to 1969, emphasizing Aboriginal culture and experience in Canada. Aboriginal perspectives will be introduced through traditional teaching methods and contributions from elders and other community members.

DEVS 221 Topics in Aboriginal Studies Re-evaluation of conventional knowledge based on aboriginal world view and culture and the introduction of a decolonized perspective on contemporary issues. Guest speakers will provide detailed examinations of specific topics such as current issues in Aboriginal spirituality, art, education and politics.

DEVS 250 Global Environmental Transformations Examines the relationship between development and environmental change by introducing social science perspectives on themes including energy, agriculture, climate, urbanization, and water. With a focus on combining macro- and microanalysis, the course reflects on the meaning of development in an era of global environmental transformation.

ECON Brief Course Description:

ECON 290 Environmental Economics and Assessment An examination of the economic principles and practices for using environmental resources such as air, water, and natural environments. The economically optimal use of these resources is contrasted with actual uses in modern economies. Government policies are examined in theory and in practice. Cost benefit analysis is presented as a technique for evaluating public sector projects using environmental resources.

GEOL Brief Course Descriptions:

Page 72 of 201 GEOL 104 The Dynamic Earth Introduction to the internal structure of the Earth and the processes that have shaped its surface. Global tectonics and continental movement, rock genesis, mountain building, glaciations and geological time. Laboratories include rock and mineral identification, and problem solving in historical geology, earthquakes, groundwater flow and coastal erosion.

GEOL 106 Environmental Geology and Natural Hazards The relationship between human-kind and our ever-changing planet, with a focus on natural geologic hazards (volcanic eruptions, earthquakes, landslides, tsunamis, mass movement, floods, extraterrestrial impacts, etc.), and environmental impacts which result from population and land-use expansion and our increased use of water, energy and mineral resources. A study of the sources and impact of pollution and global climate change. Public perception of and response to geological risk.

GEOL 107 History of Life The history of life, from its inception four billion years ago to the present day, focusing on the inter-relationship between organic evolution and global change. Coevolution of early life and the atmosphere; development of marine animals and their ecosystems; invasion of the land; dinosaurs and their world; mass extinctions; the Age of Mammals; and hominid evolution. Lectures plus three three-hour laboratories.

GEOL 200 Introduction to marine science. Topics include: ocean basins and their sediments; seawater chemistry/biochemistry; ocean waves, tides and currents; ocean-atmosphere interaction; polar to tropical organism communities; marine resources; environmental concerns; global change.

GPHY Brief Course Descriptions:

GPHY 101 Human Geography The fundamentals of human geography including the meanings of place, the impacts of globalization, multiculturalism, population change and movement, environmental history and politics, cultural geography, issues of uneven resource distribution, the role of colonialism in the modern shape of the world, agricultural geography, and urban geography.

GPHY 102 Physical Geography and Natural Resources This course introduces the major concepts studied in physical geography and natural resources. The processes and interrelationships between the atmosphere, hydrosphere, biosphere, and lithosphere, particularly at, or near the Earth’s surface, are investigated to serve as a basis for understanding the nature and distribution of natural resources.

GPHY 207 Principles of Biogeography An examination of ecological and earth system processes that affect the dynamics of organisms, their spatial patterns and their variability in time.

GPHY 209 Weather and Climate The weather and climate system will be investigated to provide a background to interpret weather conditions and to understand broader climate and climate change phenomena. Topics include: atmospheric properties, energy and moisture exchanges, weather system evolution, precipitation, climate classification, and forecasting.

GPHY 304 Arctic and Periglacial Environments Advanced study of the physical geography of northern regions, emphasizing the Canadian Arctic.

GPHY 306 Natural Environmental Change An overview of the causes and record of global and regional environmental change during the last 100,000 years. Topics include glaciation, ocean-atmosphere

Page 73 of 201 interactions, sea level change, climatic variability, vegetation dynamics and discerning between the impact of human activities and that of natural environmental forcing mechanisms.

GPHY 312 Watershed Hydrology The course examines the processes that govern the flow and dissolved load in surface waters. Assignments focus on hydrological and hydrochemical data analysis and problem solving. Field projects emphasize hydrological monitoring techniques and methods used to collect and analyze the chemical composition of water samples.

GPHY 314 Climate Change The study of historical and current climate change, projected future climates emphasizing the effects of global warming, impacts of climate change, and the role of humans as agents of climatic system change.

GPHY 317 Soil, Environment and Society Soils are a critical resource required by societies. Using a strong methodological approach, this course will examine the important biological, chemical, and physical properties of soils. The course will also explore critical soil-related issues facing society, including salinization, degradation from agriculture, climate change, and erosion.

GPHY 318 Advanced Biogeography An examination of the distributions of plants and animals on global, regional and local scales, their causes and significance.

GPHY 319 Bioenergy and Biorefining in Canada Developing new renewable energy options using biomass requires an understanding of feedstocks and technologies, as well as the social and economic factors that drive the industry. Value-added options for biorefining, including the combination of material, chemical, and energy products with environmental services such as phytoremediation and carbon sequestration, are explored in the Canadian context.

GPHY 336 Geography, the Environment and Human Health Examines the relationship between human health and built, physical, and social environments. Focus is influence of local environmental conditions on population health outcomes within the North American urban context. Policy and programming options for improving local conditions are explored.

GPHY 368 Environments and Society A critical evaluation of the changing relationships between nature and society.

PHIL Brief Course Descriptions:

PHIL 203 Science and Society Philosophical issues - both epistemological and ethical - involved in specific debates about the relationship between science and social issues. The course may focus, for instance, on recent ‘popular’ sociobiology efforts by biologists and others to establish scientific theories of human nature and human potential.

PHIL 293 Humans and the Natural World An introduction to through a study of readings that have exercised a formative influence on Western thinking about the relationship between humans and the rest of nature, and hence also about human nature itself. The course will offer an environmental perspective on the history of philosophy from ancient to recent times.

PHIL 310 Development Ethics This course examines philosophical issues in the field of Global Development, such as what is meant by ‘development’, ‘freedom’ and ‘quality of life’.

Page 74 of 201 PHIL 493 Ethics and the Environment This course examines issues in Ethics and the Environment. Possible topics include sustainable development, humans and nature, moral obligations to future generations.

RELS Brief Course Description:

RELS 235 Religion and Environment Examines how religious traditions shape human values and behaviours towards the environment and how environmental problems are shaping the evolution of religious and spiritual traditions.

Page 75 of 201 ENSC 103 Environment & Sustainability Fall 2017 - Syllabus

LECTURES:

Tuesday (ELLIS AUDITORIUM: 10:30-11:30) & Thursdays (CHERNOFF AUDITORIUM: 9:30- 10:30)

TUTORIALS: Various times on Wednesdays.

INSTRUCTORS:

Dr. Allison Goebel (Biosciences 3125, 613-533-6000 ext. 77660, [email protected]) Dr. Stephen Brown (Biosciences 3130; Chernoff 404; 613-533-2655, [email protected])

Instructor Office Hours: TBA

TEACHING ASSISTANTS: Maame Addai ([email protected]) Marie Bencze ([email protected]) Sara Finnimore ([email protected]) Johanna Mason ([email protected]) Eli Scheinman ([email protected]) Siobhan Speiran ([email protected])

TA office hours will be posted on onQ or given in tutorials

COURSE OUTLINE:

This introductory course in the Environmental Studies program provides a first look at an interdisciplinary approach to complex environmental problems, and the formulation of decisions relevant to environmental perception, management and conservation. The course emphasizes the diverse contributions of the humanities, social sciences and natural sciences regarding human/environment interactions, and the challenges of building interdisciplinary approaches.

REQUIRED TEXTS:

(Hardcopy or eText available from Bookstore):

Environment and Sustainability. ENSC103. Goebel, A. and S. Brown 2017. (Indicated as “Reader” in the reading schedule)

Taking Sides. Clashing Views on Controversial Environmental Issues. ENSC103. Goebel, A. and S. Brown 2017. Adapted from Thomas A. Easton (ed). Sixteenth Edition. McGraw-Hill. (Indicated by “TS” in the reading schedule)

Page 76 of 201 Web Readings: A number of readings are listed in the course schedule that you will have to access through the course OnQ page. These are indicated in the reading schedule as WR#1, WR#2, WR#3, etc. The material on OnQ is copyrighted and is for the sole use of students registered in ENSC 203, instructors and teaching assistants. The material on this website may be downloaded for the personal use of these course members, but shall not be re-posted, distributed or disseminated to anyone else. Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement (see link in “Academic Integrity” listed on page 4).

Expected Knowledge: We expect that you have viewed Al Gore’s Film “An Inconvenient Truth”, which will be referred to in the early part of the course. Several copies are on reserve in Stauffer Library if you wish to review the film. It is also available online.

Student Resources: Students are encouraged to check the resources available through the Queen’s Learning Commons at: http://www.queensu.ca/qlc/

INTENDED STUDENT LEARNING OUCOMES:

Upon course completion it is expected that students will be able to:

• Explain key terms (e.g. sustainability, indigeneity, etc.) • Identify relative importance & verifiability of scientific and social aspects of environmental issues • Adopt and make accurate use of disciplinary language to communicate on environmental issues with a variety of audiences • Evaluate the impact of the intersection of scientific & social aspects of a variety of environmental issues • Identify & explain the contested aspects of environmental knowledge (e.g. around climate change, scientific uncertainty, etc.) • Explore personally the possibilities and/or limitations of individual actions in relation to sustainability • Critique constructively the dominance of individualism & voluntary action as core social beliefs in mainstream society • Apply concepts and practices of ecological citizenship

Page 77 of 201 GRADING SCHEME:

1. In Class Quiz (Wed. Oct 4th) …………..…………………………………………………………………..…...... … 10% 2. Tutorial Question/Response (3 QUESTIONS; due midnight Oct. 10; Oct 24; Nov 7) ...………...... 15% 3. On-line modules *** MODULES 1 through 4 are due on Fridays alternating weeks starting Oct. 13th *** - MOD 1 (Topic Scoping-Oct 13) ……….…………………………………… 5% - MOD 2 (Detailed Topic Description-Oct 27)….………….…………….…. 10% - MOD 3 (Describe Barriers-Nov 10) ……………………………………….. 15% - MOD 4 (Infographic-Dec 1) ………………………………....…………….. 20% 5.In-Class Final Question (Thurs. Nov. 30)…………………………….…………… 20% 6. Tutorial participation and attendance…………………………………………….…. 5% (see separate Assignment documents for details).

GRADING METHOD:

We use the “Numbers in, Letters out” method for this course. All components of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale:

Queen’s Official Grade Conversion Scale Numerical Course Grade Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

Page 78 of 201 LATE POLICY:

Students are expected to hand in assignments on the required due date. Late submissions will be deducted at a rate of 5% per day. Under exceptional circumstances, extensions or reduced late penalties may be given. It is the students’ responsibility to discuss exceptional circumstances WELL IN ADVANCE with their TA. Decisions will be on a case-by-case basis and may involve consulting the course instructors. In the event of an injury or illness affecting deadlines, students must fill out and deliver a “self-declaration of illness” form to their respective TA: http://www.cs.queensu.ca/students/undergraduate/links/DeclarationOfIllness.pdf

ACADEMIC INTEGRITY:

Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (http://www.academicintegrity.org/icai/home.php). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University (see the Senate Report on Principles and Priorities (http://www.queensu.ca/secretariat/policies/senate/report- principles-and-priorities).

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Arts and Science Calendar; see Academic Regulation 1: http://www.queensu.ca/calendars/artsci/Regulation_1____Academic_Integrity.html on the Arts and Science website (http://www.queensu.ca/artsci/students-at-queens/academic-integrity), and from the instructors of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

COPYRIGHT OF COURSE MATERIALS:

All lecture, tutorial, onQ media and readings, and on-line module materials are designed for use as part of ENSC 103 at Queen’s University and is the of the instructors unless otherwise stated. Third party copyrighted materials (such as book chapters and articles) have either been licensed for use in this course or fall under an exception or limitation in Canadian Copyright law. Copying this material for distribution (e.g. uploading material to a commercial third-party website) can lead to a violation of Copyright law. Find out more about copyright here: http://library.queensu.ca/copyright.

ACCESSIBILTY IN ENSC 103:

The Queen’s University Equity Office has shared the following statement on their webpage for your use in ensuring that all course elements are fully accessible: (http://www.queensu.ca/equity/accessibility/policystatements/accessibility-statement). Queen’s is

Page 79 of 201 committed to an inclusive campus community with accessible goods, services, and facilities that respect the dignity and independence of persons with disabilities. To discuss accessibility please contact either Professor Goebel or Colin Khan via email, phone, or in-person at your convenience.

ACCOMMODATIONS STATEMENT:

The Queen’s University Equity Office has shared the following statement for your use: http://www.queensu.ca/equity/accessibility/policystatements/accommodation-statement

Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit the Student Wellness website at: http://www.queensu.ca/studentwellness/accessibility-services/

Page 80 of 201 ENSC 103 - Environment and Sustainability - Queen’s University Fall 2017: Assignments and Tutorials 1. In-Tutorial Quiz (Oct. 4): Based on first 3 weeks. You will write a definition of three key terms from course notes, lecture slides, and assigned chapters in Reader and TS. Your definition will include a short explanation of why the term is important (or how the term is used) in ENSC 103. A list of possible key terms will be posted on onQ and discussed in lecture and tutorial. 10% 2. Tutorial Question/“Critical Response”: Topics will be discussed in-class during tutorial hours. Due every 2nd week starting October 6th. Three critical responses will be submitted for 5% each. 15% 1. What should we do about population and consumption? 2. What are our energy options? 3. What are our options for food production? BEFORE the tutorial, you will write a concise (150-200 words) critical response to the assigned discussion question. This must be submitted on onQ by 11:59 pm the day before your tutorial. For your response, you should choose ONE specific solution you think is a promising option to address the environmental issue. You should briefly outline the aspect of the problem your solution will address, including if this is something that it not always well understood. Then describe your proposed solution and how it could be implemented, and finally explain how the solution results in greater sustainability. Your response should be informed by the assigned readings along with concepts discussed in class and tutorials. You should have at least 3 citations, with at least 2 being course readings (Reader, Taking Sides or Web Readings).

3. On-Line Modules: Each module will build on the one before and each must be completed before moving on to the next one. More details will follow regarding the requirements for the modules. Modules are due alternating weeks starting October 12th. Marks vary per module; the total value of all modules is 50% - MODULE 1 (Topic Scoping) 5% - MODULE 2 (Detailed Topic Description) 10% - MODULE 3 (Describe Barriers) 15% - MODULE 4 (Infographic) 20%

4. Tutorial attendance and participation mark: Your attendance and participation in Tutorial discussions will be recorded by your TA. 5%

Page 81 of 201 Tuesdays 10:30-11:30 Lecture Wednesday (various times and Thursdays 9:30-10:30 locations) Tutorials Lecture Sept 12 Sept 13 Tutorial #1 Sept 14 Introduction and Overview of Introduction to your TA and Knowledge and Environmental Studies and tutorial group. Discussion of paradigms(1) (SB) Sustainability (SB/AG) Modules and Critical Reflection The scientific paradigm Course overview. What is Assignments. Discussion and -WR#1a&b-Rachel Carson Environmental Studies? What is reflection: what changes do we -WR#2-Pahares on Thomas sustainability? have to make for sustainability? Kuhn Reader: -WR#3-Bailey & Borwein -Towards Sustainable Development -TS: Introduction by Easton

Final assignment announced: Think about David Suzuki asserting that the environmental movement has failed. Suzuki at 80 years. http://www.cbc.ca/news/canada/da vid-suzuki-turns-80-cbc-the- national-1.3492707

Sept 19 Sept 20 Tutorial #2 Sept 21 Environmental Perceptions (1) Before your tutorial, view Environmental Perceptions (AG) Paradigms and perceptions: “Mother: Caring for 7 Billion”. (2) (AG) the emergence of eco-centrism Streaming link posted in onQ Perceptions: How do we Histories: Preservation vs. along with questions to guide explain the success of “An Conservation your viewing. Come to tutorial Inconvenient Truth”? Reader: prepared to discuss the film and -Man and Nature the questions, and other issues TS: -Hetch Hetchy Valley around population and -Do we need the Precautionary -Principles of Conservation Principle? environment of interest. This -A Sand County Almanac -Are There Limits to Growth? material links ahead to work on -WR#4 Weaver et al. on Social population and consumption in a Science few weeks.

Sept 26 Sept 27 Tutorial #3 Sept 28 Knowledge and paradigms (3) Discussion of Module 1 (due Continuation of Alternative (Bob Lovelace) Friday Oct. 13) ways of knowing with Bob Alternative ways of knowing. Lovelace Guest Lecturer on Aboriginal and indigenous epistemologies

-WR#7: on indigenous knowledge (Lovelace)

1

Page 82 of 201 -WR#8:Asserting our savage nature (Lovelace)

2

Page 83 of 201 Oct 3 Oct 4 Oct 5 Section II: Environmental Tutorial #4 Role of Technology and Issues: Role of Technology Quiz: Based on first 3 weeks. Population (2) (AG) and Population (1) (SB) Definitions of key terms from Population, Consumption and Major environmental problems course notes, lecture slides, and Environment and relationship to technology assigned chapters in Reader and Reader: and society TS -On the Cusp of Global Collapse? Reader: -The Morality of Population -The Historical Roots of our Control Ecological Crisis -Will Limited Land, Water, and -The Tragedy of the Commons Energy Control Human Population Numbers in the Future? TS: -Do We Have a Population Problem?

Oct 10 Oct 11 Oct. 12 Role of Technology and Tutorial #5 Global Resources(1) (SB) Water Population (3) (AG) Issues and Water Quality Greening Consumption Critical Response 1: What should we do about population TS: and consumption? WR#10-Zehnder review of water -Can “Green” Marketing resources (Sec. 1-5) Claims be Believed? Reader: -The Morality of Population WR#9: Greenwashing check if Control this same reading as in TS -Will Limited Land, Water, and Energy Control Human -The Story of Stuff Population Numbers in the https://www.youtube.com/watc Future? h?v=9GorqroigqM TS: Do We Have a Population Problem? -The Story of Change Film: https://www.youtube.com/watc Trap of (37min) h?v=oIQdYXCKUv0 https://www.youtube.com/watc h?v=DtwXryPNciM

Oct 17: 2:30-3:30 Oct 18 Oct 19 Global Resources(2) Water as Tutorial #6 Global Resources (3) (SB) Global a Global Resource (SB) Water Governance, Privatization Module #2 Workshop (due WR#10-Zehnder review of Friday Oct. 27) WR#11-World Water Council_ water resources (Sec. 6-9) on_UN-Water_and_Governance

3

Page 84 of 201 WR#12-Dellapenna-on-water- governance

Video: “Remunicipalization Oct 24 Oct 25 Oct. 26 Energy and the global Tutorial #7 Global Climate and Atmosphere economy. Guest Lecture (1) The scientific consensus on (Warren Mabee) Critical Response #2: What are Climate Change? (SB) our energy options? Reader: Reader: Fracking Nation Reader: -Energy and the Environment TS: -Summary for Policy Makers: -Energy as Master Resource -Is Renewable Energy Green? Climate Change 2007 -A Path to Sustainable Energy -Are Biofuels a Reasonable -Redrawing the Energy-Climate by 2030 Substitute for Fossil Fuels? Map -Is Hydropower a Sound Choice for Renewable Energy? WR#13: “Skeptical Science” on Climate Change Consensus Oct 31 Fossil Fuels: The Nov 1 Nov 2 Global Climate and Northern Gateway Pipeline Tutorial #8 Atmosphere (2) Why haven’t we Proposal. acted on Climate Change? (SB) Guest Lecture (Peter Hodson) Workshop on Module #3 (due Friday Nov 10) WR#16: “Ethical Oil” WR#14-McLaughlin-Canada- Films on Northern Gateway climate-challenge-2013 Pipeline Proposal: i) Oil in Eden (17 min) WR#15-Karbassi-UN-Climate ii) Tipping Barrels (20 Action Challenge 2014 min)Tutorials Reader: Fracking Nation TS: -Is Renewable Energy Green? -Are Biofuels a Reasonable Substitute for Fossil Fuels? -Is Hydropower a Sound Choice for Renewable Energy? Nov 7 Nov 8 Nov 9 Global Resources (2) Tutorial #9 Global Resources (3) Food Biodiversity. Critical Response #3 production The web of life (SB) What are our options for food Global food production (AG) production? Reader: Reader: -Executive Summary from Before tutorial, view the film -Could Food Shortages Bring Secretariat of the Convention “Fresh”. Streaming link in OnQ. Down Civilization? on Biological Diversity http://queens- -Radically Rethinking Agriculture -Ecosystem Overfishing in the only.library.queensu.ca/video/vide for the 21st Cent. Ocean

4

Page 85 of 201 -Wildlife Trade and the o-fresh-new-thinking-about-what- -Organic Agriculture: Way Emergence of Infectious were-eating. Towards Sustainable Dev. Diseases TS: -The Law of the Seed -Does Commercial Fishing Have a Future? -Does the World Need High- Tech Agriculture?

