Environmental Studies 101, Environmental Issues

Environmental Studies 101, Environmental Issues Fall 2016, 3 credits Class meets T/Th, 9:40-11:10 in Sage 4234 Instructor: Dr. Laura M. Hartman, [email protected], Sage Hall 3453, x0746 Office Hours: By appointment. Check my google calendar or just stop by. You are always welcome! ------

ABOUT THE COURSE

The goal of this class is to provide an introduction to the field of environmental studies by using an interdisciplinary perspective to explore the complex relationships between humans and the natural world, in the U.S. and around the world. We will explore two major case studies: wildlife management and the intersection of agriculture and global climate change. We will end by contemplating innovative communities around the world that model novel solutions to social and environmental problems. Central themes of the course will include changing perceptions of the relationship between nature and culture; the different cultural lenses through which people look at nature; the importance of interconnections between human and biotic communities; the significance of borders and border crossing; and an examination of preconceptions and paradigm shifts as tools for understanding social change.

ES 101 as an Explore Course This is an EXPLORE course in your USP curriculum. That means we explore environmental issues using the tools of environmental studies: case studies, theoretical concepts, scientific knowledge and ethical inquiry.

The liberal arts. As a USP course, ES 101 contributes to your liberal arts education. The liberal arts education focuses on general learning, intellectual ability, and critical thinking rather than technical or professional skills. The goal of this class is not just to convey specific information about environmental issues (although you will learn much about this) but to teach you how to interpret this information critically, and how to understand modern environmental issues in their social, historical, and political context. A liberal arts education provides the tools we need to be active citizens of our communities. As we will learn this semester, active citizenship plays a key role in resolving the complex environmental dilemmas that we as a society face today.

In spring 2008, UW Oshkosh adopted a set of Essential Learning Outcomes to help define the meaning of a liberal education. One of these outcomes is the recognition that a liberal education recognizes our “Responsibility, as individuals and communities.” This includes “Knowledge of sustainability and its applications.” This course is designed to help us think about our responsibilities to each other, to our communities, and to our environment.

Signature Questions. Not all Explore courses treat signature questions, but this one does. It doesn’t substitute for your Quest signature question courses, but it builds on them. This course offers an opportunity to further ponder: How do we understand and create a more sustainable world?

For further information about the unique general education at UW Oshkosh, visit the University Studies Program website http://www.uwosh.edu/usp

ES 101 as a Global Citizenship course Global Citizenship is the knowledge of nations, cultures, or societies beyond the U.S.; the recognition of how interaction, interdependence, and inequity among diverse geographical, social, political, or economic systems have shaped historical and contemporary global challenges and opportunities; and the skills to engage with the responsibilities of informed citizenship in a complex, interdependent, and changing world. A global perspective is essential to a liberal arts education. Understanding our interconnected world requires insight from multiple perspectives and multiple players. Environmental issues are a perfect opportunity to practice an internationally aware, globally sensitive perspective, which will enhance your awareness and citizenship skills whether you continue pursue this field of study or not.

------STUDENT LEARNING OUTCOMES

You will get some basics as expected in an Explore course: we will discuss the liberal arts, sustainability, and resources around the University. We will practice reading and writing skills. You will also add to your learning e-portfolio.

You will become familiar with some important ideas in environmental studies: you’ll be able to describe several basic ecological processes in relation to biodiversity and maintaining ecosystem goods and services. You will be able to analyze human-environment relations, and you’ll know the roles of science, society, and ethics in dealing with environmental problems.

You will also practice some skills that pertain to both environmental studies and global citizenship:  You’ll understand and appreciate the ways that environmental issues manifest in globally diverse geographical, social, political, and economic systems. (viz., You’ll know why crocodile management in India and wolf management in Wyoming are so different; you’ll understand why farming practices developed in Europe don’t work in Africa; etc.)  You’ll identify your own cultural lenses and biases and develop strategies to effectively communicate across difference. (viz., explaining different cultural views of hunting in Bhutan vs. Australia; modeling different cultural views of gift giving in India vs. Brazil).  You’ll recognize the connections between personal experiences, local action, and global impact. (viz., what is my personal ecological footprint, and what is the footprint of someone in Zimbabwe?)  And you’ll be able to examine, evaluate, and solve problems by connecting ecology, economy and society and identifying tradeoffs among them. (All the cases do this: human-wildlife conflict in Bhutan; soil health and agriculture in Nicaragua; etc.)

