Spring, 2010 PSYC 239: ENVIRONMENTAL & CONSERVATION Meets Tues/Thurs 2:30-3:45pm in HYL 301

INSTRUCTOR: Dr. Jessica M. Nolan OFFICE Alumni Memorial Hall 203 PHONE: (570)941-4270 HOURS: Tues 10 -11am, Wed 4:15-5:15 E-MAIL: [email protected] Th 1:15-2:15pm, or by appointment Website: http://academic.scranton.edu/department/psych/faculty.html

Course Overview Conservation psychology is the scientific study of the reciprocal relationship between and the environment. This course provides an overview of the theories and methods that are used to study the - relationship and the techniques that are used to solve modern environmental problems. We will also discuss the relationship between human health and the environment. This is a service-learning course with a 25 hour out-of-class service requirement.

Course Objectives Class members will: 1. be familiar with the research methods, theories, and empirical findings within conservation psychology 2. be able to explain the major theories and findings within conservation psychology 3. learn about how they impact the and how the natural environment impacts them 4. engage in course content-focused service learning activities in the greater Scranton area 5. make explicit connections between empirical evidence and real-world environmental problems as demonstrated by the service learning reflection papers

Required texts Gardner, G. T., & Stern, P. C. (2002). Environmental Problems and Human Behavior. Boston, MA: Pearson Custom Publishing. [G+S] Mckenzie Mohr, D. & Smith, W. (1999). Fostering Sustainable Behavior. BC, Canada: New Society Publishers. [M+S]

Readings (links posted on ANGEL) American Psychological Association, Task Force on the Interface between Psychology and Global Climate Change. (2009). Executive summary of Psychology and Global Climate Change: Addressing a Multi-faceted Phenomenon and Set of Challenges. Brook, A.T. (2001). What is “Conservation Psychology?” Population & Bulletin, 27, 1-2. Clayton, S. (2003). Environmental identity: A conceptual and an operational definition. In S. Clayton & S. Opotow (Eds.) Identity and the natural environment (pp. 45-65). Cambridge, MA: MIT Press. Clayton, S., Fraser, J., & Saunders, C. (2009). Zoo experiences: Conversations, connections, and concern for animals. Zoo Biology, 28, 377-397. Clayton, S. & Brook, A. (2005). Can psychology help save the world? A model for conservation psychology. Analyses of Social Issues and Public Policy, 5, 1-15. Hartig, T., Mang, M., & Evans, G. W. (1991). Restorative effects of natural environment experiences. Environment and Behavior, 23(1), 3-26. Fransson, N., & Garling, T. (1999). Environmental concern: Conceptual definitions, measurement methods, and research findings. Journal of Environmental Psychology, 19, 369-382. Hardin, G. (1968). The tragedy of the commons. Science, 162, 1243-1248. Schultz, P. W., Shriver, C., Tabanico, J. J., & Khazian, A. M. (2004). Implicit connections with nature. Journal of Environmental Psychology, 24, 31-42. 1

Lecture and Class Participation Our time in class will be used primarily to review key concepts and discuss the assigned readings. I will also use lecture as an opportunity to introduce new material not covered in the readings. The content of this course lends itself to an interactive discussion and I encourage you to share the connections that you make between your life experience, SL experience, and the formal coursework, during lecture. I look forward to your participation.

Assignments Throughout the semester I will assign in-class and out-of-class assignments designed to help you learn more about your local environment and your reciprocal relationship with that environment. Assignments are worth a total of 50 points. There are no make-ups for missed in- class assignments. Late out-of-class assignments will receive half credit. Typically, assignments will be due during the next class period.

Exams There are three mid-term exams and one final exam worth 100 points each. Exams will consist of a combination of multiple choice, short answer, and essay questions. Exams will cover material from lecture, the assigned readings, and activities.

Make-up Exams If you must miss an examination due to illness or emergency circumstances, you must notify me of your absence on the day of the exam [[email protected] or call (570)941-4270]. If you miss an exam during the semester you must take an essay make-up exam on the same day as the final. If you do not take a make-up exam you will receive a zero for the missed exam.

Service Learning At the beginning of the semester you will be assigned to work with a local environmental agency. You are expected to devote a minimum of 25 hours to service-learning activities. Projects will be conducted in groups of 3-5 students, with each group supervised by the staff at the assigned agency. Each group will conduct a literature review specific to their assigned project (50 points) and collect primary data. Students will first report their findings in a draft report (25 points), and then in a final paper (50 points), and an oral presentation (25 points), during the last week of class. Additional guidelines for the literature review, paper, and oral presentation will be given out in class. See the “Tentative Class Schedule” for due dates.