5

Page 86 of 201 Section III: Which Way to Solutions? Nov 14 Nov 15 Nov 16 Sustainable Solutions (1) Tutorial #10 Sustainable Solutions (2) Environment, Pollution and Workshop for Module 4 (due Ecosystem integrity (SB) Health (SB) Friday Dec 1) Ecosystem valuation approaches to Some success stories in conservation response to contamination Reader: -Putting a Value on Nature’s “Free” Services TS: -Should Society Impose a TS: Moratorium on the Use and -Should We Be Pricing Ecosystem Release of “Synthetic Services? Biology” Organisms? WR#17-McCauley critique of -Should the United States ecosystem valuation Reprocess Spent Nuclear Fuel? Nov 21 Nov. 22 Nov 23 Sustainable Solutions (3) Tutorial #11 Sustainable Solutions (4) Environment and Social Preparation for final in class Environmental Movements Past Justice (AG) assignment. Review personal and Present (AG) Tutorials writing in first week—What Reader: changes do we need to make A Groups: Independent study time -Environmental Justice for All for sustainability? WR#18:Environment and B Groups Justice Reader: Various times: Small Group in -Towards Sustainable tutorial rooms Development Discussion 4: What are the major TS: barriers to sustainability and the most -Are There Limits to Growth? hopeful solutions? Reader: Suzuki at 80 years. -Towards Sustainable Development http://www.cbc.ca/news/canad TS: a/david-suzuki-turns-80-cbc- -Are There Limits to Growth? the-national-1.3492707

Nov 28 Nov 29 Nov 30 Sustainable Solutions (5). Tutorial #12 Final in-class writing assignment. Sustainability going Free work period forward; Resilience and Sustainability (SB). Course wrap up (SB/AG) Sustainable development and ecohealth: an ecosystem and human health approach— brought from week 2

-WR#5-Rapport on Sustainability science

6

Page 87 of 201 WR#19: Dobson, Environmental Citizenship: Towards Sustainable Development

7

Page 88 of 201 5. In-Class Final Question: Assigned September 12th, the question is an opportunity for students to share an informed opinion on the state of environmentalism. The response will be written in class on Thursday, November 30th. Students may draw upon material covered in course lectures, tutorials, readings, and media. 20%

References and citations in written work: All documents submitted in ENSC 103 (Critical Responses, Module assignments) must include appropriate citations of scholarly work in the text and a list of references at the end. Material written in class (Quiz, Final assignment) should have citations in the text, with as much detail as possible, but does not need a reference list at the end. Referencing should follow the APA format (see below). Consult your TA or one of the Instructors if you have questions about proper citation. APA Referencing Format Guide. Citing a book: Bernstein, T.M. (1965). The careful writer: A modern guide to English usage (2nd ed.). New York, NY: Atheneum. Citing a journal article: Klimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting Psychology Journal: Practice and Research, 45(2), 10-36. Citing an online article: Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available). Retrieved from http://www.someaddress.com/full/url/ A good guide for APA style referencing is https://owl.english.purdue.edu/owl/section/2/10/.

Submitting assignments Most assignments in this course are to be submitted electronically via the OnQ course website. Submitted documents should be in DOC or DOCX format with 1.5-spacing (1” margins, 12 point font) to facilitate markers adding comments.

LATE POLICY:

Students are expected to hand in assignments on the required due date. Late submissions will be deducted at a rate of 5% per day. Under exceptional circumstances, extensions or reduced late

Page 89 of 201 penalties may be given. It is the students’ responsibility to discuss exceptional circumstances WELL IN ADVANCE with their TA. Decisions will be on a case-by-case basis and may involve consulting the course instructors. In the event of an injury or illness affecting deadlines, students must fill out and deliver a “self-declaration of illness” form to their respective TA: http://www.queensu.ca/studentwellness/sites/webpublish.queensu.ca.swswww/files/files/Health %20Services/Declaration%20of%20Illness%20From.pdf

Page 90 of 201 Syllabus ENSC 201 – Environmental Toxicology & Chemical Risks Winter 2018

1. COURSE DESCRIPTION ENSC 201 – Environmental Toxicology & Chemical Risks 2L, 1T Term: Winter

This course is an introduction to global issues and problems in environmental toxicology. Possible topics include waste disposal, pesticides, chemical warfare, pulp and paper mills and genetically modified foods.

Course Instructors: Dr. Stephen Brown Julie Adams Email: [email protected] Email: [email protected] BioSciences Complex 3130 BioSciences Complex 3224 Extension 32655 Extension 77503 Office Hours: Tuesdays 2:30-3:30 PM, BioSciences Complex 3240

Teaching Assistants: 1. Tessa Latchmore ([email protected]) 2. Sarah Lavallee ([email protected]) 3. Johanna Mason ([email protected]) 4. Adrian Pang ([email protected]) 5. Sam Patterson ([email protected]) 6. Maggie (Mengqi) Ma ([email protected])

2. LEARNING OBJECTIVES

At the end of the course students will be able to; 1. Explain and define key environmental toxicology terms (e.g. toxicant, endpoint, LD50) 2. Be able to interpret and analyze basic toxicological data 3. Describe the major classes of important pollutants in the environment 4. Independently research and present the key toxicology and risk aspects of an environmental issue 5. Explain the interactions of hazard, exposure, receptors and risk for various pollutants, using examples 6. Communicate environmental toxicology concepts in oral and written formats

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Page 91 of 201 3. TIMETABLE

Lectures: • Tuesday 1:30 – 2:20 PM & Thursday 12:30 – 1:20 PM • Dupuis Auditorium Tutorials: • Friday 1:30 – 2:20 PM • Tutorial Rooms: 1. Jeffrey 102 2. Ellis 218 3. McLaughlin 306 4. Botterell B148 5. BioSciences 1120 6. Kinesiology 106

4. CLASS TOPICS

Part I: Introduction, definitions, methods and approaches #1 Introductory Materials & Concepts #2 History & Scope #3 Principles of Toxicology & Methods #4 Risk Assessment & Regulation

Part II: Classes of chemical pollutants #5 Fate & Bioaccumulation #6 Susceptible Populations #7 Algal Toxins in Water #8 Metals & Other Inorganic Chemicals #9 Organic Compounds #10 Organic Compounds & Human Health #11 Radioactive Isotopes & Genotoxicity #12 Pharmaceuticals

Part III: Complex issues in environmental toxicology #13 Drinking Water #14 Microplastics #15 Arsenic & Selenium #16 Mercury #17 Pesticides #18 Pulp & Paper / Pesticides at Expo 67 #19 Oil Pollution #20 Brownfields #21 Air Pollution

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Page 92 of 201 #22 Nanotoxicology #23 Endocrine Disrupting Compounds #24 Ecosystem-scale Ecotoxicology

For further details, see separate “ENSC 201 Course Schedule” document. 5. COURSE EVALUATIONS

There are nine course evaluation components. All evaluations are individual marks. Evaluations Weight Test 1 (January 26th) 18% Test 2 (March 9th) 18% Test 3 (April 6th) 18% Data assignment 1 2% Data assignment 2 2% Data assignment 3 2% Debate 10% Debate peer evaluations 5% Term paper 25%

For details, see separate “ENSC 201 Assignments and Debates” document.

The course evaluations will be marked in percentage points. At the end of the term the final grade earned for the course will be converted from your numerical course mark to a letter grade according to the Queens Official Grade Conversion Scale (copied below).

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Page 93 of 201 Learning Hours: ▪ Lectures 24 ▪ Tutorials 12 ▪ Lecture review and test preparation 38 ▪ Debate preparation 10 ▪ Term paper 30 ▪ Data assignments 6 TOTAL 120

6. TUTORIAL ABSENCE CONSIDERATION

Tutorial attendance is required because all tutorial activities involve participation of the whole group. In the event that a tutorial will be missed, the student must contact their TA prior to the missed tutorial. If the student was scheduled to be a debate presenter in that tutorial, then the student will work with their TA to make alternative arrangements, such as being a debate presenter on a different day. Otherwise, if permission to miss tutorial is given, then the TA will assign alternative work in lieu of missed debate evaluation marks.

7. REQUIRED READINGS

There is no required text for the course. Course materials, including readings and lecture slides, will be posted on onQ. In some cases, links to other material will be posted.

8. COURSE COPYRIGHT

The material in this syllabus and on the course onQ website is copyrighted and is for the sole use of students registered in ENSC 201. The material on the onQ website may be downloaded for a registered student’s personal use, but shall not be distributed or disseminated to anyone other than students registered in ENSC 201. Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement.

9. ACADEMIC INTEGRITY

Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University. Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic

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Page 94 of 201 integrity is available at Integrity@Queen's University (http://www.queensu.ca/academicintegrity/home), along with Faculty or School specific information. Departures from academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.

10. ACCESSIBILITY STATEMENT Queen’s is committed to an inclusive campus community with accessible goods, services, and facilities that respect the dignity and independence of persons with disabilities. To discuss accessibility please contact either Professor Brown or Julie Adams via email, phone, or in-person at your convenience.

11. ACCOMMODATION STATEMENT

Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit the Student Wellness website at: http://www.queensu.ca/studentwellness/accessibility-services/

12. ACADEMIC CONSIDERATION

The Senate Policy on Academic Consideration for Students in Extenuating Circumstances(http://www.queensu.ca/secretariat/sites/webpublish.queensu.ca.uslcww w/files/files/policies/senateandtrustees/Academic%20Considerations%20for%20Extenu ating%20Circumstances%20Policy%20Final.pdf) was approved in April, 2017. Queen’s University is committed to providing academic consideration to students experiencing extenuating circumstances that are beyond their control and which have a direct and substantial impact on their ability to meet essential academic requirements. Each Faculty has developed a protocol to provide a consistent and equitable approach in dealing with requests for academic consideration for students facing extenuating circumstances. Arts and Science undergraduate students can find the Faculty of Arts and Science protocol and the portal where they submit a request for academic consideration at: http://www.queensu.ca/artsci/accommodations. Students in other Faculties and Schools should refer to the protocol for their home Faculty.

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Page 95 of 201

ENSC 290 F2017 Introduction to Ecological Economics

Syllabus

This course includes a combination of lectures, assignments and case studies that are designed to introduce students to the ecological critique of the standard neo- classical economic analysis of environmental degradation and depletion. Students will also be asked to consider the more holistic approach to calculating the costs and benefits of economic activity proposed by ecological economists.

Do you think society doesn’t owe you a living? Of course it does, that’s what a society is all about. Interdependence, caring, compassion, cooperation.

Otherwise it is just an individualistic free-for-all; and see where that has gotten us.

Ecology – the study of interactions of an organism with its external world

Economics - the behavior of individuals, households, and organizations (called economic actors, players, or agents), when they manage or use scarce resources, which have alternative uses, to achieve desired ends.

Deep ecology - technological fixes (e.g., recycling, increased automotive efficiency, large-scale renewable energy “farms”) based on the same consumption-oriented values and methods of the industrial economy is not the goal. We must redesign our human systems based on values and methods that truly preserve the ecological and cultural diversity of natural systems.

Can the world be saved? Absolutely. Can it be saved within the current system of deregulated monopolistic capitalism?

Not a chance.

"Freedom from unions and collective bargaining means the freedom to suppress wages. Freedom from regulation is the freedom to poison rivers, endanger workers, and charge unjust rates of interest. Freedom from taxes means freedom from the distribution of wealth that lifts people out of poverty." George Monbiot

Let’s open our minds, admit our prejudices, abandon the status quo, and ask some important questions.

Page 96 of 201 The Kalahari Bushmen don’t have a Mars rocket. But they do have a 2.5 day workweek and spend the rest of their time with nature, family, and friends.

Which do you think is more important?

• Why do we have an economy that is anti-human (rewarding greed, ruthlessness, selfishness, egotism)? • Why do we have an economy based on competition, not cooperation? • Why do we have an economy that is anti-nature? • Why does “success” mean producing for profit, not producing to meet human needs? • Why does “economic rationality” mock do-gooders, altruism, selfless help, care for others, and social responsibility? • Why has the world economy accelerated the inequality of very few rich and very many poor? • How did the “invisible hand of the market” turn into the “invisible fist”?

In his 1996 book The Future of Capitalism, Lester Thurow lucidly captured the socially suicidal aggregate impact of individualistic economic decision-making:

"Nowhere is capitalism's time horizon problem more acute than in the area of global environmentalism... What should a capitalistic society do about long-run environmental problems such as global warming or ozone depletion?... Using capitalist decision rules, the answer to what should be done today to prevent such problems is very clear -- do nothing.

However large the negative effects fifty to one hundred years from now might be, their current discounted net present value is zero. If the current value of the future negative consequences is zero, then nothing should be spent today to prevent those distant problems from emerging. But if the negative effects are very large fifty to one hundred years from now, by then it will be too late to do anything to make the situation any better, since anything done at that time could only improve the situation another fifty to one hundred years into the future.

So being good capitalists, those who live in the future, no matter how bad their problems are, will also decide to do nothing. Eventually a generation will arrive which cannot survive in the earth's altered environment, but by then it will be too late for them to do anything to prevent their own extinction. Each generation makes good capitalist decisions, yet the net effect is collective social suicide."

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Page 97 of 201 Instructor

Prof. Steven Moore

Specialty: Environmental policy; Ecological economics; Measuring, implementing, and evaluating sustainability; Renewable energy; Climate change; Consumerism; Writing, editing, and presenting.

Email: [email protected] Office Hours: Goodes Hall, Room LL146 by appointment

Prof. Steven Moore teaches three courses (Sustainability, Environmental Policy, and Ecological Economics) at the Queen’s School of Environmental Studies and has been voted Student’s Choice Professor of the Year in Environmental Studies in 2010-11 for Sustainability and 2014-15 for Ecological Economics.

He also teaches Sustainability at the Queen’s Smith School of Business, as well as Sustainability and Ethics and Project Management for Ducere.

His international teaching experience includes three summers at the Bader International Study Centre, Herstmonceux Castle, U.K., and two summers with the Queen’s international programme in Costa Rica. He has run an off-the-grid organic farm on solar power and designed and built an earth-sheltered home incorporating many sustainable features.

He has over 90 popular publications to his credit in the fields of environment and energy and has been a regular columnist for Kingston Life Magazine since 2003, first with Moore from the Farm, then Notes from the Underground, now with Living in a Sustainable City.

He owns and operates Moore Partners (a 20 kW microFIT solar photovoltaic energy producer) is a Member of SWITCH, and has consulted to corporate and business clients such as RBC Funds, CI Funds, Toronto Dominion Bank, CBC Radio, AT&T, Scotiabank, Canada Life, Empire Life, Bell Canada, Loyalist College, CIBC, Ontario Hydro, Lansing Buildall, the Canadian Cancer Society, Conservation Ontario, the Nature Conservancy, and several of Ontario's Councils.

He is a Director and VP of Communications for IGES Canada, a transition company combining green and blue technologies, good business, and social justice. Our current project is vertical, hydroponic greenhouses producing clean, local, community food.

Please see: http://moorepartners.ca/notes-from-the-underground/

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Page 98 of 201 Academic Integrity

Definition of Academic Integrity Any behavior that compromises the fundamental scholarly values of honesty, trust, fairness, respect and responsibility in the academic setting is considered a departure from academic integrity and is subject to remedies or sanctions as established by Queen's School of Business and Queen's University.

These behaviours may include plagiarism, use of unauthorized materials, unauthorized collaboration, facilitation, forgery and falsification among other actions. It is every student’s responsibility to become familiar with Queen’s School of Business policy regarding academic integrity and ensure that his or her actions do not depart, intentionally or unintentionally, from the standards described at: http://business.queensu.ca/about/academic_integrity/index.php.

Helpful FAQ’s about academic integrity are at: http://business.queensu.ca/about/academic_integrity/faq.php

To assist you in identifying the boundary between acceptable collaboration and a departure from academic integrity in this specific course, I provide the following guidelines for individual and group work. If my expectations still are not clear to you, ask me. The onus is on you to ensure that your actions do not violate standards of academic integrity.

Individual Work Assignments and examinations identified as individual in nature must be the result of your individual effort. Individuals must not look at, access or discuss any aspect of any other individual’s solution (including an individual from a previous year), nor allow anyone to look at any aspect of your solution. Likewise, you are prohibited from utilizing the internet or any other means to access others’ solutions to, or discussions of, the assigned material. Your name must appear on the submitted assignment, and no one other than you can have contributed in any way to the submitted solution. In short, the assignments must be your work, and your work only.

Outside sources must be properly cited and referenced in assignments; be careful to cite all sources, not only of direct quotations but also of ideas. Ideas, information and quotations taken from the internet must also be properly cited and referenced according to Chicago Style.

Group Work I will clearly indicate when groups may consult with one another or with other experts or resources. Otherwise, in a group assignment, the group members will work together to develop an original, consultative response to the assigned topic.

Group members must not look at, access or discuss any aspect of any other group’s solution (including a group from a previous year), nor allow anyone outside of the group to look at any aspect of the group’s solution. Likewise, you are prohibited from utilizing the internet or any other means to access others’ solutions to, or discussions of, the assigned material. The names of each group member must appear on the submitted assignment, and no one other than the people whose names appear on the assignment may have contributed in any way to the submitted solution. In short, the group assignments must be the work of your group, and your group only.

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Page 99 of 201 All group members are responsible for ensuring the academic integrity of the work that the group submits.

Consequences of a Breach of Academic Integrity Any student who is found to have departed from academic integrity may face a range of sanctions, from a warning, to a grade of zero on the assignment, to a recommendation to Queen's Senate that the student be required to withdraw from the University for a period of time, or even that a degree be rescinded.

As an instructor, I have a responsibility to investigate any suspected breach of academic integrity. If I determine that a departure from Academic Integrity has occurred, I am required to report the departure to the Dean’s office, where a record of the departure will be filed and sent to the program office to be recorded in the student file.

Turnitin.com Turnitin.com (http://turnitin.com) is a plagiarism detection tool used by many educational institutions, including QSB. Its purpose is to verify the originality of a deliverable (i.e. assignment) and, in doing so, it validates the effort each student puts into a course deliverable. I may ask you to submit assignments through Turnitin, which is easily done through the course portal.

Don’t take any chances with your reputation and your future. If you have any questions about whether your actions are over the line or not, Prof. Moore will be happy to help you figure it out.

Disabilities Accommodations Statement:

• Students with physical and learning disabilities must contact the instructor as soon as possible in order for accommodations/modifications for course expectations to be made. • Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Queen’s Student Accessibility Services (QSAS) and register as early as possible. For more information, including important deadlines, please visit the QSAS website at: http://www.queensu.ca/studentwellness/accessibility-services/

Sick Notes

It is university policy that individual professors are entitled to make decisions regarding accommodation. A doctor’s note or one of the two alternatives listed below from Queen’s Student Wellness Services will be required for an assignment deadline extension.

1) Longer-term Illness A “Verification of Illness” (VOI at http://www.queensu.ca/studentwellness/health- services/services-offered/sick-notes ) should only be required in situations where a serious

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Page 100 of 201 and/or chronic (long term) illness or injury results in a significant disruption of academic work.

2) Short-term Illness Students who do not qualify for an official Verification of Illness form based on the criteria outlined at the link above may seek accommodation via a Self Declaration of Illness (http://www.queensu.ca/studentwellness/sites/webpublish.queensu.ca.swswww/files/files /Health%20Services/Declaration%20of%20Illness%20From.pdf) after discussing the situation directly with Prof Moore before a missed exam or late assignment.

Grading Policy

The evaluative grades for all courses offered by the Queen’s University Faculty of Arts and Science are:

Queen’s Official Grade Numerical Grade Point Conversion Scale Grade Range Equivalent (Historical) A+ Exceptional 90-100 4.3 A Outstanding 85-89 4.0 A- Excellent 80-84 3.7 B+ Very Good 77-79 3.3 B Good 73-76 3.0 B- Reasonably Good 70-72 2.7 C+ Acceptable 67-69 2.3 C Minimally Acceptable (Honours) 63-66 2.0 C- Minimally Acceptable (General) 60-62 1.7 D+ Unsatisfactory Pass 57-59 1.3 D Unsatisfactory Pass 53-56 1.0 D- Unsatisfactory Pass 50-52 0.7 F Failure - No Course Credit 49 and below 0.0

Marks submitted as numbers or percentages are automatically converted to letters and grade point equivalents according to the Queen’s Official Grade Conversion Scale (below). This scale was approved by Senate for the purpose of translating historical (pre-2011) percentage marks to Grade Point Averages (GPA). Only the final letter grade is used in calculating GPA and in determining the student’s academic status.