------CAMPUS RESOURCES In the University Studies Program, we want you to be successful. Please visit this resource page (or the D2L course page) to read about all the campus services available to support your success. http://www.uwosh.edu/resources. Early Alert Early Alert is a program that provides you with an Early Grade Report from faculty. Early Grade Reports will indicate if you have academic performance or attendance issues and specific steps you can take and resources available to help you improve. It is common for students to be unaware of or over-estimate their academic performance in classes so this will help you be aware early on of your progress and provide strategies for success in the classroom. You will receive an email during the 5th week of classes. It is important to read the entire email carefully. MAP-Works MAP-Works (Making Achievement Possible Works) is a survey that is all about you! To help you have a wonderful first-year of college, we need you to take this survey. You will receive an email from map- [email protected] inviting you to take the survey. Advisors, hall directors, instructors and many other people on campus will use this information to help you be successful and to provide you with what you need. You will receive a report with suggestions on how achieve your goals; please review it. ePortfolio As you move through your courses at UW Oshkosh, you will archive your learning in an ePortfolio. The ePortfolio can be found in D2L. The ePortfolio will help you keep track of papers, speeches, reports, projects, and other assignments in your Quest and Explore courses, so that you can see your progress and connect ideas across different classes. You can continue to use this portfolio in your major classes, so that you are ready for your Capstone course or experience as you near graduation. You can even use the ePortfolio after you graduate to show evidence of your learning to employers or graduate schools. In this course (and in all your USP courses), a specific assignment has been designated to be uploaded to your ePortfolio. More details will follow in class. Polk Library/Information Literacy: Polk Library offers many professional librarians who can help you find library resources for your research. Specifically, Ted Mulvey, the Information Literacy Librarian, is available to assist you as you access, evaluate, and use information in University Studies Program classes. Phone: 920-424- 7329; email: [email protected]. You may also set up a research advisory session with a librarian at: [email protected]. The Writing Center: One resource that has helped many students in this class is the Writing Center. The Writing Center helps students of all ability levels improve their writing. Trained peer consultants help writers understand an assignment, envision possibilities for a draft, and improve their writing process. They even help writers learn to identify their own proofreading errors. Students can make a free appointment or stop by to see whether a consultant is available. For more information, view their website (http://www.uwosh.edu/wcenter), call 920-424-1152, email [email protected], or visit them in Suite 102 of the Student Success Center.

------COURSE POLICIES I expect you to act like a professional. This means:  Communicating with me respectfully and in a timely manner about your attendance, your ability to fulfill assignments on time, and the like.  Treating me and your classmates with respect in classroom discussions: addressing controversial issues carefully and thoughtfully; giving your full attention to the task at hand (not being distracted by devices or other matters); not engaging in side discussions or falling asleep.  If you do not do the readings assigned for class, if you are disrespectful or not fully present (e.g. phone use in class), our discussions will suffer – and so will your participation grade.  If your religious beliefs, military service, serious illness, or other extenuating circumstance require absence from class, please let me know so I can accommodate your needs.  If you have any disabilities, please let me know so I can accommodate your needs.  Don’t cheat. I am trusting you to take responsibility for your own learning by doing the work yourself. Plagiarism and other forms of cheating will have consequences in accordance with university policy.  Everyone is welcome in this classroom, exactly as you are. All races, ethnicities, nationalities, genders, sexualities, religions, abilities, and political affiliations are welcome here. We treat each other with respect, and we listen before we judge. Disagreement with ideas and positions is welcome. Vilification of people, harmful stereotypes, and failure to listen with openness are not welcome.