Reflection As part of the service-learning component of this course you are asked to write 5 reflections (20 points each). Written reflections are designed to help you connect your service work with your formal coursework. Additional guidelines for the reflections will be given out in class. See the “Tentative Class Schedule” for due dates.

Web Resources http://www.conservationpsychology.org/ http://www.lsf-lst.ca/en/home/ http://www.toolsofchange.com/en/home/ http://www.cbsm.com/ http://www.newdream.org http://www.thegreenguide.com/ http://www.worldwildlife.org/ http://www.greenpeace.org/usa/ http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html

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Evaluation There will be a total of 700 possible points that you can earn in this course. Your final grade will be based on the following:

50 points Assignments 300 points Mid-term Exams 100 points Final Exam 50 points SL Literature Review 25 Points SL draft of final report 50 points SL Learning final report 25 Points SL oral presentation 100 points SL reflection papers 5 @ 10 points each______700 points Total points

Grading Policy Letter grades will be assigned according to the following "percentage of total points" and "total points earned" cutoffs:

Letter Grade Total Points Percentage of Total Points A (4.0) 651-700 93% – 100% A- (3.7) 630-650 90% – 92.999% B+ (3.3) 609-629 87% – 89.999% B (3.0) 581-608 83% – 86.999% B- (2.7) 560-580 80% – 82.999% C+ (2.3) 539-559 77% – 79.999% C (2.0) 511-538 73% – 76.999% C- (1.7) 490-510 70% – 72.999% D+ (1.3) 455-489 65% – 69.999%

D (1.0) 417-454 60% – 64.999%

F (0.0) 0-416 59% and below

Special Needs & Accommodations In order to receive appropriate accommodations, students with disabilities must register with the Center for Teaching and Learning Excellence. Students should contact Mary Ellen Pichiarello (941-4039) or Jim Muniz (941-4218).

Academic Honesty Provisions of the Academic Code of Honesty of the University of Scranton will be followed in this course. Cheating in any form will result in an "F" for the course, and violators of the Code will be referred to the Dean (http://matrix.scranton.edu/student_handbook/policy_academic_code_honesty.html).

Agency Name:______

Classmate Names Phone/Email ______

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TENTATIVE CLASS SCHEDULE: SPRING, 2010 Wk Date Lecture Reading Notes/ Reminders/Deadlines

1 Tu Feb 2 Introduction: What is Conservation Psychology? Brooke (2001) Th Feb 4 Overview of Environmental Problems G & S Chap 1, 10 Face card assignment due

2 Tu Feb 9 Research methods in applied psychology M&S Chap 9 Clayton & Brooke (2005) Th Feb 11 Conducting a Barrier Study M&S Chap 2

3 Tu Feb 16 Presentations by LEO’s M&S Chap 1, 3, 4, Select SL project Overview of Tools for Changing Behavior 5, 6 G&S Chap 7 Th Feb 18 Tools for change continued APA (2009) Reflection #1 due

4 Tu Feb 23 Exam 1 Meet with SL agency

Th Feb 25 Attitudes, Values & Concern G&S Chap 3 Fransson & Garling (1999) 5 Tu Mar 2 Environmental Motives Reflection #2 due Th Mar 4 Environmental Identity Clayton (2003)

6 Tu Mar 9 Biophelia/Biophobia/Videophilia G&S Chap 8

Th Mar 11 Connectedness to Nature Schultz et al SL Literature Review Due (2004) Mar 13­21 SPRING BREAK No Class

7 Tu Mar 23 Risk perception G&S Chap 9 Cognitive biases Reflection #3 due Th Mar 25 Sat, Mar 28‐ Earth Hour 8 Tu Mar 30 Exam 2

Apr 1­5 EASTER BREAK No Class 9 Tu Apr 6 Learning Theory M&S Chap 7 G&S Chap 5 Th Apr 8 Applied Behavior Analysis

10 Tu Apr 13 The tragedy of the commons G&S Chap 2 (Hardin, 1968) Th Apr 15 Community management of shared resources G& S Chap 6 Reflection #4 due

11 Tu Apr 20 Fear arousing communication EARTH WEEK!

Th Apr 22 Exam 3 12 G&S Chap 4 Tu Apr 27

Th Apr 29 Zoos, parks, and aquariums Clayton et al Draft of Final SL Project Paper (2009) 13 Tu May 4 Healthy Planet, Healthy People Th May 6 The Restorative Effects of Nature Hartig et al (1991)

14 Tu May 11 Consumption/ Voluntary Simplicity Final SL Project Paper Due Th May 13 Presentation of Service Learning Projects in Class Last Class

TBA Final Exam Reflection #5 due Bring No. 2 Pencil

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