A more detailed guide to what each letter grade signifies:

Indicates exceptional performance that exceeds the highest standards. The course content has been mastered, the ability to apply the material in new ways has been demonstrated, and an A+ understanding of the wider context is evident, all to an exceptional degree. Consistent performance at this level leads to placement on the Dean's Honour List with Distinction (see Academic Regulation 12). Indicates outstanding performance that meets the highest standards. The course content has been A mastered, the ability to apply the material in new ways has been demonstrated, and an understanding of the wider context is evident. Indicates excellent performance that meets very high standards. Mastery of the course material and ability to apply the material in new ways have been demonstrated. A- Consistent performance at this level leads to placement on the Dean's Honour List (see Academic Regulation 12). B+ Indicates very good performance that meets high standards. The course content has been

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Page 101 of 201 mastered, with a comprehensive understanding of concepts and techniques. Indicates good comprehension of the course material. The expectations set for the course have B been met. Indicates reasonably good comprehension of the course material. Most expectations set for the B- course have been met. Indicates an acceptable comprehension of the course material, meeting and in some cases C+ exceeding basic standards. Indicates a generally acceptable comprehension of the course material, meeting basic standards. C Consistent performance at this level is acceptable for an Honours Degree (see Academic Regulation 16). Indicates a minimally acceptable comprehension of the course material while falling short of basic standards in some areas. C- Consistent performance at this level is acceptable for a General Degree, but not for an Honours degree (see Academic Regulation 16). Comprehension of the course material was unsatisfactory, but sufficient for credit to be granted. D+ Consistent performance at this level will lead to placement on Academic Probation and, potentially, further sanctions (see Academic Regulation 13). Comprehension of the course material was unsatisfactory, but sufficient for credit to be granted. D Consistent performance at this level will lead to placement on Academic Probation and, potentially, further sanctions (see Academic Regulation 13). Comprehension of the course material was unsatisfactory; barely sufficient for credit to be granted. D- Consistent performance at this level will lead to an automatic requirement to withdraw (see Academic Regulation 13). Indicates that the minimum standards have not been met. Credit has not been granted. F Consistent performance at this level will lead to an automatic requirement to withdraw (see Academic Regulation 13

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Page 102 of 201 Required Course Materials: https://www.campusbookstore.com/textbooks/search-engine/results?Course=ENSC18172

Paperback ISBN: 9781583676295 Cloth ISBN: 9781583676301 eBook ISBN: 9781583676318 Publication Date: February 2017 Number of Pages: 388

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Page 103 of 201 Course Website – OnQ ENSC 290 - Ecological Economics F17

Content: Readings, bios of presenters Resources: Links to articles on various topics Assignments: Deadlines, tips, schedules, etc. Announcements: As needed

Please note that the material on the course website is copyrighted and is for the sole use of students registered in ENSC 290 or by permission. However, distributing links is not only fine but encouraged. One of the key tenants of an academic institution must be to spread learning and ideas as widely as possible. Feel free to engage your friends, colleagues, parents, and fellow students in discussions of the ideas presented in this course. Knowledge may be bound but not gagged.

Having said that, in order to comply with the Queen’s copyright policy, hard copies of course materials shall not be distributed or disseminated to anyone other than students registered in ENSC 290. Failure to abide by these conditions is a breach of copyright and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement.

Other Key Websites

• The International Society for Ecological Economics http://www.isecoeco.org/

ISEE is a not-for-profit, member-governed, organization dedicated to advancing understanding of the relationships among ecological, social, and economic systems for the mutual well-being of nature and people.

• Charles Eisenstein https://charleseisenstein.net/essays/dont-owe-wont-pay/

The legitimacy of a given social order rests on the legitimacy of its debts. Even in ancient times this was so. Today a burgeoning debt resistance movement draws from the realization that many of these debts are not fair. Most obviously unfair are loans involving illegal or deceptive practices—the kind that were rampant in the lead-up to the 2008 financial crisis.

• Center for the Advancement of the Steady State Economy http://www.steadystate.org

Economic growth, with all of its downsides, is clearly unsustainable in the 21st century. Long-term recession is no panacea either. A steady state economy is the sustainable alternative to perpetual economic growth.

Economic growth was never a magic bullet; it is simply an increase in the production and consumption of goods and services–it can’t possibly lead to a sustainable outcome. In contrast, the steady state economy provides the means for present and future generations to achieve a high quality of life. For more detailed information, read Supply Shock: Economic Growth at the Crossroads and the Steady State Solution.

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Page 104 of 201 • The Canadian Index of Wellbeing http://ciw.ca/en/

The first-ever CIW composite report shows that in the fifteen year period from 1994 to 2008, Canada's GDP grew by a robust 31% while our quality of life only improved by a very modest 11%. Where did the benefits from the rest of our economic growth go? How did the lion's share of gains in income and wealth end up going to the richest 20%, while the gap down to the rest of us is growing even larger? Why are we living longer, but experiencing poorer health? How is the time crunch preventing us from enjoying our free time and leisure with our family and friends? Why aren't we tackling greenhouse gas emissions?

• Post Carbon Institute http://www.postcarbon.org/ Founded in 2003, Post Carbon Institute’s mission is to lead the transition to a more resilient, equitable, and sustainable world by providing individuals and communities with the resources needed to understand and respond to the interrelated ecological, economic, energy, and equity crises of the 21st century.

We believe that the world is experiencing the confluence of crisis in four interrelated systems: • The age of extreme energy. Declines in the amount of affordable energy available to society mean far higher environmental, economic, and social costs. • Overshoot abounds. Across the board—food, population, water, biodiversity, climate change, etc.—we are hitting biophysical limits. • The end of growth. As a result of the limits within and outside the economic system, we are experiencing the end of economic growth as we’ve known it. • Increasing inequality. Rising domestic and global inequality could lead to tremendous socio-political unrest (and ultimately economic and environmental disaster), as a growing population struggles to share diminishing economic and natural resources.

• Monthly Review https://monthlyreview.org/ Monthly Review began publication in New York City in May 1949. The first issue featured the lead article “Why Socialism?” by Albert Einstein. From the beginning, Monthly Review spoke for a critical but spirited socialism, independent of any political organization.

Evaluation

Please Note: There will be a 1% per hour deduction from the grade of assignments handed in late without prior permission from the instructor.

1) Arguing for our Lives 20%

2) The Enemy of Nature 25%

3) Global Economic Critique and Re-Design 35%

4) Participation/Citizenship 20%

• 5% Evidence of completing and contemplating the readings linked on onQ. Minimum requirement – access and read assigned material prior to each class. Page 11 of 17

Page 105 of 201 • 5% Participating in class: Relevant, Substantive, Persuasive Respectful • 5% Submitting questions/comments after each class on onQ > Communications > Discussions > Student Discussion Forum • 5% Submitting a minimum of one Update/week from any of the designated websites:

Climate and Capitalism (Canada + World) http://climateandcapitalism.com/

Rabble (Canada) http://rabble.ca/

The Dominion (Canada) http://www.dominionpaper.ca/

Council of Canadians (Canada + World) http://www.canadians.org/

Truthout Environment (U.S. + World) http://www.truthout.org/issues/environment

Earth Policy Institute (World) http://www.earth-policy.org/

Canadian Centre for Policy Alternatives (Canada) http://www.policyalternatives.ca/

The International Society for Ecological Economics http://www.isecoeco.org/

Students are expected to complete and understand the readings and will be called upon to present comprehensive summaries of them in class. Class time will build upon this base, focusing on important and/or more difficult concepts through lecture and discussion.

Did you do the reading? – Seth Godin

It's absurd to think of going to a book group meeting and opining about a book you didn't even read. More rude: Going to a university course and participating in the discussion without completing the assigned reading.

No one wants a surgeon operating on them if she hasn't read the latest journal article on this particular procedure, and it makes no sense to me to vote for a candidate who doesn't care enough to have read (and understood) the history of those that came before.

A first hurdle: Are you aware of what the reading (your reading) must include? What's on the list? The more professional your field, the more likely it is that people know what's on the list.

The reading isn't merely a book, of course. The reading is what we call it when you do the difficult work of learning to think with the best, to stay caught up, to understand. The reading exposes you to the state of the art. The reading helps you follow a thought-through line of reasoning and agree, or even better, challenge it. The reading takes effort.

If you haven't done the reading, why expect to be treated as a professional?

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Page 106 of 201 Professional Engagement

Attending class is essential. If you don’t learn anything from me, you will learn something from your colleagues. Sleeping in class is not considered attendance.

Laptops and cellphones will not be needed in class, so please put them away. Research shows that physically writing notes improves retention and that multitasking usually inhibits performance.

Other research shows that laptop use lowers student grades and distracts laptop- free classmates (http://www.cbc.ca/news/technology/laptop-use-lowers-student-grades- experiment-shows-1.1401860 )

Multitasking deficit = 11%

Distraction deficit = 17%, that’s a drop from a B+ to a B-

Also see:

Using laptops in class harms academic performance, study warns

(https://www.timeshighereducation.com/news/using-laptops-in-class-harms-academic-performance-study- warns?utm_source=Academica+Top+Ten&utm_campaign=27b0925ec7- EMAIL_CAMPAIGN_2017_04_04&utm_medium=email&utm_term=0_b4928536cf-27b0925ec7-51896305

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Page 107 of 201 Paying the smart phone tax

It might be costing you more than you think.

Urgent or important?: Your phone has been optimized to highlight the urgent. It buzzes and beeps. It sorts things. It brings everyone else's urgent things right under your nose, reminding you about them until they become your urgent things. A full day on your phone is almost certainly a day where you buried the important in favor of the urgent.

The moment: The smart phone brings the world to us, in our pocket. But if the entire world is there, presenting its urgencies, it's harder than ever to be here, right now, in this moment.

Brevity over density: Just about everything produced on a smart phone is done in a hurry, because there's something urgent happening just a click away. As a result, we favor brevity. Brevity in what we consume (LOL) and brevity in what we produce (GTG). It's not clear that brevity ought to be our goal in all things, or in how we spend hours of each day.

The filter bubble: Even more than on the web, the closed gardens of the smart phone world mean that we're most likely to consume ideas that we already understand, from people we already agree with. Not a path to growth, certainly.

Off the hook: Because it's so easy to hit 'send' and because there's so much noise, we can easily relieve the tension of creation with a simple click. Easy in, easy out, easy delete.

Like most things that are taxed, smart phones are often worth it, creating connections and giving us information when we need it. Perhaps, though, turning our phones off for six hours a day would be a useful way to cornering us into creating work we can't live without.

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Page 108 of 201 ENSC 290 F16 Daily Schedule (Subject to change) Please read the suggested readings before the lecture. All links and non-web readings are also on the course website.

Lectures Readings

Sep 1. Intro Jensen 1-43 14 What is Ecological Enemy of Nature 1-25 Economics? Ecological Economics: An Interview with Joshua Farley Ecological economics WIKI

Sep 2. State of the Capitalism and the Destruction of Life 21 World: The Four The Hidden Costs of Cheater Economics on Human Health & the Future of Life on Earth Horsemen Capitalism's Deeper Problem Anatomy Of A Propaganda Blitz - Part 1 Intro Arguing How Politics Makes Us Stupid for Our Lives Assignment Vocabularies of the Economy On vocabularies of neoliberal economy

Sep 3. How did we get Jensen 44-66 28 this way? Enemy of Nature 26-50 a) Neoliberalism Neoliberalism and the Politics of Higher Education: Henry A. Giroux Neoliberalism, climate change and the Left Henry A. Giroux | Neoliberalism's War on Democracy Neoliberalism Will Davies on the Economics, Economists, and the Limits of Neoliberalism How Individualist Economics Are Causing Planetary Eco-Collapse

b) Economy based on exchange value Capital in the Twenty-First Century Ecological Civilization Metabolic Rift Cut-Throat Capitalism: Welcome to the Gig Economy

Sep Field Trip to Prof 29 Moore’s House Noon-5:00

http://moorepartners.ca/notes-from-the-underground/

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Page 109 of 201 Oct 4. Questioning Jensen 67-91 5 Traditional Enemy of Nature 51-72 Economics Ecology of the Mind Declaring Victory Wherever We Can How The Economy Capitalism and the Destruction of Life on Earth: Six Theses on Saving the Humans Shapes Character How different would the world be if we paid the True Cost of food and farming? Money Dreaming 8 Ways the Prophets of Capitalist Greed Justify Their Success and Your Poverty Arguing for Our Capitalism is the Problem, Economic Democracy the Solution Lives Due Why the Rich Don't Give to Charity Why the Rich Are Less Ethical: They See Greed as Good Yes, the Rich Are Different Are rich people worse than the rest of us? Rich people are more likely to drive like assholes Paul Piff: Does money make you mean?

Oct 5. Questioning Jensen 93-122 12 Growth Enemy of Nature 199-206

Intro Enemy of Briefing 1 - An overview of economics Homo Economicus Nature Assignment The Revolution Will Begin With A Textbook George Monbiot Never-Ending Growth Cannot Be Sustained

Changing the Meme of Constant Growth How Economic Growth Has Become Anti-Life ‘Growth imperative’ versus ‘climate imperative’ Growth and Laissez faire The Daly News – Growthism Degrowing Our Way to Genuine Progress Growth, Economic Growth or "Degrowth": Which Way Forward? – Parts Two and Three The Impossibility of Growth Demands a New Economic System Are Economic Growth and Social Justice Incompatible? Post Carbon Institute Calls on Environmentalists to Embrace Post-Growth Economics

Oct 6. Questioning the Enemy of Nature 121-142 19 Financial System Sacred Economics: Chapter 6, “The Economics of Usury” The Infinite Economy: Creation of Money Briefing 9a - Finance and money: the basics Briefing 9b - What's wrong with our financial system?

7. Questioning The Myth of Maximizing Shareholder Value Shareholder Value The Milton Friedman "Corporations Exist to Maximize Shareholder Value" Hoax The Dumbest Idea In The World: Maximizing Shareholder Value

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Page 110 of 201 Oct 8. Questioning the Enemy of Nature 95-120 26 Tragedy of the Commons Governing the Commons Sacred Economics: Chapter 5, “The Corpse of the Commons”The grand philosopher of the Commons: in memory of Elinor Ostrom Ownership Models For Sustainable Natural Resource Governance 9. Questioning Sacred Economics: Chapter 4, “The Trouble with Property” Privatization Nature Is Not for Sale' Forum Challenges Corporate Push to Financialize the World Infrastructure 101: The Evolution of Building Big Things (Part 1) Infrastructure 101: The Evolution of Building Big Things - Part 2

When Outsourcing Public Services to Private Companies Goes Wrong Neoliberalism's Deadly Experiment Why Water Privatization Is a Bad Idea for People and the Planet Privatization Is the Problem, Not the Solution The Privatization Scam: 5 Horror Stories of Gov't Outsourcing to Greedy Private Companies Nov 2 10. Questioning Enemy of Nature 72-91 Globalization Who really benefits from sweatshops? Enemy of Ecological 'Wake-Up' Call Counters Corporate-Friendly 'Free' Trade Imperialism in the Twenty-First Century Nature Due How poor countries finance the rich Globalization Is Just a Contemporary Word for Financial Colonialism Intro Critique Adequate Housing: Global Financial Institutions Hold the World to Ransom and Re-Design Global Trade Causes More Than 20 Percent of Air-Pollution Deaths

Leading Economists Oppose TPP Provision Giving Corporations Upper Hand in Investor-State Disputes Leaked TPP 'Environment Chapter' Shows 'Corporate Agenda Wins' TPP: Poison for Local Community Resilience Trans-Pacific Partnership: Another Trade Liberalization Scam Secretive Corporate Deal in the Works Could Establish Special Closed Door Courts for Big Business

CETA: Democracy Prevails as People's Revolt Leaves Corporate Trade Agenda "In Tatters"

New Directions

Nov 9 11. Creating a Enemy of Nature 159-163 REconomy Systemic Change Driven by Moral Awakening Is Our Only Hope a) Principles of Heinberg_Theres-No-App-For-That_2017 Ecology – Steady State John Bellamy Foster answers five questions about Marxism and ecology

b) Economy based Integrating Ecology and Economics on use value Fresh Water, Growth, Degrowth, and the Steady State Economy The UN Global Compact's Ten Principles c) Gift economy Gar Alperovitz and Michael Albert: A on Economic Visions Top 10 Policies for a Steady-State Economy : Ecology, Ethics, Anarchism Page 17 of 17

Page 111 of 201 Sacred Economics: Chapter 16, Transition to Gift Economy

A Radical Alternative to Capitalist Catastrophe

Nov d) Co-operative 16 and Transition The Consequences of Globalization and Neoliberal Policies. What are the Alternatives? Beyond GDP- Valuing what matters and measuring natural capital Toward zero unemployment Pavan Sukhdev: Put a value on nature! An Emerging Collaborative Commons

Workers' Control in the Crisis of Capitalism

Transition Network

Nov How to get there 23 • Degrowth The Economy of an Ecological Society Will Be at the Service of Humanity • Tax Reform • Distributed The Stiglitz Code: How Taxing Capital Can Counter Inequality renewable Centre for Advancement of the Steady State Economy energy The Leap to Biosphere Consciousness and Collaboration: An Interview With Jeremy Rifkin • Maximum wage In Canada's concentrated banking industry, what we need is a public bank • Support local The Power of a Plan B vs. global Creating a society that meets human needs • 100% reserve requirement • Reform IP

Nov 30 Review

Dec Critique and 7 Re-Design assignment due

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Page 112 of 201 ENSC 430 Honours Projects in Environmental Sustainability Queen’s University, 2017

FALL & WINTER TERM Wednesdays 14:30-17:30, Ellis Hall 226

INSTRUCTORS Dr. Ryan Danby Dr. Graham Whitelaw Office: BIOSCI-3244 / MC-D131 Office: BIOSCI-3126 E-mail: [email protected] E-mail: [email protected] Phone: 613.533.6000 x78540 Phone: 613.533.6000 x77379 Office Hrs: Mon 10:00-12:00, MC-D131 Office Hrs: Thu 10:00-11:30, BIOSCI-3126

TEACHING ASSISTANTS Joshua Jones Jennifer Tsokwa [email protected] [email protected] Office Hours: TBA Office Hours: TBA

COURSE DESCRIPTION This course is intended to be a “capstone” experience for ENSC majors. It incorporates many of the issues and concepts you have been exposed to in Environmental Studies and requires you to apply knowledge and methods you have learned in other courses toward a ‘real world’ case study. The course is interdisciplinary in nature, and we will explore scientific, socio-political and economic aspects of the environment in an integrative fashion. A central goal of the course is to help prepare you for the type of interdisciplinary, collaborative, team-based environmental projects you will inevitably find yourself involved in after you graduate.

The Case Studies (1) The Frontenac Arch Biosphere (FAB) comprises more than 2700 km2 and is located immediately north and east of Kingston. It is one of 18 Biosphere Reserves designated by UNESCO (MAB Program) in Canada, and is one of 669 Biosphere Reserves worldwide in 120 countries. FABR was formally established in 2002 and includes nearly 70 member organizations. The UNESCO World Network of Biosphere Reserves (WNBR) is guided by the Lima Action Plan (UNESCO-MAN, 2016). The action plan “foresees that, in the coming 10 years, the MAB Programme will concentrate its support to Member States and stakeholders in conserving biodiversity, restoring and enhancing ecosystem services, and fostering the sustainable use of natural resources; contributing to sustainable, healthy, and equitable societies, economies and thriving human settlements in harmony with the biosphere; facilitating biodiversity and sustainability science, education for sustainable development and capacity building; and supporting mitigation and adaptation to climate change and other aspects of global environmental change.”

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Page 113 of 201 (2) The Algonquin-to-Adirondack (A2A) Collaborative contains the FAB, and aims to connect lands and people across the region spanning from Algonquin Provincial Park in Ontario to Adirondack State Park in New York, for the purpose of enhancing biodiversity conservation in eastern North America. Its vision is for a resilient, ecologically connected landscape that sustains a full range of native wildlife and enhances people's quality of life for generations to come.

The Task for ENSC 430 The course is being run as though the class is a professional environmental consulting firm. The FAB and A2A are the clients, the instructors are the firm’s principals, and class members are the firm’s staff. Students in ENSC430 will be working in groups of ~ 4 to examine elements of environmental sustainability in the two regions.

For the A2A region, groups will focus on integrating existing data and information to report on environmental indicators for the region. These will be used to evaluate the state of the regional environment and inform on where additional work is needed. For the FAB region, groups will conduct research and analysis in support of the FABR’s ongoing activities and to support recommendations that have emerged as part of a recent UNESCO ten-year review.

PROJECT EVALUATION AND COMPONENTS

A. Terms of Reference (15% of final grade, due Nov 8) Your group will write a Terms of Reference (TOR) for your project, similar to a proposal, that defines the nature and scope of your project, it’s overall goals, what it aims to achieve and how it will be conducted. You may also find it necessary to define what it will not do. An important component of the TOR will be a discussion of the rationale for the project and how the topic fits into the overall concept of sustainability.

B. Progress Presentation (5% of final grade, Nov 22 & 29) Each group will deliver an update to the rest of the class on their project, including a clear description of their goal and objectives, progress to date, and plans for the upcoming months. This is also an opportunity to collect input and feedback from other members of the class. All groups must achieve a grade equal to or higher than 75%.

C. Poster (5% of final grade, due Jan 31) Each group will create a poster to communicate the results from one component of their project; it is not intended to encompass the scope of the entire project. These will be on display for the entire class and a brief oral introduction to the poster will be delivered. All groups must achieve a grade equal to or higher than 75%.

D. Interim Report (20% of final grade, due Feb 14) The interim report will act as a target for all groups to work toward and will contain elements that will ultimately be included in the final report. It will be organized around an outline of the final report, contain a draft table of contents, and include work at various stages of completion.

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Page 114 of 201 E. Final Presentation (20% of final grade, March 21) A full day event is being planned on March 21 where each group will deliver a presentation to the class, members of the Frontenac Arch Biosphere and Algonquin to Adirondacks Boards of Directors, and the community at large. Presentations are expected to be professional quality in nature and summarize the major conclusions of each group’s project.

F. Final Report (35% of final grade, due Apr 16) The final report will be your completed project for the term. Detailed requirements will be reviewed in class.

G. Peer Assessment (adjustment of final grade) Group members will evaluate each other’s contributions at the end of each term and this will be used in assigning an individual participation mark for the course. This mark will be used to adjust your final grade by as much as 10% (i.e. your mark could go up or down by that much).

H. Deductions and Late Submissions (deductions of marks) In all of the above instances, prior permission must be approved for late submissions and will carry a late penalty. Additionally, there will be weekly interaction that requires full participation of the class. Attendance is not optional. One percentage point will be deducted from your final grade for every class you miss (unless you are absent for a legitimate reason approved by the instructor). Field trip attendance on Sept 30 is also required. Five percentage points will be deducted from your final grade if you miss the field trip without prior permission from the instructors.