Writing: we follow MLA Style for citations in this class. Please include a bibliography or works cited in all your written assignments. For other questions about style and citations, please consult the Hartman Writing Guide on D2L.

Permissions: sometimes I need to use your written work, either as “evidence” that I’m doing my job correctly, or as an example of good writing to help students understand what is expected of them. In all cases your work would be used anonymously. Students are welcome to opt out of this permission and to keep your work confidential, without any penalties for doing so: just let me know your preference. If you do not request otherwise, I will assume that you have given permission for me to use your work in this way. ------COURSE ACTIVITIES

Texts (these are MLA style listings for your convenience:)  Askins, Renee. Shadow Mountain: A Memoir of Wolves, a Woman, and the Wild. New York: Anchor Books, 2004. Print.  Schwartz, Judith D. Cows Save the Planet and Other Improbable Ways of Restoring Soil to Heal the Earth. White River Junction, VT: Chelsea Green Publishing, 2013. Print.  Wheatley, Margaret, and Deborah Frieze. Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now. San Francisco, CA: Berrett-Koehler, 2011. Print. A. Daily Quizzes = 20 A = 93-100 B. In-Class Exercises = 10 A- = 90-92 C. 3 Exams = 15x3= 45 B+ = 87-89 B = 83-86 D. Final Unit Research = B- = 80-82 10 C+ = 77-79 E. Personal Essay = 15 C = 70-76 F. Total = 100 D = 60-69 F = 0-59  Articles collected on D2L

Assignments We are using Specifications Grading in this class, so I’ll refer you to the Assignment Specifications Sheet for all the details on that!

Fall 2016 Schedule* Unit 1: How do we share the world with predators? Dates Topics/Activities Assignment (due on day indicated) Week 1 Course Introduction Sept 8

Week 2 What is the root of the wolf controversy? Askins, Shadow Mountain, 3-35 Sept 13, 15 Chadwick, “Wolf Wars,” (D2L) Native American attitudes toward wolves Askins, Shadow Mountain, 50-60, 90-138 Pijoan, “White Wolf Woman” (D2L) Week 3 European attitudes toward wolves Askins, Shadow Mountain, 141-158, 167-176, Sept 20, 22 197-221 Hunt, “The Face of the Wolf” (D2L) Why do we now want wolves? Askins, Shadow Mountain, 233-249, 261-293