TEXTBOOK Hay I, and Giles P. 2015. Communicating in Geography and the Environmental Sciences. Second Canadian Edition. Oxford University Press, Don Mills, ON.

The Campus Bookstore has stocked copies of this book for our class. It is an excellent resource and we expect you to draw on it as you prepare your reports and presentations throughout the year. We will review relevant chapters during the fall and winter terms and ask that you come prepared to class having read the appropriate chapters as directed.

NOTES ABOUT GROUP WORK Team-based projects are commonplace outside of the university setting. Many projects carried out by government agencies, consulting firms, and private enterprise are team-based efforts. It is therefore important that you have significant group work experience prior to graduation in Environmental Studies. Some of you may have experience with group work from other courses, but it may be an entirely new experience for others. We will provide you with information on how to work effectively in groups during the first few weeks of class. Successful group work requires everyone to pull their weight! If there are concerns that this is not happening in your

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Page 115 of 201 group, then please bring these concerns to one of the course instructors. We expect significant, high quality work. Adequate designation of tasks among group members will help ensure this! GRADING METHOD In this course, some components will be graded using numerical percentage marks. Other components will receive letter grades, which for purposes of calculating your course average will be translated into numerical equivalents using the Faculty of Arts and Science approved scale (see below). Your course average will then be converted to a final letter grade according to Queen’s Official Grade Conversion Scale (see below).

Arts & Science Letter Grade Input Scheme Queen’s Official Grade Conversion Scale Assignment Numerical value for Numerical Course Average Grade mark calculation of final mark (Range) A+ 93 A+ 90-100 A 87 A 85-89 A- 82 A- 80-84 B+ 78 B+ 77-79 B 75 B 73-76 B- 72 B- 70-72 C+ 68 C+ 67-69 C 65 C 63-66 C- 62 C- 60-62 D+ 58 D+ 57-59 D 55 D 53-56 D- 52 D- 50-52 F48 (F+) 48 F 49 and below F24 (F) 24 F0 (0) 0

ACADEMIC INTEGRITY Academic Integrity is constituted by the six core fundamental values of honesty, trust, fairness, respect, responsibility and courage (see www.academicintegrity.org). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University (see the Senate Report on Principles and Priorities http://www.queensu.ca/secretariat/policies/senate/report-principles-and-priorities).

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Arts and Science Calendar (see Academic Regulation 1 http://www.queensu.ca/artsci/academic-calendars/regulations/academic- regulations/regulation-1), on the Arts and Science website (see http://www.queensu.ca/artsci/academics/undergraduate/academic-integrity), and from the instructor of this course.

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Page 116 of 201 Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

Please ask us if you are at all unsure about this. It pays to clear up any uncertainties in advance.

COPYRIGHT OF COURSE MATERIALS The material in this syllabus and on the course website is copyrighted and is for the sole use of students registered in ENSC430. Third party copyrighted materials (such as book chapters and articles) have either been licensed for use in this course or fall under an exception or limitation in Canadian Copyright law. Material may be downloaded for a registered student’s personal use, but shall not be distributed or disseminated to anyone other than students registered in ENSC430. Copying this material for distribution (e.g. uploading material to a commercial third-party website) can lead to a violation of Copyright law. Find out more about copyright here: http://library.queensu.ca/copyright.

ACCOMODATIONS Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit the Student Wellness website at: http://www.queensu.ca/studentwellness/accessibility-services/

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Page 117 of 201 FALL TERM – DRAFT TIMETABLE This outline is intended as a working calendar for the rest of the term. It will be revised regularly with updates posted on the course website.

Week Topics 1. Sep 13 • Introduction and course organization • Regional ecosystem-based management and landscape connectivity • Overview of Biosphere Reserve designation, organization and management 2. Sep 20 • The Frontenac Arch Biosphere (FABR staff) • The Algonquin to Adirondacks Region (A2A staff) 3. Sep 27 • Information integration and data handling: spatial, quantitative, qualitative 4. Oct 4 • Advanced library resources (Library staff) 5. Oct 11 • Proposal writing • Group progress meetings 6. Oct 18 • Workshopping: relationship to sustainability 7. Oct 25 • Workshopping: goals and objectives 8. Nov 1 • TOR review of requirements • Research ethics 9. Nov 8 • TOR due Nov 8 10. Nov 15 • Group progress meetings 11. Nov 22 • Group status updates – presentations 12. Nov 29 • Group status updates – presentations

WINTER TERM – DRAFT TIMETABLE

Week Topics 1. Jan 10 • TBA 2. Jan 17 • TBA 3. Jan 24 • TBA 4. Jan 31 • Poster Presentations 5. Feb 7 • TBA 6. Feb 14 • Interim Reports due (in class) 7. Feb 28 • TBA 8. Mar 7 • TBA 9. Mar 14 • TBA 10. Mar 21 • Class Symposium 11. Mar 28 • Debrief from symposium 12. Apr 4 • Group progress meetings

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Page 118 of 201 ENSC430 (2017/2018) Page 7

Page 119 of 201 BIOL 103 Introductory Biology of Organisms Winter 2018

CALENDAR DESCRIPTION

An introduction to the basic themes and concepts of modern biology spanning organizational levels from organisms to ecosystems in an evolutionary context.

SCHEDULE Please refer to the University Timetable for details on schedule.

CONTACT INFO

Instructors Profs Virginia Walker and Adam Chippindale Instructor Contact Dr. Walker, Rm. 2522 BioSci [email protected], ph: 613-533-6123

Dr. Chippindale (course coordinator), 2420 BioSci [email protected], ph: 613-533-6139 Office Hours TBA Lab Instructor Rob Snetsinger ([email protected]) Lab Instructor Contact Info Ph: 613-533-6000 ext 77439, Rm. 2322A Bioscience Rob’s Office Hours Normally, 9:30-11:30 and 1:30-3:30 Monday to Friday

Learning Objectives

Just as eukaryotic cells are complex and integrated machines, organisms are built around the specialization of cells into tissues and organs that grow, differentiate and communicate in order to compete and achieve reproductive success as an integrated unit. Biology 103 develops a solid understanding of how an animal is built and interacts with the abiotic and biotic environment; how its tissues and organs work together to maintain a steady state or adapt in the face of challenges from stress and infection. Evolution is key to understanding both the history of life and organismal function, and the Biology of Organisms is steeped in evolutionary principles at each level of biological organization, including the forces that drive change in gene frequencies within populations. Finally, recognizing how populations of different species interact in communities and ecosystems is vital to understanding and protecting biotic diversity from local to global scales. Thus, although Biology 103 is titled Introductory Biology of Organisms, understanding the organism requires zooming in and out from genes to ecosystems, and travelling back in time so we may predict the future.

Learning Hours

The table of learning hours is only a rough estimate of the time required for the course. A 3.0 unit course would normally require a total of 110 to 130 total learning hours and this course will fall within that range, but of course, is dependent upon individual variation.

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Teaching method Average hours per Number of weeks Total hours week Lecture 3 12 36 Seminar Laboratory 2 12 24 Tutorial

class hours Practicum -

In Group learning Individual instruction

Online activity 2 12 24 Off-campus activity

Other Private study 3 13 39 Total hours on task 123

Course Outline

A. The Making of Organisms from Cells (Dr. Walker) (Duration: the first 6 weeks of lectures; 18 lectures total)

1. Intracellular and Extracellular Digestion A general introduction to the course, guidelines, expectations and lab announcements will be made. In addition, intracellular and extracellular digestion will be examined with examples from protists, fungi and more complex metazoans.

2. Digestion and Absorption Enzymes important for digestion will be explored, as well as the specificity of action of selected proteases, with most examples from humans.

3. Digestion and Problems The discussion of digestive enzymes will be continued, and some human diseases associated with digestion will be explored.

4. Excretion and Ion Transport I The nitrogenous waste problem will be presented using examples from fish, insects, developing birds and humans).

5. Excretion and Ion Transport II The human kidney and excretory diseases will be highlighted. Knowledge of kidney function crucially depends on the understanding of osmotic regulation and ion transport. Examples of pumps relevant to this section include drug pumps, bile salt export pumps and the cystic fibrosis transmembrane conductance regulator.

6. Movement and Muscle Control

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An introduction to movement (plants, protists, cultured cells) with emphasis on the vertebrate skeletal muscles will be presented.

7. Neural Transmission and Nervous Control I The class will investigate the transmission of a signal down a neuron and classes of neural transmitters using the vertebrate as a primary model.

8. Neuroscience Further understanding of synaptic transmission of the signal will be amplified by practical applications of neuroscience (e.g. insecticides, neurological diseases and their treatments, poisons produced by snakes, fish and plants). An overview of the comparative physiology of nervous systems (e.g. cnidarians, annelids, mollusks and vertebrates) and of the brain will also be presented.

9. Circulatory Systems A general introduction to circulatory systems in diverse organisms will be presented but with an emphasis on mammalian circulatory system. The blood clotting cascade and various genetic diseases associated with the circulatory system will be discussed.

10. Respiration and Gas Exchange The transport of oxygen to the tissues in vertebrates using red blood cells, and transport of waste carbon dioxide is the focus of the lecture. Adaptations to high altitudes and embryonic development will be explored as well as additional diseases of the circulatory system.

11. Defence and Immunity I An introduction to the recognition of self and defence against pathogens (innate vs. adaptive) will be presented. The humoral response in mammals is emphasized in this first lecture of the series.

12. Immunity and Immunogenetics The cellular response to pathogens (T cells and the assembly of T receptors, MHC proteins etc) will be presented, as will the concepts of immune tolerance and human diseases of the immune system.

13. Immunity and Cancer Genome rearrangements (e.g. Burkett’s lymphoma) in lymphocytes follow from perturbations of the immune system. There will be a general review of the causes of cancers with a section devoted to retroviruses.

14. Evading the Immune System A case study of HIV will be presented including the viral life cycle, its epidemiology and the social responsibilities of the disease. The skirmishes in the battle between HIV and the immune system as well as tested therapies, and HIV resistance mechanisms make for a fascinating exploration.

16. Defence in Other Organisms and an Introduction to Hormones Immunity in insects and plants is explored, as well as an introduction to hormones important in development.

17. Hormones and Endocrine Systems Development will be further explored as an orchestration of steroid and peptide hormone synthesis by endocrine glands. Practical applications of hormone studies including cheating in athletic

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performance and anti-doping monitoring, fish behavior, osmoregulation in humans, and mineral balance in humans will be used as examples.

18. Putting it All Together: Homeostasis and Review Hormone-associated diseases, and a brief overview of homeostasis and its importance, will be discussed. Participation in a guided review of the course will follow with examples taken from recent news items associated with the subjects covered by the course.

B. Organisms to Ecosystems (Dr. Chippindale) (the 6 weeks of lectures following Reading Week)

Week 7. Introduction The relevance of evolution; the evidence for evolution; natural selection in the lab and in the wild; the pace of evolutionary change; evolution & diversity.

Week 8. Genes in Populations The forces of evolutionary change (selection, drift, migration, mutation); detecting evolution

Week 9. Evolutionary Enigmas Sex and multicellularity; origins of sex; origins of different mating types and gametes; consequences of separate sexes; sexual selection & conflict; the origin of organisms.

Week 10. Species and Speciation Species definitions; modes of speciation; hybrid zones; micro- versus macroevolution.

Week 11. Population & Community Ecology Life history strategies; population growth; the niche, species interactions – symbioses, mutualism, parasitism etc.

Week 12. Ecosystems & Conservation Energy flow; productivity; elemental cycles; biodiversity; conservation biology.

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C. Laboratory Exercises:

Information on the laboratory exercises is available in the laboratory manual, but is likely to include muscle physiology, respiration physiology, and evolution

Textbooks/Readings

Website: http://www.queensu.ca/biology/undergrad/courses/course/courselistings.html Course Text (required; older editions will suffice): Campbell Biology, Canadian 2nd Edition by Reece, Urry, Cain et. al., 2017, published by Pearson.

Different purchase options are available through the campus bookstore, and include a less expensive digital only version, a paperback & digital, and a hard copy & digital. The digital version provides the textbook itself as well as supplementary material such as practice tests, and instructional videos and tutorials.

Department of Biology website: http://biology.queensu.ca Dates and details of readings and assignments will be announced in class and/or posted on the course website in OnQ. Dates and details for lab activities session assignments will be presented in OnQ and/or the labs.

Grading Scheme (if this is changed, ample notice will be given on the first day of class and posted on OnQ)

Component Weight (%) Date OnQ tests (5) 15% TBA On line/Connect or other 7% TBA activities Lab: Assignments (announced 35% TBA in lab) I Clicker use: most lectures 3% Final Exam 40% TBA

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Grading Method

Most components (e.g. exams, online quizzes) of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale. Other components will receive letter grades, which will be translated into numerical equivalents using the Faculty of Arts and Science approved scale. Students’ course average is then converted to a final letter grade according to Queen’s Official Grade Conversion Scale:

Queen’s Official Grade Conversion Scale Numerical Course Grade Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

Academic Integrity and Queen’s Code of Conduct

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments and conduct conform to the principles of academic integrity. Information is available in the Arts and Science Calendar (see Academic Regulation 1 - http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations, on the Arts and Science website (see http://www.queensu.ca/artsci/academics/undergraduate/academic-integrity), and at Biology’s website (http://www.queensu.ca/biology/undergrad/integrity.html) and from the instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulations on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

Accommodation Policy, Exam Conflicts, and Other Conflicts

Students who feel they need accommodations for disabilities or extenuating circumstances, or have a conflict between exams or other commitments should consult the Biology Department’s website for details about how to proceed (http://www.queensu.ca/biology/undergrad/integrity.html). In general, the earlier a course coordinator is apprised of an extenuating circumstance, the more likely an accommodation can be made. Students are encouraged to be proactive in anticipating difficulties, when it is possible to do so.

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Students may apply to write a make-up or deferred exam if they have an exam conflict as defined in the Academic Regulations of the Faculty (See Arts and Science Calendar Regulation 8 - http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations). In this case, the student should report to the Exams Office first to verify that there is a genuine exam conflict. Biology professors will not consider your situation to be a conflict unless it meets the criteria set out by the Faculty of Arts and Sciences.

Students may request a make-up or deferred exam if they have an exam conflict with off-campus travel associated with a field course (e.g BIOL-307/3.0 or 407/3.0) that is held during the fall or winter terms.

Copyright

All material presented is the property of the instructor(s) unless otherwise stated or posted. Third party copyrighted materials (such as book chapters and articles) have either been licensed for use in this course, have been provided by the textbook publishers for use in the course, or fall under an exception or limitation in Canadian Copyright law. Copying this material for distribution (e.g. uploading material to a commercial third party website) can lead to a violation of Copyright law. Find out more about copyright at http://library.queensu.ca/copyright.

Accommodation of Disabilities

Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact the Disability Services Office (DSO) and register as early as possible. For more information, including important deadlines, please visit the DSO website at: http://www.queensu.ca/hcds/ds/

Page 126 of 201 BIOL 111 Ecology and the Environment Winter Term (2016-17)

CALENDAR DESCRIPTION

Introduces the basic concepts of ecology and shows how they relate to environmental issues such as population growth, resource management, biodiversity, agriculture, air and water pollution, energy, and climate change, and to solutions leading to a sustainable environment. NOTE: Also offered online. Consult Continuing and Distance Studies. LEARNING HOURS 108 (36L;72P) ONE-WAY EXCLUSION May not be taken with or after BIOL 302/3.0; BIOL 303/3.0.

SCHEDULE Refer to SOLUS for details

Instructor Dr. Peter Boag Instructor Contact [email protected] Phone: 613-533-6394 Office Hours Mo 930-1030, Tu 1130-1230, We 130-230, Th 1030-1130 & 1:30-2:30 (or by appointment) TA: TBA TA Contact Information TBA Office Hours TBA

Learning Objectives 1. You should have a good understanding of basic ecology and be able to discuss the basic principles pertaining to community ecology and population ecology. 2. You should have a good understanding of the characteristics of the earth’s biomes and the factors that influence them. 3. You should be able to explain the different factors that affect human population ecology in developed and developing countries. 4. You should be able to describe the earth’s renewable and non-renewable resources, their current status, the factors that influence them and the things humans have to do to use them in more sustainable ways. 5. You should be able to discuss current environmental problems and their potential solutions.

Learning Hours Teaching method Average hours per Number of weeks Total hours week Lecture 3 12 36 Seminar Laboratory Tutorial

class hours Practicum -

In Group learning Individual instruction

O t Onlineh e activityr 1 12 12

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Page 127 of 201 Off-campus activity Private study 5 12 60 Total hours on task 108

Course Outline Topics covered include a general introduction to environmental problems, ecosystems, evolution and biodiversity, climate and terrestrial biodiversity, aquatic biodiversity, community ecology, population ecology, the human population, sustaining biodiversity: ecosystem and species approaches, food and soil resources, water resources, non-renewable energy resources, energy efficiency and renewable energy, climate change and ozone loss, air pollution, water pollution and sustaining human societies.

Textbooks/Readings Required text: Miller, G.T. and D. Hackett. 2014. Living in the Environment (3rd Canadian ed). Nelson. Additional readings will be available via Moodle or web site.

Grading Scheme Component Weight (%) Date Midterm 23 TBA Quizzes (approx. 10) 19 All term Final exam 40 TBA Project/term paper 18 TBA

Grading Method In this course, some components will be graded using numerical percentage marks. Other components will receive letter grades, which for purposes of calculating your course average will be translated into numerical equivalents using the Arts and Science Letter Grade Input Scheme. When letter grades are employed, the following scale will be employed for purposes of calculating your course average:

Arts & Science Letter Grade Input Scheme Numerical value for Assignment mark calculation of final mark A+ 93 A 87 A- 82 B+ 78 B 75 B- 72 C+ 68 C 65 C- 62 D+ 58 D 55 D- 52 F48 (F+) 48 F24 (F) 24 F0 (0) 0

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Page 128 of 201 Your course average will then be converted to a final letter grade according to Queen’s Official Grade Conversion Scale:

Queen’s Official Grade Conversion Scale Numerical Course Grade Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

Academic Integrity and Queen’s Code of Conduct Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments and conduct conform to the principles of academic integrity. Information is available in the Arts and Science Calendar (see Academic Regulation 1 - http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations, on the Arts and Science website (see http://www.queensu.ca/artsci/academics/undergraduate/academic-integrity), and at Biology’s website ( http://biology.queensu.ca/academics/undergraduate/prepare-yourself/ ) and from the instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulations on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

Accommodation Policy, Exam Conflicts, and Other Conflicts Students who feel they need accommodations for disabilities or extenuating circumstances, or have a conflict between exams or other commitments should consult the Biology Department’s website for details about how to proceed ( http://biology.queensu.ca/academics/undergraduate/prepare-yourself/ ). In general, the earlier a course coordinator is apprised of an extenuating circumstance, the more likely an accommodation can be made. Students are encouraged to be proactive in anticipating difficulties, when it is possible to do so.

Students may apply to write a make-up or deferred exam if they have an exam conflict as defined in the Academic Regulations of the Faculty (See Arts and Science Calendar Regulation 8 - http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations). In this case, the student should report to the Exams Office first to verify that there is a genuine exam conflict. Biology professors will not consider your situation to be a conflict unless it meets the criteria set out by the Faculty of Arts and Sciences.

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Page 129 of 201 Students may request a make-up or deferred exam if they have an exam conflict with off-campus travel associated with a field course (e.g BIOL-307/3.0 or 407/3.0) that is held during the fall or winter terms.

Copyright This material is designed for use as part of BIOL 111 at Queen’s University and is the property of the instructor unless otherwise stated. Third party copyrighted materials (e.g. book chapters and articles) have either been licensed for use in this course or fall under an exception or limitation in Canadian Copyright law.

Accommodation of Disabilities Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Queen’s Student Accessibility Services (QSAS) and register as early as possible. For more information, including important deadlines, please visit QSAS at: http://queensu.ca/studentwellness/

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Page 130 of 201 Devs 250: Global Environmental Transformations Dr. Marcus Taylor, Fall 2018

Devs 250: Global Environmental Transformations

Dr. Marcus Taylor [email protected] Mac-Corry A404 Office hours: Wednesdays 12.00-2.00pm or by appointment. TAs: Miles Howe – [email protected] Akif Hasni – [email protected]

Lecture: Thursdays, 9.30-11.20, Dupuis Auditorium. Group Workshop: Thursdays, 14.30-15.30, Ellis 321/333

Course Scope

Within the physical sciences, a new term – ‘the Anthropocene’ – has been created to convey how humanity has become a driver of environmental change on a global scale. As the scientist Naomi Oreskes puts it, “there are now so many of us cutting down so many trees and burning so many billions of tons of fossil fuels that we have become geological agents”. For some analysts, this power to reshape the planet reflects the mastery of humans over nature. In this view, technological progress offers the potential to control nature for human designs in ways that can end scarcity and achieve development for all. Other observers, however, are far less optimistic. To them, current environmental trends demonstrate how humankind is acutely vulnerable to the unintended outcomes of its own actions. By trespassing beyond planetary boundaries in key areas from biodiversity loss to climate change, they argue, humans are degrading the very basis for their own future welfare.

These debates have profound repercussions for the idea and practices of development. Although it is not always acknowledged, transforming nature is at the heart of development. Development has typically been presented as a process of overcoming scarcity by producing more goods to better satisfy human needs. This rests upon creating ever-greater quantities of desired items, a process requiring raw materials for inputs and ‘sinks’ for the inevitable waste that accompanies production. As mass production increases, so does the rate and scale of environmental transformation. This leads us to our present paradox. Despite many scientists suggesting that we are currently eating away at our own life support systems, the official pursuit of development continues to rest on extending mass consumption to those hitherto excluded from it.