Week 4 Living with crocodiles in Africa and India Quammen, Monster of God, 125-180 Sept 27, 29 Living with crocodiles in Australia Quammen, 180-208 Plumwood, “Being Prey” [Australian author] Week 5, Oct 4, “People, Pigs, and Tigers in Shangri-La”: case Read related homework: case description 6 study about wildlife management in Bhutan “People, Pigs, and Tigers in Shangri-La”: Day 2 Read related homework: transcripts of discussion from government of Bhutan Week 6, Oct No class Do Exam I 11 Unit 2: How do we feed the world without killing the planet? Week 6, Oct Understanding climate change: local and global Steffen, Crutzen, and McNeill on the 13 scales Anthropocene Cases: Marshall Islands poet; Yeb Saño’s Vandana Shiva, excerpt from Soil Not Oil (Filipino leader) pilgrimage for climate change (climate change from an Indian perspective) [Indian author] Week 7, Oct Feeding the world: Why and how is agriculture Diamond 1999 “The Worst Mistake in the 18, 20 a problem? History of the Human Race” Schwartz, Cows Save the Planet, 1-29 The carbon cycle (including climate change) and Schwartz 30-50 agriculture’s role; what is soil and how does it function? Week 8, Oct Combating desertification in Zambia, Kenya, Schwartz 51-73 25, 27 and Zimbabwe Wangari Maathai’s Nobel Peace Prize Watch Hope in a Changing Climate (China’s acceptance speech [Kenyan author] fight against desertification); Agriculture and economics, in the U.S. and Schwartz 117-159 around the world (subsidies, food aid, globalization). Week 9, Nov No Class Instructor Is Away 1, 3 Biodiversity, pesticides, and ranching. Watch Schwartz 159-182 Soil Carbon Cowboys. Week 10, Nov How do we feed the world without killing the Schwartz 182-206 8, 10 planet? Lu et al. [Chinese and British authors], “Addressing China’s Grand Challenge of Achieving Food Security While Ensuring Environmental Sustainability.” Case Study: “The Rivas Case Study”: read case homework, including Nicaraguan agriculture, drought, cattle, and forests in NGO documents. Nicaragua Week 11, Nov No class Do Exam II 15 Unit 3: What can we learn from worldwide communities modeling diverse visions of sustainability? Week 11, Nov Individual and collective responsibility Wheatley and Frieze, Walk Out Walk On, 1-20 17 Week 12, Nov Case: Scaling across in Mexico Wheatley and Frieze, 20-49 22, 24 Conant, “What the Zapatistas Can Teach Us About the Climate Crisis” No class – Thanksgiving Week 13, Nov Case: Power and Play in Brazil Wheatley and Frieze, 50-73 29, Dec 1 Jara, “Popular Education and Social Change in Latin America” Case: Problem Solving in South Africa Wheatley and Frieze, 74-101 Lenferna [South African author], “Mandela’s Legacy for Climate Activists” Personal Essay Due on D2L and e-Portfolio Week 14, Dec Case: Efficiency and Resilience in Zimbabwe Wheatley and Frieze, 102-129 6, 8 (with a bit about Cuba) Cook, “Cuba’s Harvest of Surprises” Case: Environmental Economics in India Wheatley and Frieze, 130-159 Satish Kumar [Indian author], “The Spirit of Gift”; “Worms Are, Therefore I am” Week 15, Dec What is my responsibility and how do I act on Wheatley and Frieze, 230-235 13, 15 it? No class Do Exam III

*This schedule is subject to change. Please read all e-mails you receive from me in order to stay up to date, and check D2L (which will also be kept up to date).

Assignment Specifications Sheet ES 101, Fall 2016

Course Learning Goals rewritten and numbered 1. Identify and comprehend the most important ideas and insights from the readings. [Comprehension= Demonstrate an understanding of the facts] 2. Connect our learning to the personal and the local a. Demonstrate a clear sense of the resources available at UW Oshkosh (ePortfolio, biodigester, etc.) [Knowledge= remember previously learned information] [Comprehension] b. Connect what is learned in this class with something in the student’s personal life [Synthesis= compile component ideas into a new whole or propose alternative solutions] 3. Describe several basic ecological processes in relation to biodiversity and maintaining ecosystem goods and services. [Knowledge] 4. Examine, evaluate, and solve problems by connecting ecology, economy, and society [Synthesis] [Evaluation= Make and defend judgments based on internal evidence or external criteria] a. Evaluating the role of science, society, and ethics in dealing with environmental problems [Evaluation] b. Analyze human-environment relations in case studies [Application = apply knowledge to actual situations] [Analyze = break down objects or ideas into simpler parts, and find evidence to support generalizations] c. Connect personal experiences with local action and global impact [Comprehension] [Application] 5. Intercultural competence as it relates to environmental issues a. Differentiate the ways that enviro issues are different in different places [Analysis] b. Point out one’s own cultural lenses and biases [Analysis] c. Develop strategies to effectively communicate across difference [Synthesis]