Such tensions become even more complex when we consider that those who have been most marginal to the project of development are frequently most vulnerable to the global environmental transformations it has unleashed. The impacts of climate change, for example, impacts most significantly upon regions and peoples who have emitted the least carbon dioxide. This creates a new form of global inequality and raises significant ethical questions.

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To help understand these issues, the course introduces and applies four key yet contrasting social science perspectives to the questions raised by the anthropocene: 1) ecological modernisation theory; 2) resilience thinking; 3) political ecology; and 4) . These perspectives offer strongly diverging ways of understanding and acting upon environmental transformations. Through both class lectures and weekly workshops, we discuss the underlying assumptions and conceptual frameworks of each of these perspectives to show why they have such different conclusions about what causes – and what might resolve – global environmental transformation. We then apply them to a range of pressing issues: peak oil, water scarcity, climate change, air pollution, food production, deforestation and urbanisation.

Step by step, we build our analyses towards the critical question of our time: can the idea of development be reconciled with the ecological limits of the planet, or is it an intractable part of the problem? In posing this question, and by comparing and contrasting our four guiding perspectives, we reflect upon human futures in the era of the anthropocene.

Learning Objectives

On completing this course students will demonstrate their ability to undertake the following tasks:

• Through our focus on ‘the Anthropocene’, we identify the tensions between key development goals and environmental challenges in the 21st century

• We assess and apply different social science perspectives used to analyse the causes and outcomes of these tensions between development and environmental change

• We integrate localised case studies of development-environment tensions across a range of settings and relate these local issues to the macro-level questions raised in the course

• We synthesise the analytical and empirical course materials to evaluate potential future human-environment interactions

Class Format

The main lecture is on Thursdays, 9.30 – 11.20, in the Dupuis Auditorium. Later on Thursday – 14.30-15.30 – we hold a group workshop in Ellis 321/333 that complements the main lecture. In this later session we will workshop questions drawn from the weekly theme in small groups. The emphasis will be on applying the

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Page 132 of 201 Devs 250: Global Environmental Transformations Dr. Marcus Taylor, Fall 2018 four perspectives used in the course to the issue to understand how these different perspectives analyse environmental transformations in different ways and lead to different policy practices. These sessions are essential practice for the assignments.

Forms of Assessment

Midterm Assignments: 20% x 3 = 60% You have three short writing assignments that ask you to analyse key topics from the course. These will be posted on onQ: 1) Assignment 1 – released 4pm Thursday October 4th, due 4pm Monday October 8th. 2) Assignment 2 – released 4pm Thursday November 1st, due 4pm Monday November 5th. 3) Assignment 3 – released 4pm Thursday November 15th, due 4pm Monday November 19th.

Final Exam - 40% A two-hour written exam where you will use all four perspectives we have covered in class to analyse a given environmental issue drawn from course material.

Texts

There is a textbook for the course: Mark Whitehead (2014) Environmental Transformations (London: Routledge). This is available online through the library, and I shall put the pdfs on the onQ page. You can purchase a hard copy from the campus bookstore if you prefer (they have second hand copies).

Additional readings are posted on the course onQ site. Ideally you should complete all required readings prior to coming to the workshop session on the Thursday afternoon. Effective reading includes having made some notes identifying key themes and issues within the text!

Academic Integrity

Academic Integrity is constituted by the six core fundamental values of honesty, trust, fairness, respect, responsibility and courage (see www.academicintegrity.org). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University (see the Senate Report on Principles and Priorities http://www.queensu.ca/secretariat/policies/senate/report-principles-and- priorities).

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Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Arts and Science Calendar (see Academic Regulation 1 http://www.queensu.ca/artsci/academic-calendars/regulations/academic- regulations/regulation-1), on the Arts and Science website (see http://www.queensu.ca/artsci/academics/undergraduate/academic-integrity), and from the instructor of this course.

Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions that contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.

Weekly Schedule

Week 1 September 6th Introduction: The Idea of the Anthropocene We examine the idea of the anthropocene and ask why scientists felt we needed to create a new geological epoch to describe current human-environmental interactions. We focus on what the idea of the anthropocene entails for development thinking and we consider why ideas of development have been so reluctant to explicitly bring environmental change into their analysis.

Note: there is no Thursday afternoon workshop this first week of classes.

Required Reading: • Whitehead, Mark (2014) “Introduction” in Environmental Transformations. London: Routledge. • Asafu-Adjaye, J. et al. (2015) An Ecomodernist Manifesto. http://www.ecomodernism.org/manifesto-english/

Week 2 September 13th Four Analytical Perspectives The rise of humans as a geological agent raises a tricky problem for social scientists who typically study social life as a self-contained realm, independent from the natural world and ecological processes. If the distinction between nature and society has become increasingly blurred in the age of the anthropocene, do we need new tools to analyse these complex socio-environmental dynamics? In response, we focus on four new yet diverging social science perspectives that seek to analyse and explain contemporary environmental change and human-nature relations. Each

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Page 134 of 201 Devs 250: Global Environmental Transformations Dr. Marcus Taylor, Fall 2018 starts from distinct assumptions and projects very different futures for humanity. We break these down in turn, examining: ecological modernisation theory, resilience thinking, political ecology and deep ecology.

Required Reading:

* Please note the following readings have been chosen because they clearly map out key perspectives on the relationship between humans and nature. Think about the underlying assumptions of each and why they clash on how to understand present day global environmental transformations and on their contrasting visions of future societies.

Resilience: • Selections from: Brian Walker and David Salt (2006) Resilience Thinking: Sustaining Ecosystems and People in a Changing World. (New York: Island Press).

Political Ecology: • Selections from: Paul Robbins (2012) Political Ecology: A Critical Introduction (Oxford: Blackwell Press).

Deep Ecology: • Douglas R. Tompkins (2016) “Turning Around from the Wrong Road Taken” The Trumpeter 32(1), 10-17. • Kirk, Martin (2016) “Wetiko: Energy, Domination and Human Societies”, Kosmos Journal http://www.kosmosjournal.org/news/wetiko-energy- domination-and-human-societies

Week 3 September 20th Addicted to Oil We live in an era of petro-capitalism, in which the specific properties of oil and its uniquely combustible nature is an essential element of how contemporary societies work. In many respects, the very idea of development – i.e. a transition to societies of mass production and mass consumption – has been built on the energy latent within oil. Without oil, our current forms of political and economic life would not exist: the ways of producing and consuming goods, travelling and housing are largely oil dependent. Even modern agriculture is powered by oil, relying on oil- based fertilisers and machinery to reach current productivity levels. But oil is a finite resource, and one whose usage creates troubling pollutants. So this week we interrogate this relationship between the idea of development and the properties of oil. Can we imagine development without oil?

Required Reading:

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• Whitehead, Mark (2014) “Resources: Oil and Water” in Environmental Transformations. London: Routledge. ** Read the section on oil! • Lambert, Jessica et al. (2014) "Energy, EROI and quality of life". Energy Policy 64, pp. 153–167. • Gold, Russel (2014) “Why Peak-Oil Predictions Haven’t Come True” http://www.wsj.com/articles/why-peak-oil-predictions-haven-t-come-true- 1411937788

Week 4 September 27th Agriculture Reshaping the Planet According to the World Bank, by 2050 the world will need to feed 3 billion more people and cope with the changing dietary demands of a richer population. This task, moreover, must be accomplished in a harsher climate that will accentuate existing environmental constraints such as water depletion and soil erosion. Given the food price shocks of 2008, a future of cheap food seems increasingly insecure, compounding the already unequal access to food that currently persists at a global level. In response, analysts from different political perspectives have emphasised the need to move towards the ‘sustainable intensification’ of agriculture, but they differ profoundly on what this should look like. In this class we examine these debates in detail, focusing on the role of ‘industrial’ versus ‘organic’ agriculture, and the futures for smallholder farming and biotechnology.

Required Reading: • Godfray, Charles et al. (2010) “Food Security: The Challenge of Feeding 9 Billion People”. Science vol. 327. Pp. 812-818. • Hoffman, U. (2014) “Agriculture at the Crossroads” in UNCTAD, The Futures of Agriculture. UN: Geneva. • Whitehead, Mark (2014) “Soil: The Political Ecology of Soil Degradation” in Environmental Transformations. London: Routledge.

Week 5 October 4th Water – Too Much, Too Little? Human life is entirely dependent on timely flows of water. We need it to sustain our bodies, but also to grow our food, produce commodities and to wash away pollutants. Despite 70% of the earth’s surface being composed of water, many regions are characterised by acute – and intensifying – water shortages. From cities to rural agriculture, securing access to timely flows of water is central to prosperity. In the lecture we examine how human manipulation of the hydrological cycle is having complex and often contradictory impacts on various parts of the globe. To examine these issues, we focus on a case study of rivers, dams and water consumption in India, China and Pakistan.

Required Reading:

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• Whitehead, Mark (2014) “Resources: Oil and Water” in Environmental Transformations. London: Routledge. ** The section on water! • Sultana, Farhana (2018) “Water justice: why it matters and how to achieve it”, Water International, 43:4, 483-493

Week 6 October 11th The Air We Breathe Humans have become prolific agents in shaping the atmosphere, both at a localised level and in terms of global climatic dynamics. In this first class, we examine the former, focusing on how human activities, socio-economic dynamics and biophysical processes can combine to create new atmospheres above the cities we inhabit. When a recent smog alarm in Paris demonstrated levels of air pollution at 110 micrograms per cubic metre (over four times the UN recommended safe level), the political response was to temporarily ban cars from the city centre. Many Asian cities, however, run rates of air pollution at above 400 micrograms per cubic meter. How is such air pollution produced and what are its causes? Who is most exposed to the adverse effects of breathing this toxic air and what can be done? We examine these questions in the context of air pollution in Los Angeles, Beijing and Kathmandu.

Required Reading: • Whitehead, Mark (2014) “Air: Science and Atmosphere” in Environmental Transformations. London: Routledge. • Stephen Graham (2015) “Life support: The political ecology of urban air”, City, 19:2-3, 192-215.

For tutorials you must have read: • Oliver Wainright (2105) “Inside Beijing's airpocalypse” http://www.theguardian.com/cities/2014/dec/16/beijing-airpocalypse- city-almost-uninhabitable-pollution-china • Andrew Lodge (2014) “Has air pollution made Kathmandu unliveable?” https://www.theguardian.com/cities/2014/mar/21/air-pollution- kathmandu-nepal-liveable-smog-paris

Week 7 October 18st Climate Change According to the UNDP, anthropogenic climate change calls into question the very ideas of development and progress that have accompanied the modern era. Failure to recognize and deal with the effects of climate change, they estimate, will consign the poorest 40 percent of the world’s population to a future of diminished opportunity and will sharpen the already acute divisions between the ‘haves’ and ‘have-nots’. On these grounds, climate could be said to represent a powerful agent of ‘anti-development’ that, left unchecked, in which humanity’s collective

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Page 137 of 201 Devs 250: Global Environmental Transformations Dr. Marcus Taylor, Fall 2018 transformation of nature has awoken a dangerous leviathan from its brief geological slumber with uncertain historic consequences. To begin examining climate change as part of the anthropocene, we look at the broad debates around both mitigation (the reduction of greenhouse gas emissions) and adaptation (social change in order to minimise threats from climatic change). We ask the challenging question: are the changes implicit in our ideas of development intrinsically geared to changing the climate?

Required Reading: • World Bank (2010), “Changing the Climate For Development”, from World Development Report 2010. Washington: World Bank Group. • Patrick Bard (2015), “Managing Climate Change: A View from Deep Ecology”, Ethics and the Environment, 20(1). • Chris Smaje (2015) “After Paris”. http://dark-mountain.net/blog/after- paris/

** Midterm Break – October 25th **No Classes

Week 8 November 1st If A Tree Falls… According to some observers, the pace of deforestation threatens to lobotomise the climate control centre of the earth. Despite the knowledge that mass-deforestation is creating huge problems at a global level, it continues. For example, the ongoing deforestation of the Amazon basin – in part driven by desires for lumber, but more often to clear land for cattle grazing for the global beef industry – contributes strongly to both regional and global climatic change. In Indonesia, large tracts of old- growth forest are cleared often to create palm oil plantations. These are well-known cases, yet a 2014 report from Forest Watch highlights that Canada leads the planet in the degradation of untouched forests. What is the political economy that drives continual and expanded deforestation on a global scale?

Required Readings: • Whitehead, Mark (2014) “Forest: Jungle Capitalism and the Corporate Environment” in Environmental Transformations. London: Routledge. • Robbins, Paul; John Hintz and Sarah Moore (2010) “Trees” in Environment and Society. London: Routledge Press. • Alan Drengson and Duncan Taylor (2013) “Wild Foresters”, The Trumpeter, 29(1), 15-33.

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Week 9 November 8th Biodiversity and Species Extinction Today, more than 90% of all large animals on earth are domesticated, i.e. born, cultivated and used to provide food for humans. This represents an unparalleled shift in the biological makeup of life on earth – a massive drop in biodiversity and the production of a ‘new nature’ in which just 20 species are now dominant. Such as the rate of species decline, some scientists claim that we are living through what has been termed the ‘sixth great extinction’. Whether or not we accept that claim, this transformation of animal life on a macro-scale is perhaps the signature mark of the anthropocene, and its consequences are manifold. On the one hand, the expansion of meat production through the industrialisation of animal husbandry raises not only pressing ethical questions, but also environmental ones: the mass production of meat is enormously carbon intensive and is a key driving force in habitat loss. Development, however, appears to be closely linked to the growing consumption of meat. We examine how changes in diets are related to development questions and the growing intensity of industrial meat production. What are the impacts on biodiversity and how does that affect humans?

• Philip Cafaro (2015) “Three ways to think about the sixth mass extinction”, Biological Conservation 192, 387–393. • Alexander Pyron (2017) “We don’t need to save endangered species. Extinction is part of evolution” Washington Post, November 22, 2017. • Tom H. Oliver et al. (2015) “Biodiversity and Resilience of Ecosystem Functions”, Trends in Ecology & Evolution, 30(11), 673-685.

Week 10 November 15th Cities and the Urban Age For the first time in history, humans have become a primarily urban species with cities accounting for just over half of humanity. We examine two aspects of this momentous change. First, the increasing spread of urbanity drives processes of global environmental change, including carbon emissions, land cover change and biodiversity loss. At the same time, urban spaces can be unevenly exposed to the impacts of global environmental change.

• Whitehead, Mark (2014) “Cities: Sprawl and the Urban Planet” in Environmental Transformations. London: Routledge. • Gaia Vince (2016) “Cities” in Adventures in the Anthropocene: A Journey to the Heart of the Planet we Made. Vintage Books.

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Week 11 November 22nd Environmental Politics in the Age of the Anthropocene Here we examine the major global initiatives that aim to address the tensions between humans and their environments raised in the course. We look at the common characteristics of the attempts to inject ‘sustainability’ into development politics and we use the different perspectives raised in the first class to imagine the possibilities and limits to these projects. Then, using some ideal types of different visions of human futures in the century ahead, we have an open discussion around the core question: does the idea of development have a future, or is it an intractable part of the problem? Please read the following four short pieces that reflect the four perspectives we have been examining. These will be discussed in the tutorial.

• Ridley, Matt (2015) “ and Sustainable Intensification” http://www.rationaloptimist.com/blog/ecomodernism-and- sustainable-intensification/ • Biggs, Reinette et al. (2015) “Applying resilience thinking: Seven principles for building resilience in social-ecological systems”, http://applyingresilience.org/en/the-7-principles/ • Scoones, Ian (2016) "The Politics of Sustainability and Development", Annual Review of Environment and Resources. 41: 293–319. • Gudynas, Eduardo (2011) “Buen Vivir: Today’s tomorrow”, Development, 54(4), pp. 441-447.

You may also refer to the textbook chapter:

• Whitehead, Mark (2014) “Governing the Environment” in Environmental Transformations. London: Routledge.

Week 12 November 29th Wrap Up Session

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Page 140 of 201 THE DYNAMIC EARTH GEOL 104 FALL 2018

Primary Instructor (Lecturer): ANDRÉ C. TESSIER, P.ENG, P.GEO. Email: [email protected]

Laboratory-Instructor/Coordinator: Anne Sherman Email: [email protected] Office: Miller Hall, Rm 222

Head Teaching Assistant: Collette Pilsworth Email: [email protected] Office: Bruce Wing, Rm349 Office hours: Monday 11:00 AM – 12:00 PM

Prerequisites: None

Lecture and Laboratory Hours:

Lectures: 3 hours per week Tuesday: 11h30 AM - 12h20 PM Stirling Hall Auditorium C Wednesday: 1h30 PM - 2h20 PM Stirling Hall Auditorium C Friday: 12h30 PM - 1h20 PM Stirling Hall Auditorium C

Laboratories: 2 hours per week (All Labs are given at Miller 225)

Section 5 - Monday 2h30-4h30 PM TA: Felicia Lepore Section 6 - Tuesday 12h30-2h30 PM TA: Jessica MacLean Section 4 - Tuesday 2h30-4h30 PM TA: Taylor-Rae Morrell Section 3 – Wed. 9h30-11h30 AM TA: Avery Wright Section 2 – Wed. 2h30-4h30 PM TA: Rachel Culver

Calendar Description - GEOL 104/3.0 The Dynamic Earth

Introduction to the internal structure of the Earth and the processes that have shaped its surface. Global tectonics and continental movement, rock genesis, mountain building, glaciations and Geological time. Laboratories include rock and mineral identification, and problem solving in historical geology, seismology, and geological cross-sections.

Page 141 of 201 LEARNING HOURS 108 (36L;12Lb;60P) Course Description & Information

GEOL 104 is an introductory first-year course which involves a study of the materials of the Earth and the ongoing processes which have shaped it. It is taken by many students from other disciplines as an elective course. However, it also forms part of the core courses taken by students planning a degree in Geology and thus will include a rigorous discussion of minerals and rocks, etc.

Although this is not a “difficult” course, it does cover a lot of material, commonly in great detail, and requires a consistent effort throughout the term to do well. If you are not willing to attend lectures regularly and keep up with the reading then you should reconsider whether to take this course. There are no prerequisites for this course, however some knowledge of high school chemistry is useful, although not essential. Minerals and rocks consist of chemical compounds and some discussion of chemistry is inherent when studying these topics. However, exam questions do not focus on the chemical aspects of minerals and rocks and students with little background in chemistry generally don’t find this to be a problem.

There may be a slight amount of overlap with the other first year GEOL courses: GEOL 106, “Environmental GEOL and Natural Hazards” and GEOL 107, “History of Life”. In order to avoid excessive overlap with GEOL 107, GEOL 104 will include only a small component on historical geology and fossils. Students interested in those topics are encouraged to take GEOL 107 as well (students taking a degree in geology are required to take both GEOL 107 and GEOL 104). More overlap may occur with GEOL 106, especially in the topics of Earthquakes, landslides, volcanoes and groundwater, but GEOL 106 includes more discussion of their effects on humans and the assessment, prediction and mitigation of these natural hazards. GEOL 106 also includes discussion of climate change, increasing use of mineral, water and energy resources, and the environmental impacts of increasing population. Students interested in those topics are encouraged to take GEOL 106. There may also be some overlap with Geography 102.

Textbook

Textbook prices have become important in our decision for GEOL 104. There are two textbook options this year, both by the same author.

IF you see yourself continuing in Geology it is recommend that you purchase:

Page 142 of 201 1) Earth: Portrait of a Planet, 5th edition by Stephen Marshak. This is published by W W Norton & Company Incorporated, and is a greatly revised version for 2015. This is one of the best quality major-entry textbooks at a reasonable price (http://www.campusbookstore.com/Textbooks/ Course/15510-GEOL104-FALL15).

IF you do not see yourself continuing in Geology then it is recommend that you purchase:

2) Essentials of Geology, 4th edition by Stephen Marshak. This is published by W W Norton & Company Incorporated, and is a greatly revised version for 2016. This is one of the best quality introductory textbooks https://www.campusbookstore.com/textbooks/search- engine/results?Course=GEOLB03566)

There are three options for these books, cheapest to most expensive 1) eBook 2) eBook and looseleaf hard copy 3) eBook and bound hard copy It is highly recommended that you get either a digital or paper of either textbooks.

Course Structure and Activities

Lectures: 3 hours per week (lecture PDFs will be posted immediately prior to on the onQ website).

Lab: 8 lab sessions (+2 exams) 2 hrs each: start the week of September 17 (3rd week of classes).

Marking Scheme:

Laboratory Exercises 25% Mid-Term Examination(Week 8 in lab sections): 25% (=10% lab + 15% theory) Final Lab Examination (Last week of Classes in lab sections) 15% Final Theory Examination (Set by Queen’s) 35%

Topics to be Covered:

Page 143 of 201 Lectures:

Part 1: Introduction, Earth Structure, and Global Tectonics (4 lectures) Part 2: Matter and Minerals (2 lectures) Part 3: Magma, Intrusive Igneous and Extrusive Igneous Rocks (5 lectures) Part 4: Weathering, Erosion, Sediments and Sedimentary Rocks (4 lectures) Part 5: Metamorphic Rocks (2 lectures) Part 6: Geological Time (2 lectures) Part 7: Deformation and Earthquakes (6 lectures) Part 8: Mass Wasting (2 lectures) Part 9: Water and Glaciers (4 lectures) Part 10: Wind, Deserts, and Shorelines (3 lectures) Number of lectures may change to incorporate a section about Resources and the environment in here. * we may not cover all of these topics.

Labs

Week Date Topic 1 Sept 06 to 07 NO LAB 2 Sept 10 to 14 NO LAB 3 Sept 17 to 21 Lab 1 Global Tectonics 4 Sept 24 to 28 Lab 2 Minerals 5 Oct 01 to 05 Lab 3 Igneous Rocks 6 Oct 08 to 12 NO LAB – Thanksgiving Week 7 Oct 15 to 19 Lab 4 Sedimentary Rocks 8 Oct 22 to 26 MID-TERM EXAMS(Theory & Lab during regular lab slots) 9 Oct 29 to Nov 01 Lab 5 Metamorphic Rocks 10 Nov 05 to 09 Lab 6 Historical Geology & Structures 11 Nov 12 to 16 Lab 7 Earthquakes 12 Nov 19 to 23 Lab 8 Topographic & Geological Cross Sections 13 Nov 26 to 30 LAB EXAM (During regular lab slot)

Grading Scheme:

All components of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale:

Page 144 of 201 Queen’s Official Grade Conversion Scale

Numerical Course Grade Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

Late Policy:

All assignments to be completed will be available on onQ. These assignments will receive a mark of zero if they are not completed before the specified due date and time.

Calculator Policy:

As noted in Academic Regulation 9.2, Calculators acceptable for use during quizzes, tests and examinations are intended to support the basic calculating functions required by most Arts and Science courses. For this purpose, the use of the Casio 991 series calculator is permitted and is the only approved calculator for Arts and Science students. This calculator sells for around $25 at the Queen's Campus Bookstore, Staples and other popular suppliers of school and office supplies.

Academic integrity:

Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.

Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic integrity is available at Integrity@Queen's University, along with Faculty or School specific information. Departures from

Page 145 of 201 academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.

Privacy Statement for Instructors Who Use External Software in Their Course

This course makes use of Pearson’s Hazard City Software for certain assignments. Be aware that by logging into the site, you will be leaving onQ, and accessing Pearson’s website and Hazard City. Your independent use of that site, beyond what is required for the course (for example, purchasing the company’s products), is subject to Pearson’s terms of use and privacy policy. You are encouraged to review these documents before using the site.

Individual needs and support

Learners with diverse learning styles and needs are welcome at Queen’s University. In particular, if you have a disability or health consideration that may require accommodations, please feel free to approach the instructor and/or Accessibility Services as soon as possible. The Accessibility Services staff is available by appointment to develop individualized accommodation plans, provide referrals and assist with advocacy. The sooner you let us know your needs, the better we can assist you in achieving your learning goals at Queen’s. For further information, visit the Student Wellness Services (http://www.queensu.ca/studentwellness/home). The class website is powered by the Brightspace by D2L Learning Environment that complies with common accessibility standards and every effort has been made to provide course materials that are accessible. If you find any element of this course difficult to access, please discuss with your instructor how you can obtain an accommodation.

Academic Considerations for Students in Extenuating Circumstances:

The Senate Policy on Academic Consideration for Students in Extenuating Circumstances (http://www.queensu.ca/secretariat/sites/webpublish.queensu.ca.uslcwww/files/files/policies/senate andtrustees/Academic%20Considerations%20for%20Extenuating%20Circumstances%20Policy%2 0Final.pdf) was approved in April, 2017. Queen’s University is committed to providing academic consideration to students experiencing extenuating circumstances that are beyond their control and which have a direct and substantial impact on their ability to meet essential academic requirements. Each Faculty has developed a protocol to provide a consistent and equitable approach in dealing with requests for academic consideration for students facing extenuating circumstances. Arts and Science undergraduate students can find the Faculty of Arts and Science protocol and the portal where they submit a request at: http://www.queensu.ca/artsci/accommodations. Students in other Faculties and Schools should refer to the protocol for their home faculty.

Statement of the Location and Timing of Final Examinations:

Page 146 of 201 As noted in Academic Regulation 8.2.1, “the final examination in any class offered in a term or session (including Summer Term) must be written on the campus on which it was taken, at the end of the appropriate term or session at the time scheduled by the Examinations Office.” The exam period is listed in the key dates prior to the start of the academic year in the Faculty of Arts and Science Academic Calendar and on the Office of the University Registrar’s webpage. A detailed exam schedule for the Fall Term is posted before the Thanksgiving holiday; for the Winter Term it is posted the Friday before Reading Week, and for the Summer Term the window of dates is noted on the Arts and Science Online syllabus prior to the start of the course. Students should delay finalizing any travel plans until after the examination schedule has been posted. Exams will not be moved or deferred to accommodate employment, travel /holiday plans or flight reservations.

Social Media & “open note sharing” Website Warning

There is a ‘zero-tolerance’ policy for copyright infringement. Recent publication of copyrighted GEOL 104 material has resulted in disciplinary actions against a few students for breach of Queen’s policies (see: https://onq.queensu.ca/d2l/home/177412 ). Please use OnQ for sharing of course material and do not use for-profit websites such as Oneclass. When in doubt, please contact the instructor before sharing.

Page 147 of 201 ENVIRONMENTAL GEOLOGY AND NATURAL HAZARDS GEOL 106 WINTER 2018 one 3-hour lecture per week Monday 6:30 PM - 9:30 PM Dunning Hall Auditorium

Primary Instructor: ANDRÉ TESSIER Email: [email protected] Office: N/A

Teaching Assistants: Claire Leighton Email: [email protected]

Prerequisites: None Intended Student Learning Outcomes: To complete this course, students will demonstrate their ability to: 1. identify and understand the causes of a variety of Natural Hazards 2. evaluate the impacts of Natural Hazards on humanity and human infrastructure 3. formulate a plan for the mitigation of a risk from Natural Hazards Calendar Description - GEOL 106/3.0 Environmental Geology and Natural Hazards The relationship between human-kind and our ever-changing planet, with a focus on natural geologic hazards (volcanic eruptions, earthquakes, landslides, tsunamis, mass movement, floods, extraterrestrial impacts, etc.), and environmental impacts which result from population and land-use expansion and our increased use of water, energy and mineral resources. A study of the sources and impact of pollution and global climate change. Public perception of and response to geological risk. LEARNING HOURS 120 (36L;12O;72P) Topics to be Covered: Introduction to Natural Hazards & Geology Plate tectonic Theory Earthquake & Tsunami Hazards Volcanic Hazards Flood Hazards Mass Wasting and Landslides Subsidence, soils and Groundwater Weather – Hurricane Hazards Coastal Hazards Impacts and Extinctions Earth's Resources & Climate Change * we may not cover all of these topics.

Page 148 of 201 Required Textbook & Resources:

“Natural Hazards: Earth's Processes as Hazards Disasters, and Catastrophes”, 4th Edition, by Edward A. Keller and Duane E. Devecchio. “Mastering Geology without Pearson eText for Hazard City, 5/e, ISBN 9780321970343” Online exercises (available from the Campus Bookstore)

Grading Scheme:

All components of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale:

Queen’s Official Grade Conversion Scale

Numerical Course Grade Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

Assignments (Hazard City Exercises) 30% Mid-Term Exam (week 7 - after Reading Week) 25% Final Exam 45%

Late Policy:

All assignments to be completed will be available on onQ. These assignments will receive a mark of zero if they are not completed before the specified due date and time.

Calculator Policy:

Page 149 of 201 As noted in Academic Regulation 9.2, Calculators acceptable for use during quizzes, tests and examinations are intended to support the basic calculating functions required by most Arts and Science courses. For this purpose, the use of the Casio 991 series calculator is permitted and is the only approved calculator for Arts and Science students. This calculator sells for around $25 at the Queen's Campus Bookstore, Staples and other popular suppliers of school and office supplies.

Academic integrity:

Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.

Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic integrity is available at Integrity@Queen's University, along with Faculty or School specific information. Departures from academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.

Privacy Statement for Instructors Who Use External Software in Their Course

This course makes use of Pearson’s Hazard City Software for certain assignments. Be aware that by logging into the site, you will be leaving onQ, and accessing Pearson’s website and Hazard City. Your independent use of that site, beyond what is required for the course (for example, purchasing the company’s products), is subject to Pearson’s terms of use and privacy policy. You are encouraged to review these documents before using the site.

Accommodations Statement:

Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit the Student Wellness website at: http://www.queensu.ca/studentwellness/accessibility-services/

Academic Considerations for Students in Extenuating Circumstances:

Page 150 of 201

The Senate Policy on Academic Consideration for Students in Extenuating Circumstances (http://www.queensu.ca/secretariat/sites/webpublish.queensu.ca.uslcwww/files/files/policies/senate andtrustees/Academic%20Considerations%20for%20Extenuating%20Circumstances%20Policy%2 0Final.pdf) was approved in April, 2017. Queen’s University is committed to providing academic consideration to students experiencing extenuating circumstances that are beyond their control and which have a direct and substantial impact on their ability to meet essential academic requirements. Each Faculty has developed a protocol to provide a consistent and equitable approach in dealing with requests for academic consideration for students facing extenuating circumstances. Arts and Science undergraduate students can find the Faculty of Arts and Science protocol and the portal where they submit a request at: http://www.queensu.ca/artsci/accommodations. Students in other Faculties and Schools should refer to the protocol for their home faculty.

Statement of the Location and Timing of Final Examinations:

As noted in Academic Regulation 8.2.1, “the final examination in any class offered in a term or session (including Summer Term) must be written on the campus on which it was taken, at the end of the appropriate term or session at the time scheduled by the Examinations Office.” The exam period is listed in the key dates prior to the start of the academic year in the Faculty of Arts and Science Academic Calendar and on the Office of the University Registrar’s webpage. A detailed exam schedule for the Fall Term is posted before the Thanksgiving holiday; for the Winter Term it is posted the Friday before Reading Week, and for the Summer Term the window of dates is noted on the Arts and Science Online syllabus prior to the start of the course. Students should delay finalizing any travel plans until after the examination schedule has been posted. Exams will not be moved or deferred to accommodate employment, travel /holiday plans or flight reservations.

Page 151 of 201 GEOL 107/GEOE 207 — HISTORY OF LIFE — 2017

Calendar Description: The history of life, from its inception four billion years ago to the present day, focusing on the inter-relationship between organic evolution and global change. Coevolution of early life and the atmosphere; development of marine animals and their ecosystems; invasion of the land; dinosaurs and their world; mass extinctions; the Age of Mammals; and hominid evolution.

Contents and theme of the course: History of Life is intended to complement other courses in the Biology, Geography, and Geology departments by providing a long-term temporal perspective on the evolution of life. The emphasis is on the 3.5 billion year fossil record of life and the information it gives about the evolution of organisms and their ecosystems. Some of the questions we will discuss are: 1) What have been the main stages in the 3.5 billion year evolution of life? 2) What have been the main trends and processes involved in the evolution of life? 3) How has global change (e.g. movement of the continents, ice ages and other climate changes, major volcanic eruptions, meteorite impacts, etc.) affected the evolution of life? 4) How, in turn, has the continuing evolution of life changed the nature of the Earth itself? 5) What can this tell us about our own beginnings and possible future?

2017 Course Summary: Professor: Dr. Guy Narbonne Office: Bruce 551 (Bruce Wing of Miller Hall) Office Hours: Monday-Friday, 10:30-11:30. Please email to make an appointment. Email for the course: [email protected] (questions on course content, lectures, or exams) Email for the labs: [email protected] (questions on labs or lab sections) Textbook: History of Life (5th Edition), 2013, Richard Cowen, Wiley-Blackwell, 302 p.) is recommended but is not strictly required for this course. We will begin to use the textbook heavily starting with Lecture 7, and then we will cover an average of one chapter per lecture. The 5th edition is the most recent and up to date, and my PowerPoint lectures and pdf lecture summaries in onQ are specifically keyed into this edition. Lecture Summaries: Short summaries and diagrams of next week’s lecture notes will be posted in the course website onQ at the end of the preceding week. Marking Scheme: Lab Assignments 20% Lab Exams and Quizzes 20% Midterm Exam 10% Final Exam 50% You must obtain a mark of at least 40% in the final exam in order to pass the course!

Tests and Quizzes: Geologic Timescale Quiz – Sept. 28, in your regular class (Chernoff Auditorium) Virtual Lab Exam - October 11, in your regular class (Chernoff Auditorium) Midterm Exam - October 13, in your regular class (Chernoff Auditorium) Diorama Exam - November 14-17, 18:30-18:45 (Miller 210, at the beginning of Lab III)

Page 152 of 201 GEOL 107/GEOE 207 — HISTORY OF LIFE 2017 Lecture and Lab Schedule

Lectures (Monday, Wednesday, and Thursday - Chernoff Auditorium): Sept 11 1. Introduction. Overview of “deep time” and the history of life Sept 13 2. Dating the history of life Sept 14 3. Plate tectonics - how the world works Sept 18 4. Evolution - how life works Sept 20 5. Classification of life Sept 21 6. Origin of the Earth and Life Sept 25 7. Early evolution on Earth and the search for life on Mars Sept 27 8. Origin of Earth’s atmosphere - the Great Oxidation Event Sept 28 9. The union of life: Eukaryotes + Geologic Timescale Quiz Oct 2 10. When Life Got Big - the Ediacaran experiment Oct 4 11. When Life Got Hard – the Cambrian Explosion Oct 5 12. Life in a changing world - the climate puzzle Oct 9 Classes Cancelled – Thanksgiving Oct 11 Virtual Fossil Exam Oct 12 Mid-term Exam (to the end of Lecture 12) Oct. 16 13. Life in a changing world - biogeography and diversity Oct. 18 14. “Water World” - Kingston in the Ordovician Oct. 19 15. Early vertebrates and the colonization of fresh water Oct. 23 16. Leaving the water - land plants Oct. 25 17. Leaving the water – early tetrapods and the origin of thermoregulation Oct. 26 18. The Permian Extinction and the Triassic Takeover Oct 30 19. Dinosaur controversies 1 - Dinomotion Nov 1 20. Dinosaur controversies 2 - Warm-blooded dinosaurs? Nov 2 21. Dinosaur controversies 3 - Carnosaurs Nov 6 22. Dinosaurs overhead? The Mesozoic evolution of birds Nov 8 23. Plant and marine life in the age of the dinosaurs Nov 9 24. Underfoot: Mammals in the age of dinosaurs Nov 13 25. End of an Era - Extinction of the dinosaurs Nov 15 26. Paleogene radiation: Mammals inherit the Earth Nov 16 27. Cenozoic mammals - guilds and evolution Nov 20 28. Cenozoic mammals - geography and evolution Nov 22 29. Primate origins Nov 23 30. Evolving towards humans Nov 27 31. From Lucy to language Nov 29 32. "The future eaters": Humans, ice ages, and the demise of giants Nov 29 33. Final review Dec 4 Optional exam preparation lecture

Labs (18:30--19:30 in M210; 19:00-21:30 in M102 and M106) Lab I – Biostratigraphy September 25-28 Lab II - Dinosaur cladistics October 23-26 Lab III - Dinosaur ecology November 13-16 (+ Diorama Exam) Three labs spaced throughout the course provide hands-on experience with actual fossils. Labs will run during three weeks of the course (see above) and for each of these you are required to attend one evening (Monday, Tuesday, Wednesday, or Thursday) from 6:30-9:30 p.m. We will meet in Miller 210 at 6:30 p.m. for a lab introduction, then move to Miller 102 and 106 for the lab exercise. Print out the lab assignments from onQ before the lab. Completed assignments are due at the end of the lab session and will be returned at the beginning of the next lab.

Page 153 of 201

GEOL 107/GEOE 207 — HISTORY OF LIFE

A few ground rules: 1) We have varied backgrounds. - students are from 20 different programs across the whole university, 1st to 4th year - I will try to use simple terms and to define all the terms that I do use (in return, ask if I use any undefined terms) - I will try to provide introductions that are understandable by everyone (in return, geologists and biologists will have to bear with me for a bit at the beginning) - Students with diverse learning styles and needs are welcome in this course. If you have a situation that requires accommodations, please contact Queen’s Accessibility Services as soon as possible.

2) This is a large class and a complex subject - Feel free to interrupt at any time for definitions - Save up any questions for the discussion period at the end of the class

3) This course is about science, not religion or philosophy - evolution is a mechanism and a scientific explanation that should not impact on religious or philosophical faith - You are required to know the course material but, as in any other course, you alone must decide what you will believe

Tips on studying the History of Life: 1) Skipping lectures is DEATH! -the notes posted on the web are skeletal and you will need to follow along and annotate them during the lecture -the final exam will be based almost entirely on the lectures. You need to attend these lectures to have any hope of obtaining the required 40% in the final to pass the course

2) Download the notes from the website before the lecture and annotate during the lecture. Notes for each week are posted on the website on the preceding Friday afternoon.

3) The textbook is highly recommended, particularly for anyone who wants to read a different perspective on the same material -my PowerPoint lectures and lecture notes are keyed into the latest edition (5th edition) -the textbook is intended to supplement my lectures, not replace them. We will not use the textbook until Lecture 7, and then will cover an average of one chapter per lecture.

4) Make sure to complete all the labs. They are intended for teaching, not testing, and the class average on the labs will be high.

5) Ask a question or send an email if there is something you don’t understand.

6) Look over the previous exams using exambank < http://library.queensu.ca/exambank/>. Most of the questions will be different, but the format will be nearly the same.

7) See for Queen's University guidelines and descriptions of academic integrity.

Page 154 of 201 INTRODUCTION TO “DEEP TIME”

 geology is nearly unique among the sciences in the range of space and time that have to be understood  the age of the universe (14 billion years) or the Earth (4.6 billion year) is almost impossible for the public to comprehend (counting at the rate of 1 number per second it would take nearly 145 years to count to 4.6 billion)  as the table below shows, life first appeared early in Earth history but complex life and human development are rather late innovations:

Age % Time elapsed since Event (in years) formation of the Earth

Formation of the Earth 4.567 billion N/A Oldest rocks 4.017 billion 12.7 Oldest fossils (Bacteria) 3.5 billion 23.9 Oldest algae 1.2 billion 73.9 Oldest animals 570 million 86.5 Cambrian “explosion” 530 million 86.8 Kingston fossils and rocks 460 million 90.0 First land animals 410 million 91.1 First dinosaurs 228 million 95.0 First birds 220 million 95.2 Extinction of the dinosaurs 65 million 98.6 First hominids 4 million 99.92 Last ice age in Kingston 14 thousand 99.9998 Aboriginals reach North America 14 thousand 99.9998 Construction of the Pyramids 4,500 99.99992 Europeans “discover” America 500 99.99999

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Course Description

This blended course takes a place and space based approach to social problems widely considered important including energy, the environment, economy, urbanism, social division, public space, racism, colonialism, spatial justice, and migration. In this class we will work to understand the forces that make the world we live in and remake by our actions. University Operating Dates

Sept 1 Tuition due

Sept 6 Classes start

Sept 19 Last day to add courses

Last day to drop courses without financial penalty

Nov 2 Last day to change exam centre

Last day to submit exam accommodation requests (If applicable)

Last day to drop without academic penalty

Nov 30 Classes end

Dec 5-20 Exam period

Learning Outcomes

By the end of the course, successful students will be able to:

1. Apply a place and space based approach to discuss and analyze complex social problems.

2. Identify the causes of the fundamental inequalities that shape our world (e.g. colonial legacies, distribution of resources, health disparities, etc.) to explain their impact on our world at multiple scales.

3. Develop their geographical imagination, learning more about the place of Kingston, and the welcoming geographical community here at Queen’s.

4. Explore issues, ideas, artifacts, and events through active listening, discussion with peers, critical reading and creative research.

Course Materials

E-text access code available from the Queen's Campus Bookstore (http://www.campusbookstore.com).

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Knox, P.L., Marston, S.A. & Imort, M. (2015). Human Geography. Places and Regions in Global Context. 5th Canadian edition.

e-Reserves

You may also check the Bookstore for used hard copies of the above edition as well. A copy is on 3-hour loan in Stauffer Library.

All other required course readings will be made available electronically. Suggested Time Commitment

You can expect to spend, on average, about 9-10 hours per week completing relevant readings, assignments, and course activities.

Reading: 2-4.5 hours (as needed)

Lecture: 1.5 hours

Tutorial: 1.5 hours Weighting of Assessments

Weekly Quizzes 10% The Geography of X: Proposal 5% The Geography of X: The Route Map 10% The Geography of X: Essay-Letter 20% Learning Labs (best 10 of 11) 30% Midterm Quiz 5% Final Exam 20%

Final Proctored Exam

Once the exam schedule has been finalized the exam date will be posted on your SOLUS account. Students living in the Kingston area will write their final exam on Queen’s campus. Students writing off campus will receive an email to their Queen’s email account with full details of date/time/location of their exam. Please note: off campus exams will be held on the same day as Kingston exams, but the start time may vary slightly due to the requirements of the off-campus exam centre.

When you registered for the course, you indicated the exam centre location. If you do not remember the exam location you chose, or if you wish to change your exam location, please email: [email protected] or call 613-533-3322. The deadline for changing your exam centre can be found on the Queen's Arts & Science Online website. You must request the change prior to this deadline or you will be subject to a non-refundable administrative fee of $100.00 per exam.

Location and Timing of Final Examinations

As noted in Academic Regulation 8.2.1, “the final examination in any class offered in a term or session (including Summer Term) must be written on the campus on which it was taken, at the end of the

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appropriate term or session at the time scheduled by the Examinations Office.” The exam period is listed in the key dates prior to the start of the academic year in the Faculty of Arts and Science Academic Calendar and on the Office of the University Registrar’s webpage. A detailed exam schedule for the Fall Term is posted before the Thanksgiving holiday; for the Winter Term it is posted the Friday before Reading Week, and for the Summer Term the window of dates is noted on the Arts and Science Online syllabus prior to the start of the course. Students should delay finalizing any travel plans until after the examination schedule has been posted. Exams will not be moved or deferred to accommodate employment, travel /holiday plans or flight reservations. Assessments and Activities Description

We design quality courses with the primary goal to engage our learners with the learning materials. Research suggests that learners who actively participate in the learning environment take more responsibility for their performance in the course and consider the course as more valuable and more directly related to their goals. This is the reason we integrate active learning strategies in all our courses.

Here are some example strategies you will most likely find in one of your courses: small group work, problem solving exercises, debates, role-play and many more.

Weekly Quizzes

There are 10 weekly quizzes, each open after the weekly lecture (opens at 4 pm and closes the next day by 8 am) plus a mid-term quiz that will be held in class. These weekly quiz questions will assist you in assessing your understanding of your Tuesday lecture (including the Spotlight Speaker) as well as your weekly readings (which should be read BEFORE your lecture). Each quiz has 3 questions and is worth 1% of the course grade; only Question 1 and Question 2 are graded. Question 3 is a practice question for which feedback examples are provided. These 10 weekly quizzes are worth, in total, 10% of the course grade: the one mid-term quiz on 23rd October is worth 5%. These low-stakes assessments offer direction with your studies by determining gaps in your knowledge, and will also help you to prepare for your final exam. They will also help you to come to learning labs prepared and on a level playing field. Please remember that attending lecture is necessary if you wish to do well in this course.

The Geography of X Overview

This assignment asks you to be at once a detective, analyst and storyteller; that is, a very good geographer. You will choose something (let's call it "X") that you have purchased and find out where it comes from. Trace out and succinctly summarize the chain of locations and processes that has enabled this good (X) to come to you. During the term, you will work on several assignments that are part of the The Geography of X assignment including a proposal, bibliography and route map and a research paper. Below is a brief overview of each assignment. You will find a more detailed description within the course.

The Geography of X: Proposal

Assessment incudes the following criteria:

1. Is there a defined focus and a coherent rationale for why the topic was chosen?

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2. Does the thesis statement explain the preliminary argument in clear terms? 3. Is the research plan clearly laid out and does it make sense? 4. Are the five preliminary sources cited suitable and credible? 5. a) Is the citation style comprehensive and consistent? 5. b) Is the proposal well organized and is the writing clear, free of errors and grammatically correct?

The Geography of X: The Route Map

Assessment includes the following criteria:

1. Does the map engage seriously and creatively with the questions listed in the assignment instructions? 2. Does the map demonstrate a "care-full" and legible attempt to show the "lines of geographical connection" relating to the "X"? 3. Was the map displayed in class by its creator at Café X?

The Geography of X: Essay-Letter

Assessment considers the following criteria:

1. Depth of analysis

2. Grasp of reading

3. Thesis Paragraph

4. Evidence

5. Conclusion

6. Organization

7. Clarity

8. Mechanics

Learning Labs

Learning Lab Activities are designed to reinforce concepts from all aspects of the course. These activities are intended to help you extend your understanding of the course material. An outline of each activity will be posted to onQ. You must attend the same tutorial time each week.

Each learning lab is worth 3%.

Policy for Missing Learning Lab

**Mark – best 10 out of 11 so can miss one without penalty. Otherwise, you will lose 3 marks for missed lab.

Proctored Final Exam

The Final Exam is three hours in length and includes multiple-choice and short answer questions based on the material from the entire term. The specific dates for each exam will be announced later in the term by the Registrar’s office. Once the exam schedule has been finalized the exam date will be posted on your SOLUS account. Students should delay finalizing any travel plans until after the

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examination schedule has been posted. Exams will not be moved or deferred to accommodate employment, travel /holiday plans or flight reservations.

Late Policy

If special circumstances, a paper deadline extension necessary, it must be arranged in advance. Without prearranged permission, late assignments will lose 5% per day. Grading

All components of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale:

Queen’s Official Grade Conversion Scale

Numerical Course Grade Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

Contacting the Teaching Team

The teaching team contact information is located on the Homepage of the course (see “Teaching Team”).

Please feel free to see Dr. Cameron during her weekly office hours for help with your course questions. No question is too big or small when you come see her in person. Your TA also has a weekly office hour and is just as keen to meet with you. You may also post your general questions about the course to the Course Questions Forum, (located under Help in the navigation bar). Feel free to help answer your peers’ questions on this forum.

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When using your Queen’s email to your Professor or TA for brief inquires, please use the subject header: GPHY 101. Many thanks. For more detailed conversations, please come see us in our office hours. We look forward to seeing you! Course Feedback

At various points during the course, students may be asked to take part in a variety of feedback activities (such as questionnaires and exit tickets).

This feedback enables the team to make any adjustments necessary to improve the online learning environment. Additional student feedback will be sought throughout the course. All surveys are anonymous, and directly related to activities, assessments, and other course material. Netiquette

In any course you often communicate with your peers and teaching team through electronic communication. You are expected to use the utmost respect in your dealings with your colleagues or when participating in activities, discussions and online communication.

Here is a list of netiquette guidelines. Please read them carefully and use them to guide your communication in this course and beyond.

1. Make a personal commitment to learn about, understand, and support your peers.

2. Assume the best of others and expect the best of them.

3. Acknowledge the impact of oppression on the lives of other people and make sure your writing is respectful and inclusive.

4. Recognize and value the experiences, abilities, and knowledge each person brings.

5. Pay close attention to what your peers write before you respond. Think through and re-read your before you post or send them to others.

6. It’s ok to disagree with ideas, but do not make personal attacks.

7. Be open to be challenged or confronted on your ideas and challenge others with the intent of facilitating growth. Do not demean or embarrass others.

8. Encourage others to develop and share their ideas.

Queen's Email

The university communicates with students via Queen's email. Please check your email regularly to ensure you do not miss important information related to your course. Copyright

The material on this website is copyrighted and is for the sole use of students registered in GPHY

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101. The material on this website may be downloaded for a registered student’s personal use, but shall not be distributed or disseminated to anyone other than students registered in GPHY 101. Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement. Accessibility/Accommodations

Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities.

If you are a student with a disability and think you may require accommodations, you are strongly encouraged to contact the Queen's Student Accessibility Services (QSAS) as early as possible. For more information, including important deadlines, please visit the QSAS website.

Students with course accommodations should contact CDS immediately following registration to inform them of any accommodations to their timed assessments and/or final exam(s). Academic Considerations for Students in Extenuating Circumstances

The Senate Policy on Academic Consideration for Students in Extenuating Circumstances was approved in April, 2017. Queen’s University is committed to providing academic consideration to students experiencing extenuating circumstances that are beyond their control and which have a direct and substantial impact on their ability to meet essential academic requirements. The Faculty of Arts and Science has developed a protocol to provide a consistent and equitable approach in dealing with requests for academic consideration for students facing extenuating circumstances, which can be found at: http://www.queensu.ca/artsci/accommodations Academic Integrity

Academic integrity is constituted by the six core fundamental values of honesty, trust, fairness, respect, responsibility, and courage.

These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.

Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Arts and Science Calendar (see Academic Regulation 1), on the Arts and Science website, and from the instructor of this course.

Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an

7 of 8 Page 1622018-09-07, of 201 10:00 AM https://onq.queensu.ca/content/enforced/213141-GPHY101/Admini...

assignment to the failure of a course to a requirement to withdraw from the university. Computer Requirements

Microsoft Windows Client Mac Client

Vista/Windows 7/Windows 8 OS X 10.8 or higher Intel Core 2 Duo processor Intel i5 processor 4 GB RAM 4 GB RAM Soundcard with speakers and microphone or Internal, USB or external iSight microphone or preferably a headset preferably a headset Webcam Webcam

Supported Browsers Internet Connection

Chrome (latest version) Wired high speed access: Cable or better Firefox (latest version) (wifi is not recommended) Safari (latest version on 64-bit Intel processors only)

Java Media Player Adobe Reader

Latest version Flash (latest version) Latest Version

Students Studying or Travelling Abroad

If you plan to travel, we strongly recommend that you confirm Internet availability in your host country prior to departure. In the past, students in other countries have been blocked from accessing certain websites relevant to their courses, as well as onQ. It is the responsibility of all students to book travel around course work, as we cannot change the format or timing on assessments or assignments as a result of travel plans.

8 of 8 Page 1632018-09-07, of 201 10:00 AM GPHY 102 Earth System Science Queen’s University, Winter Term 2018 Tuesday 1230, Thursday 1130, Friday 1330; Etherington Auditorium

Instructor Dr. Paul Treitz Office: M-C D127 Phone: 613-533-6448 E-mail: [email protected] Office Hours: Tuesday 1530-1630 and Friday 1100-1200

Teaching Assistants: Casey Beel, Valerie Freemantle, Jacqueline Hung, Chris Radford, Chen Shang, Rachel Wasson, Emma Webb TA Office Hours: Tuesday 1030-1230 and Wednesday 0930-1130 (M-C E104)

COURSE DESCRIPTION This course introduces the major concepts studied in Earth System Science (ESS). The fundamental processes and interrelationships between the atmosphere, hydrosphere, lithosphere and the biosphere are investigated to serve as a basis for understanding natural systems, particularly at, or near, the Earth’s surface. Course topics include:  Weather and Climate Systems (the global energy system, atmospheric processes, temperature, precipitation, winds/currents, climates across latitudes);  Systems and Cycles of the Solid Earth (the lithosphere and the tectonic system);  Systems of Landform Evolution (weathering, the water cycle, fluvial processes, glacial systems); and  Systems and Cycles of Soils and the Biosphere (soil systems, biogeographic processes, terrestrial biomes).

INTENDED STUDENT LEARNING OUTCOMES To complete this course, students will demonstrate their ability to: 1. obtain a critical understanding of key concepts and laws governing physical geography / earth system science (e.g., electromagnetic radiation, climatology and meteorology, geomorphology, hydrology, geography of soils, biogeography); 2. understand the processes giving rise to patterns and phenomena observed in the earth system at local, regional and global scales; 3. examine the tools used by geographers to study spatial and temporal patterns (maps, geographic information systems, remote sensing, mathematical modelling and statistics); and 4. explore the manner in which humans are linked to and impact the earth system (e.g., climate change, biodiversity, pollution, carbon and nutrient cycling).

REQUIRED TEXTBOOK Strahler, A. and W.O. Archibald, 2011. Physical Geography: Science and Systems of the Human Environment, Canadian Version, 5th Edition, John Wiley & Sons (available at the bookstore). A copy of this text has been placed on three-hour reserve in the Stauffer Library.

COURSE COMMUNICATION An onQ site has been set up for this course. You will have access to this once you are registered in the course. Lecture slides will be posted to the site and I will make every attempt to have them available well ahead of class. Practicum exercises and assignments will also be available for download. Note that

Page 164 of 201 due to the University copyright policy, some figures or materials on lecture slides will not be available on the materials posted on Moodle.

We value direct communication with you wherever possible. Given that the class size is approximately 300 students we ask that you try and avoid communication by email in favour of direct personal communication whenever possible. I will be available for questions after most classes and during office hours. When email communication is necessary you should include GPHY102 in the subject heading of the message.

Teaching assistants are the first point of contact for questions regarding practicums and assignments (emails will be provided to you at your first practicum session in January). In addition to scheduled tutorials, we will hold regular office hours (Tuesday 1030-1230 and Wednesday 0930-1130 in Room M-C E104) starting in Week 3.

PRACTICUM SESSIONS All students are enrolled in a scheduled practicum held one hour each week in M-C E104. The first practicum will be held during the second week of classes (week of January 15). You may attend only the practicum section in which you are enrolled. There will be no practicum session during Week 7, the week of the mid-term examination. Under special circumstances (e.g. illness) you may attend another practicum section, but arrangements to do so must first be made with the appropriate teaching assistant.

There are three thematic units with an assignment due for each unit. Practical exercises form the basis of practicum activities. There are materials for you to work with during the practicum period that are not available outside of practicum time, so it is important that you attend all practicums. Instructions for practicum exercises and assignments will be available on onQ.

GRADING SCHEME and GRADING METHOD

All components of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade using the Faculty of Arts and Science approved grade conversion scale (see below).

A. Lab Assignments (3 @ 15% each = 45%) The practicum sessions meet most weeks (see practicum schedule below). The goal of these sessions is to introduce students to practical methods in Earth System Science. Most weeks, a short practice assignment will be carried out and students will be given verbal feedback and assistance during the session. These skills will culminate in three longer assignments that are worth 15% each. Practicum and assignment schedule dates follow in this syllabus.

All assignments are due at the beginning of your regularly scheduled practicum session. Assignments are due in Weeks 5, 9, and 12. Your assignment MUST be handed directly to your teaching assistant in your practicum session. If not handed in during your regularly scheduled practicum, it is late. The TA will record submitted assignments.

All late assignments must be brought to the Geography main office (M-C E208) and stamped with a time/date. There will be a penalty of 20% per day for late assignments (i.e., 3%/15% per day). There will be no drop-box arrangements.

Page 165 of 201 B. Virtual Field Trip Report (15%) A ‘virtual’ field trip will be conducted during lecture. Attendance in these lectures is critical to completing a successful report. |You can discuss your report with the teaching assistants during office hours as per the TA office hour schedule or with the instructor. The field trip report is due at the beginning of your practicum in week 11 (week of March 26th).

C. Midterm Exam: Thursday, March 1 (15%) The midterm exam will focus on topics covered in lecture, practicum and assigned readings up to the lecture before the exam. The exam will be multiple choice and written in the lecture theatre during the assigned class time. Please be sure to be on time and prepared with several pencils and an eraser to complete the test form.

D. Final Exam (25%) The final exam will be scheduled during the final exam period and will focus on all topics covered in lecture, practicum assignments and assigned readings. The exam will contain a mixture of multiple choice and short answer questions.

GRADING SCHEME and GRADING METHOD In this course, all components will be graded using numerical percentage marks. Your course average will then be converted to a final letter grade according to Queen’s Official Grade Conversion Scale:

Queen’s Official Grade Conversion Scale Grade Numerical Course Average (Range) A+ 90-100 A 85-89 A- 80-84 B+ 77-79 B 73-76 B- 70-72 C+ 67-69 C 63-66 C- 60-62 D+ 57-59 D 53-56 D- 50-52 F 49 and below

CALCULATOR POLICY As noted in Academic Regulation 9.2, Calculators acceptable for use during quizzes, tests and examinations are intended to support the basic calculating functions required by most Arts and Science courses. For this purpose, the use of the Casio 991 series calculator is permitted and is the only approved calculator for Arts and Science students. This calculator sells for around $25 at the Queen's Campus Bookstore, Staples and other popular suppliers of school and office supplies.

ACADEMIC INTEGRITY Queen’s students, faculty, administrators and staff all have responsibilities for supporting and upholding the fundamental values of academic integrity. Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see www.academicintegrity.org) and by the quality of courage. These values and qualities are central to the

Page 166 of 201 building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University.

Students are responsible for familiarizing themselves with and adhering to the regulations concerning academic integrity. General information on academic integrity is available at Integrity@Queen's University, along with Faculty or School specific information. Departures from academic integrity include, but are not limited to, plagiarism, use of unauthorized materials, facilitation, forgery and falsification. Actions which contravene the regulation on academic integrity carry sanctions that can range from a warning, to loss of grades on an assignment, to failure of a course, to requirement to withdraw from the university.

Please ask Dr. Treitz, or your TA, if you are at all unsure about this. It pays to clear up any uncertainties in advance!

TURNITIN STATEMENT Queen’s University has partnered with the third-party application Turnitin to help maintain our standards of excellence in academic integrity. Turnitin is a suite of tools that provide instructors with information about the authenticity of submitted work and facilitates the process of grading. Submitted files are compared against an extensive database of content, and Turnitin produces a similarity report and a similarity score for each assignment. A similarity score is the percentage of a document that is similar to content held within the database. Turnitin does not determine if an instance of plagiarism has occurred. Instead, it gives instructors the information they need to determine the authenticity of work as a part of a larger process.

COPYRIGHT OF COURSE MATERIALS This material is copyrighted and is for the sole use of students registered in GPHY 102. This material shall not be distributed or disseminated to anyone other than students registered in GPHY 102. Failure to abide by these conditions is a breach of copyright, and may also constitute a breach of academic integrity under the University Senate’s Academic Integrity Policy Statement.

ACCOMMODATIONS STATEMENT Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit the Student Wellness website at: http://www.queensu.ca/studentwellness/accessibility-services/

ACADEMIC CONSIDERATIONS for STUDENTS in EXTENUATING CIRCUMSTANCES The Senate Policy on Academic Consideration for Students in Extenuating Circumstances (http://www.queensu.ca/secretariat/sites/webpublish.queensu.ca.uslcwww/files/files/policies/Extenuat ingCircumstancesPolicyFinal.pdf) was approved in April, 2017. Queen’s University is committed to providing academic consideration to students experiencing extenuating circumstances that are beyond their control and which have a direct and substantial impact on their ability to meet essential academic requirements. The Faculty of Arts and Science is developing a protocol to provide a consistent and equitable approach in dealing with requests for academic consideration for students facing extenuating circumstances, which will be posted on the Faculty of Arts and Science website in Fall, 2017.

Page 167 of 201 LOCATION and TIMING of FINAL EXAMINATIONS As noted in Academic Regulation 8.2.1, “the final examination in any class offered in a term or session (including Summer Term) must be written on the campus on which it was taken, at the end of the appropriate term or session at the time scheduled by the Examinations Office.” The exam period is listed in the key dates prior to the start of the academic year in the Faculty of Arts and Science Academic Calendar and on the Office of the University Registrar’s webpage. A detailed exam schedule for the Winter Term it is posted the Friday before Reading Week. Students should delay finalizing any travel plans until after the examination schedule has been posted. Exams will not be moved or deferred to accommodate employment, travel /holiday plans or flight reservations.

Lecture Schedule for Geography 102, Winter 2018*

WEEK LECTURE A LECTURE B LECTURE C READINGS Tuesday 1230 Thursday 1130 Friday 1330 Strahler & Archibold (5th ed.) Earth System Science and Physical Geography 1. Jan. 8 Introduction to C1: Physical Geography C2: Earth as a Rotating Chapters 1-2 Geography102 and ESS Planet Weather and Climate Systems 2. Jan. 15 C3: The Global Energy C4: Air Temperature C5: Winds and Global Chapters 3-5 System Circulation 3. Jan. 22 C6: Atmospheric C7: Weather Systems C8: Global Scope of Chapters 6-8 Moisture & Precipitation Climate 4. Jan. 29 C9: Low-Latitude C10: Mid- and High- Virtual Field Trip 1 Chapters 8-10 Climates Latitude Climates Field Trip Guide Systems and Cycles of the Solid Earth 5. Feb. 5 C11: Earth Materials and C12: The Lithosphere and C13: Volcanic and Chapters 11-13 the Cycle of Rock the Tectonic System Tectonic Landforms Assignment 1 due in Transformation practicum. Systems of Landform Evolution 6. Feb. 12 CL14: Weathering and C15: The Cycling of Water Virtual Field Trip 2 Chapters 14 -15 Mass Wasting on the Continents Field Trip Guide Feb. 19 Reading Week 7. Feb. 26 Mid-term Exam Review Mid-term Exam C16: Fluvial Processes Chapter 16 (Chapters 1-15) and Landforms

8. March 5 C17: Wind and Waves Special Presentations – C18: Glacier Systems Chapters 17-18 Graduate Student Research in ESS 9. March 12 C18: Glacier Systems Guest Lecture – Remote Sensing of Chapter 18 Dr. Scott Lamoureux Environmental Change Assignment 2 due in in the Canadian Arctic practicum. Systems and Cycles of the Biosphere 10. March 19 C19: Soil Systems Guest Lecture – C20 Systems and Cycles Chapter 19-20 Dr. Neal Scott of the Biosphere 11. March 26 C21: Biogeographic Guest Lecture – C21: Biogeographic Chapter 21 Processes Dr. Ryan Danby Processes Virtual Field Trip Report due in Practicum 12. April 2 C22: Earth’s Terrestrial Special Lecture – Remote Final Exam Review Chapter 22 Biomes Sensing of Forest Assignment 3 due in Inventory Variables practicum. * Please note that the lecture schedule is subject to change.

Page 168 of 201 Practicum Schedule for Geography 102, Winter 2018

WEEK UNIT TOPIC 1. Jan. 8 – 12 NO PRACTICUMS THIS WEEK

2. Jan. 15 – 19 1 (Climate) Earth and climate

3. Jan. 22 – 26 1 (Climate) Weather maps

4. Jan. 29 – Feb. 2 1 (Climate) Assignment 1

5. Feb. 5 – 9 2 (Geomatics) Topographic maps Assignment 1 due at the beginning of practicum. 6. Feb. 12 – 16 2 (Geomatics) Aerial photographs and imagery

Feb. 19 – 23 Reading Week 7. Feb. 26 – March 2 NO PRACTICUMS THIS WEEK Midterm Thursday March 1 8. March 5 – 9 2 (Geomatics) Assignment 2

9. March 12 – 16 3 (Landforms) Fluvial and aeolian landforms Assignment 2 due at the beginning of practicum. 10. March 19 - 23 3 (Landforms) Glacial and coastal landforms

11. March 26 - 30 3 (Landforms) Assignment 3 Virtual Field Trip Report due at the beginning of practicum. 12. April 2 - 6 Assignment 3 due at the beginning of practicum.

Page 169 of 201

Environmental Science – Major (Arts) – Bachelor of Arts (Honours)

ENSC-M-BAH

Subject: Administered by the School of Environmental Studies.

Plan: Consists of 60.0 units as described below.

Program: The Plan, alone, or in combination with a Minor in another subject, and with sufficient electives to total 120.0 units, will lead to a Bachelor of Arts (Honours) Degree.

1. Core (36.0 units) A. 3.0 units from BIOL 111/3.0 or BIOL 103/3.0 B. 9.0 units in ENSC 103/3.0, GPHY 101/3.0, GPHY 102/3.0 C. 3.0 units from GEOL 104/3.0; GEOL 106/3.0; GEOL 107/3.0 D. 9.0 units in DEVS 250/3.0, ENSC 201/3.0, ENSC 290/3.0 E. 6.0 units in ENSC 301/3.0, ENSC 390/3.0 F. 6.0 units from ENSC 430/6.0; ENSC 501/6.0; ENSC 502/12; or ENSC_Seminar

2. Option (24.0 units) Environmental Studies A. 9.0 units from ENSC 200/3.0, ENSC 305/3.0, ENSC 310/3.0, ENSC 321/3.0 B. 6.0 units from ENSC_Interdisciplinary_SocSci/Huma C. 3.0 units from ENSC Interdisciplinary_Humanities Environmental Science D. 3.0 units from ENSC_Integrative Science E. 3.0 units From STAT_Options

3. Supporting

4. Additional Requirements

5. Substitutions

6. Notes Students are advised to complete at least 15.0 units from the core courses in their first-year. A. Deferring 100-level courses to the final year of study is strongly discouraged. Students who opt to take ENSC 502/12 to satisfy Core requirement 1.F may use the further 6.0 B. units in electives and/or Plan requirements as approved by the Chair of Undergraduate Studies.

ENSC

Page 170 of 201

Environmental Science Course Lists

The following lists contain courses offered through other Departments. In accordance with Academic Regulation 2.5 (Access to Classes), students do not have enrolment priority in all of these courses. Access to these courses may only be made available during the Open Enrolment period, and then only if space permits.

ENSC_Integrative_Science Environmental Science/Studies Integrative Science Options BIOL 103/3.0; BIOL 201/3.0; BIOL 202/3.0; BIOL 335/3.0; ENSC 201/3.0; ENSC 301/3.0; ENSC 307/3.0; ENSC 320/3.0; ENSC 425/3.0; ENSC 471/3.0; ENSC 407/3.0; ENSC 480/3.0; ENSC 481/3.0; GEOL 106/3.0; GEOL 107/3.0; GEOL 200/3.0; GPHY 207/3.0; GPHY 209/3.0; GPHY 304/3.0; GPHY 306/3.0; GPHY 312/3.0; GPHY 314/3.0; GPHY 317/3.0; GPHY 318/3.0; GPHY 319/3.0; GPHY 418/3.0

ENSC_Interdisciplinary_Humanities Environmental Science/Studies Interdisciplinary Humanities Options CLST 214/3.0; DEVS 220/3.0; DEVS 221/3.0; PHIL 154/3.0; PHIL 203/3.0; PHIL 293/3.0; PHIL 310/3.0; PHIL 493/3.0; RELS 235/3.0

ENSC_Interdisciplinary_SocSci/Huma Environmental Science/Studies Interdisciplinary and Social Science and Humanities Options CHEE 342/3.0; CLST 214/3.0; DEVS 220/3.0; DEVS 221/3.0; DEVS 250/3.0; ECON 290/3.0; ENSC 200/3.0; ENSC 290/3.0; ENSC 301/3.0; ENSC 305/3.0; ENSC 307/3.0; ENSC 310/3.0; ENSC 311/3.0; ENSC 315/3.0; ENSC 320/3.0; ENSC 321/3.0; ENSC 391/3.0; ENSC 407/3.0; ENSC 420/3.0; ENSC 482/3.0; ENSC 483/3.0; ENSC 490/3.0; GPHY 336/3.0; GPHY 339/3.0; PHIL 154/3.0; PHIL 203/3.0; PHIL 293/3.0; PHIL 310/3.0; PHIL 493/3.0; RELS 235/3.0

ENSC_Seminar Environmental Science Seminar Options ENSC 407/3.0; ENSC 420/3.0; ENSC 425/3.0, ENSC 480/3.0; ENSC 483/3.0

STAT_Options Statistic Course Options BIOL 243/3.0; CHEE 209/3.0; COMM 162/3.0; ECON 250/3.0; GPHY 247/3.0; KNPE 251/3.0; NURS 323/3.0; POLS 385/3.0; PSYC 202/3.0; SOCY 211/3.0; STAT 263/3.0; STAT 267/3.0; STAT 367/3.0

ENSC Course Lists

Page 171 of 201 APPENDIX D BAH Student Demand #2 BAH Environmental Studies April 12, 2018 8:05 AM MDT

Q2 - If this BAH Environmental Studies was offered at Queen’s, what priority would you place on enrolling? Check one.

Extremely High: I would almost certainly consider enrolling

Relatively High: I would seriously consider the program, but I also have other priorities

Neither High nor Low: The program sounds intriguing, but I’m uncertain about making it a priority

Relatively Low: This program sounds interesting, but I don't think it's for me

Extremely Low: This is not a program that I would ever be interested in

0 10 20 30 40 50 60 70 80 90 100 110 120

# Field Choice Count

1 Extremely High: I would almost certainly consider enrolling 7.35% 23

2 Relatively High: I would seriously consider the program, but I also have other priorities 17.25% 54

3 Neither High nor Low: The program sounds intriguing, but I’m uncertain about making it a priority 24.28% 76

4 Relatively Low: This program sounds interesting, but I don't think it's for me 37.70% 118

5 Extremely Low: This is not a program that I would ever be interested in 13.42% 42

313

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Page 172 of 201 Q3 - What is the main reason for your decision to place low priority on potentially enrolling in this proposed BAH Environmental Studies? Check all that apply.

I am interested in Environmental Studies but through a science degree (BSc)

I am interested in pursuing another area of study within the Faculty of Arts and Science

I don’t think this program will help me get a job or get into a graduate or professional program

Other, please specifiy

0 20 40 60 80 100 120

Choice # Field Count

1 I am interested in Environmental Studies but through a science degree (BSc) 6.10% 10

2 I am interested in pursuing another area of study within the Faculty of Arts and Science 77.44% 127

3 I don’t think this program will help me get a job or get into a graduate or professional program 10.37% 17

4 Other, please specifiy 6.10% 10

164

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Other, please specifiy

Other, please specifiy

Environmental Studies are not important to me

I am more into the biology area of science

Not interested in feild

I am already in kinesiology and I love it

I am going into Nursing

I am interested in Psychology

Page 173 of 201 Just not interested in this area of study.

I am already enrolled in a specialized program

I am not interested in an environemental studies degree

I am not interested in environmental studies but I think it would be beneficial for other people

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Page 174 of 201 Q18 - What areas of study are you interested in? Check all that apply.

Page 175 of 201 Biology

Chemistry

Computing

Creative Arts

Economics

English

Film and

Gender Studies

Geology

Geography & Planning

Global Development Studies

History

Kinesiology and Health Studies

Languages

Life Sciences

Math & Stats

Philosophy

Physics

Psychology

Other

None

0 5 10 15 20 25 30 35 40 45 50

Choice # Field Count

Page 176 of 201 1 Biology 10.63% 49

2 Chemistry 5.42% 25

3 Computing 3.04% 14

4 Creative Arts 3.69% 17

5 Economics 3.25% 15

6 English 4.77% 22

7 Film and Media Studies 3.69% 17

8 Gender Studies 3.69% 17

9 Geology 1.95% 9

10 Geography & Planning 1.30% 6

11 Global Development Studies 5.64% 26

12 History 5.64% 26

13 Kinesiology and Health Studies 5.64% 26

14 Languages 4.56% 21

15 Life Sciences 9.54% 44

16 Math & Stats 5.21% 24

17 Philosophy 2.39% 11

18 Physics 3.04% 14

19 Psychology 10.63% 49

20 Other 6.29% 29

21 None 0.00% 0

461

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Other

Other

Music Theatre

Music

Drama

Page 177 of 201 Politics

Religion

Music and theatre

Politics sociology

Political science

Nursing

Politica

Political Studies

Music

Politics

Politics

Classics

Politics political studies

Politics

Politics

Sociology

Political Studies

Political Science

Nursing

French

Classical studies classics

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Page 178 of 201 Q4 - What appeals to you about this BAH Environmental Studies program? Check all that apply.

I place high value on studying environmental issues

I like the interdisciplinary approach this program provides.

I want to study the environment but I am not interested or strong in science courses

I believe this program will offer a good blend of theory and hands-on experiences

I believe this program will give me an advantage when I look for a job or apply to graduate or professional programs after my undergraduate degree

Other, please specify

0 10 20 30 40 50 60 70 80

# Field Choice Count

1 I place high value on studying environmental issues 24.83% 73

2 I like the interdisciplinary approach this program provides. 25.17% 74

3 I want to study the environment but I am not interested or strong in science courses 18.37% 54

4 I believe this program will offer a good blend of theory and hands-on experiences 21.09% 62

I believe this program will give me an advantage when I look for a job or apply to graduate or professional programs after my 5 9.86% 29 undergraduate degree

6 Other, please specify 0.68% 2

294

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Page 179 of 201 Q5 - What areas are you interested in? Check all that apply.

Page 180 of 201 Biology

Chemistry

Computing

Creative Arts

Economics

English

Film and Media Studies

Gender Studies

Geology

Geography & Planning

Global Development Studies

History

Kinesiology and Health Studies

Languages

Life Sciences

Math & Stats

Philosophy

Physics

Psychology

Other

None

0 10 20 30 40 50 60 70 80

Choice # Field Count

Page 181 of 201 1 Biology 12.32% 76

2 Chemistry 5.51% 34

3 Computing 1.46% 9

4 Creative Arts 6.16% 38

5 Economics 2.92% 18

6 English 4.54% 28

7 Film and Media Studies 4.70% 29

8 Gender Studies 3.40% 21

9 Geology 4.38% 27

10 Geography & Planning 5.19% 32

11 Global Development Studies 7.94% 49

12 History 6.00% 37

13 Kinesiology and Health Studies 4.70% 29

14 Languages 5.83% 36

15 Life Sciences 6.65% 41

16 Math & Stats 1.78% 11

17 Philosophy 2.11% 13

18 Physics 2.11% 13

19 Psychology 9.72% 60

20 Other 2.59% 16

21 None 0.00% 0

617

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Other

Other

Law

Political Studies

Politics

Page 182 of 201 Political Studies

Music

Linguistics

Music political studies sociology sociology

Political Studies

Linguistics

Politics politics

Politics

Political Studies

Showing Records: 1 - 16 Of 16

Page 183 of 201 Q6 - When choosing a program, which of these features are important to you? Check all that apply.

Well-defined and close knit community or cohort in the same program

Personalized instruction and small classes

Contact with professors doing cutting-edge research in their field

Intellectual challenge

Program diversity and flexibility

Preparation for future career or post-undergrad studies

Other, please specify

0 10 20 30 40 50 60 70 80 90 100 110 120 130

# Field Choice Count

1 Well-defined and close knit community or cohort in the same program 14.50% 69

2 Personalized instruction and small classes 14.71% 70

3 Contact with professors doing cutting-edge research in their field 12.18% 58

4 Intellectual challenge 12.18% 58

5 Program diversity and flexibility 21.01% 100

6 Preparation for future career or post-undergrad studies 25.00% 119

7 Other, please specify 0.42% 2

476

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Other, please specify

Other, please specify

Page 184 of 201 enjoyment of the class

Not so cut throat

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Page 185 of 201 Q7 - What would you expect to learn within a BAH Environmental Studies? Check all that apply.

Impacts of humans on the environment and how this could compromise sustainability

Importance of interdisciplinary in understanding environmental issues

Integrate environmental, social, ethical and cultural perspectives for specific environment issues Use appropriate knowledge, concepts, methods, strategies from multiple perspectives and disciplines Assess and critique the scientific and/or social-cultural basis for environmental problems

Extend theoretical knowledge to ‘real world’ situations

Apply sustainability principles to propose, test, and assess possible solutions to environmental issues

Effectively communicate, both orally and in writing, on complex environmental issues

Other, please specify

0 10 20 30 40 50 60 70 80 90 100 110

Choice # Field Count

1 Impacts of humans on the environment and how this could compromise sustainability 14.90% 108

2 Importance of interdisciplinary in understanding environmental issues 12.14% 88

3 Integrate environmental, social, ethical and cultural perspectives for specific environment issues 14.34% 104

4 Use appropriate knowledge, concepts, methods, strategies from multiple perspectives and disciplines 11.59% 84

5 Assess and critique the scientific and/or social-cultural basis for environmental problems 12.14% 88

Page 186 of 201 6 Extend theoretical knowledge to ‘real world’ situations 12.28% 89

7 Apply sustainability principles to propose, test, and assess possible solutions to environmental issues 12.83% 93

8 Effectively communicate, both orally and in writing, on complex environmental issues 9.79% 71

9 Other, please specify 0.00% 0

725

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Other, please specify

Other, please specify

Page 187 of 201 Q8 - Upon graduation, what career paths most interest you? Check all that apply.

Business

Communications

Community-based Sector

Education

Entrepreneurship

Finance

Government

Grad School / Advanced Education

Healthcare

Journalism

Law

Public Policy

Non-governmental Sector (NGO)

Sustainability/ Renewables

Other, please specify

Unsure: Too Early to Know

0 5 10 15 20 25 30 35 40 45 50 55 60

# Field Choice Count

1 Business 9.81% 46

2 Communications 5.54% 26

3 Community-based Sector 2.99% 14

4 Education 9.59% 45

Page 188 of 201 5 Entrepreneurship 2.35% 11

6 Finance 1.49% 7

7 Government 7.46% 35

8 Grad School / Advanced Education 11.94% 56

9 Healthcare 10.23% 48

10 Journalism 5.76% 27

11 Law 9.59% 45

12 Public Policy 5.33% 25

13 Non-governmental Sector (NGO) 5.33% 25

14 Sustainability/ Renewables 8.32% 39

15 Other, please specify 0.85% 4

16 Unsure: Too Early to Know 3.41% 16

469

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Other, please specify

Other, please specify

Acting

Food and nutrition

forensics

Research

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Page 189 of 201 Q9 - What is the likelihood that your career path will focus on understanding and addressing environmental problems/issues?

Extremely likely

Somewhat likely

Unsure: too early to tell

Somewhat unlikely

Extremely unlikely

0 5 10 15 20 25 30 35 40 45 50 55 60

# Field Choice Count

1 Extremely likely 15.83% 22

2 Somewhat likely 30.94% 43

3 Unsure: too early to tell 39.57% 55

4 Somewhat unlikely 10.79% 15

5 Extremely unlikely 2.88% 4

139

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Page 190 of 201 Q10 - How valuable do you think a program such as the BAH in Environmental Studies would be for achieving your career objectives upon graduation?

Very Valuable

Valuable

Somewhat Valuable

Not Valuable at all

Unsure

0 5 10 15 20 25 30 35 40 45 50 55

Choice # Field Count

1 Very Valuable 15.83% 22

2 Valuable 32.37% 45

3 Somewhat Valuable 38.13% 53

4 Not Valuable at all 9.35% 13

5 Unsure 4.32% 6

139

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Page 191 of 201 Q15 - As we prepare to launch this program, would you be interested in receiving more information about it? If yes, please provide your email address.

Yes

No

0 10 20 30 40 50 60 70 80 90

# Field Choice Count

1 Yes 34.09% 45

2 No 65.91% 87

132

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Yes

Yes

Page 192 of 201 Q11 - What is your current year of study?

Year 1

Year 2

Year 3

Year 4

Other

0 50 100 150 200 250 300

# Field Choice Count

1 Year 1 96.58% 282

2 Year 2 2.05% 6

3 Year 3 0.68% 2

4 Year 4 0.68% 2

5 Other 0.00% 0

292

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Page 193 of 201 Q12 - What is your anticipated or selected (major) program of study?

Art History & Conservation

Biochemistry

Biology

Bioinformatics

Chemistry

Classics

Computing

Creative Arts

Drama & Music

Economics

English

Environmental Studies

Film & Media

French Studies

Gender Studies

Geography & Planning

Global Development Studies

History

Industrial Relations

Jewish Studies

Kinesiology

Life Sciences

Page 194 of 201 Math & Stats

Philosophy

Physics & Astronomy

Political Studies

Psychology

Religious Studies

Sociology

Urban Planning

Other

0 5 10 15 20 25 30 35 40

# Field Choice Count

1 Art History & Conservation 0.69% 2

2 Biochemistry 3.81% 11

3 Biology 9.00% 26

4 Bioinformatics 0.00% 0

5 Chemistry 0.35% 1

6 Classics 0.35% 1

7 Computing 3.81% 11

8 Creative Arts 0.35% 1

9 Drama & Music 3.11% 9

10 Economics 2.77% 8

11 English 3.11% 9

12 Environmental Studies 2.42% 7

13 Film & Media 1.73% 5

14 French Studies 2.42% 7

15 Gender Studies 1.73% 5

16 Geography & Planning 1.38% 4

Page 195 of 201 17 Global Development Studies 4.50% 13

18 History 2.77% 8

19 Industrial Relations 0.00% 0

20 Jewish Studies 0.00% 0

21 Kinesiology 5.19% 15

22 Life Sciences 13.15% 38

23 Math & Stats 1.38% 4

24 Philosophy 0.69% 2

25 Physics & Astronomy 2.08% 6

26 Political Studies 10.03% 29

27 Psychology 13.15% 38

28 Religious Studies 0.35% 1

29 Sociology 2.42% 7

30 Urban Planning 0.00% 0

31 Other 7.27% 21

289

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Page 196 of 201 Q20 - What is your anticipated or selected (minor) program of study?

Art History & Conservation

Biochemistry

Biology

Bioinformatics

Chemistry

Classics

Computing

Creative Arts

Drama & Music

Economics

English

Environmental Studies

Film & Media

French Studies

Gender Studies

Geography & Planning

Global Development Studies

History

Industrial Relations

Jewish Studies

Kinesiology

Life Sciences

Page 197 of 201 Math & Stats

Philosophy

Physics & Astronomy

Political Studies

Psychology

Religious Studies

Sociology

Urban Planning

Other

0 5 10 15 20 25 30 35 40 45 50 55 60

# Field Choice Count

1 Art History & Conservation 0.76% 2

2 Biochemistry 1.15% 3

3 Biology 2.67% 7

4 Bioinformatics 0.00% 0

5 Chemistry 1.91% 5

6 Classics 2.29% 6

7 Computing 3.05% 8

8 Creative Arts 0.38% 1

9 Drama & Music 4.58% 12

10 Economics 3.05% 8

11 English 3.82% 10

12 Environmental Studies 4.58% 12

13 Film & Media 2.67% 7

14 French Studies 5.34% 14

15 Gender Studies 2.29% 6

16 Geography & Planning 1.91% 5

Page 198 of 201 17 Global Development Studies 5.73% 15

18 History 4.20% 11

19 Industrial Relations 0.00% 0

20 Jewish Studies 0.00% 0

21 Kinesiology 1.15% 3

22 Life Sciences 1.91% 5

23 Math & Stats 6.11% 16

24 Philosophy 1.91% 5

25 Physics & Astronomy 1.53% 4

26 Political Studies 4.58% 12

27 Psychology 7.25% 19

28 Religious Studies 0.76% 2

29 Sociology 1.91% 5

30 Urban Planning 0.00% 0

31 Other 22.52% 59

262

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Page 199 of 201 Q13 - Do you have any comments or feedback about the proposed program? If so, please share them below.

Yes

No

0 50 100 150 200 250

# Field Choice Count

1 Yes 7.61% 22

2 No 92.39% 267

289

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Yes

Yes

Wish this had been available when I picked my major!

Sounds Great!! Would love to hear more about it! When would it come out if possible?

It sounds genuinely interesting

It is unclear what the program offers that cannot be had by doing Environmental Science/Studies and taking the other courses as electives.

Merge the Math program with Compsci

Sounds great!

seems like a great program, just not something I would be interested in. It sounds appealing because it is more specific than a general degree.

It sounds great!

I'm not clear on how this would differ from the BSc environmental studies major.

I think it’s a really good idea!!

Page 200 of 201 Although I myself wouldn't be interest in the program, my friend certainly would be.

I am interested in biology and Environmental sciences. More classes and program opportunities in environmental studies would be amazing. I believe no matter what program you are in, you should have to be aware of the environmental issues facing the world today

My younger brother is really interested in this kind of field and it would be great to see a specific program like this initiated.

An arts environmental studies degree would benefit from including economics and politics classes in the core, as most of the people I know interested in environmental studies but not in pure sciences focus their subject interest in these disciplines

If this program were available I would be interested in taking classes in it. However, I may notmajot or minor in it.

Wondering of possibilities of a minor.

I think it sounds like a great program and will surely benefit students who are interested and passionate about environmental studies.

I think it would definitely spark a lot of interest if branded to Grade 11 and 12 students

This is definitely something people will want, I was looking to do this before choosing a university and ended up deciding I wanted to come to Queen's more than I wanted to study Environmental studies

Looks good.

I think it's a wonderful idea, as I know lots of other schools have created environmental studies programs, and I think it would really make Queens appealing for a different demographic! Although I don't think I'd ever major in it, I would definitely consider taking environment courses if they were offered.

I think this program looks fantastic, it is just not for me!

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