Assignments and their related learning goals: Daily reading quizzes (1, 3, sometimes 5a) In-class writing assignments and similar activities (3, 4c, 5b) Online exams (3, 4a, 4b, 5a, 5c) Final unit research (4b, 4c, 5a, 5b, 5c) Personal essay (2a, 2b, 4c, 5c) Policies Absences: you are expected to show up to class. You have two free absences. If you are absent more, you will start losing points from your final grade: One percentage point per absence. “tokens”: you each start the semester with three virtual “tokens.” These may be “spent” in the following ways: - To erase the penalty from absences beyond your allotted 2. (One token = one absence erased) - To “buy” an extra revision attempt (One token = one more attempt to revise) - To “buy” a deadline extension on an assignment (One token = up to 1 week extension) (does not apply to exams). - To “buy” extra credit points – whatever tokens you don’t use during the semester will be added as bonus points to your final grade. (One token = 1%) G. Daily Quizzes = 20 A = 93-100 H. In-Class Exercises = 10 A- = 90-92 I. 3 Exams = 15x3= 45 B+ = 87-89 B = 83-86 J. Final Unit Research = B- = 80-82 10 C+ = 77-79 K. Personal Essay = 15 C = 70-76 L. Total = 100 D = 60-69 F = 0-59 “yes/not yet” grading means: the entire assignment is pass/fail; either you get full points or a zero. If you fail to meet ALL the learning goals you get “not yet” – which is the same as “fail” if you decide to just quit there. (And you certainly may accept the zero, depending on your grade goals for this course.) But you do have the option to revise for full credit. You may only revise once; if you fail again to meet all the learning goals then it’s a zero. (You may use a token to allow a third attempt should you truly need it). Assignments and Their Specifications/Grading

Daily reading quizzes: For each day that we have reading assigned (except case study days) you must complete an online reading quiz before class time. Learning Goals:  Identify and comprehend the most important ideas and insights from the readings.  Describe several basic ecological processes in relation to biodiversity and maintaining ecosystem goods and services. Specifications:  Quizzes must be completed on time.  To get full points, answers must be correct the first time.  If something goes wrong with the computer let me know and I can reset the quiz for you. Grading:  Due: Each day the class meets and has readings; due before class time  Graded by: immediately thanks to D2L  Grading: if you don’t get it right the first time you can re-take it for half credit.  20% of your grade

In-class writing assignments and similar activities: These measure your learning during class, and they will not be announced ahead of time (so they’re a little bit like “pop” quizzes). Learning goals and specifications will be given when the assignments are given. Grading:  Due: Various times in class  Graded by: at least 1 week later  Grading: yes/not yet  What if I missed class that day? See me to get the assignment. You can consider your first attempt a “zero” (because you were absent) and turn in a “revised” attempt. But if you get a “not yet” grade there’s no further revision without spending a token on it. (So, show up to class!)  Revised version due: no more than 2 weeks later  10% of your grade

Three online exams. We have 3 major units; each one ends in an exam. The exams are online in D2L, and will cover material discussed in class and in the readings. They are open book and open note, but please do your own work and do not collaborate with others. The first two exams will ask you to bring together course concepts and the case for the unit (one about Bhutan and one about Nicaragua). The third will be based on terms and concepts from the Wheatley and Frieze book. These will be essay exams, primarily, and I will use software to make sure you have not copied or plagiarized your answers. I will give you a study sheet prior to each exam so you know what to expect. You should allot 90 minutes to complete each exam on your own. Learning Goals:  Describe several basic ecological processes in relation to biodiversity and maintaining ecosystem goods and services.  Evaluating the role of science, society, and ethics in dealing with environmental problems  Analyze human-environment relations in case studies  Differentiate the ways that enviro issues are different in different places  Develop strategies to effectively communicate across difference Specifications:  Each question on the exam will apply to a different learning goal, so the specifications for each will vary. These will be listed on the exam, however.  For each essay question, I expect complete sentences that are well written.  For each question, I expect correct information and the student must demonstrate a thorough grasp of the relevant knowledge. Grading:  Each question will be graded on a yes/not yet basis.  Exams will be graded within 2 weeks of due date.  Students may revise and resubmit any “not yet” questions up to 1 week after receiving the grade.  The 3rd exam will be different: It will be primarily multiple choice and matching so that students can receive immediate feedback. Students will be allowed to re-take the exam once to improve their grade and demonstrate their learning.  15% each x 3 = 45% of your grade

Final Unit Research. You will be assigned one of the chapters of the Wheatley and Frieze book. For your chapter, you should read it ahead, and do research about the location and the organizations profiled. I will be asking you one or more of the following questions in class, so please prepare to answer ALL of them: 1. How do all three “pillars” of sustainability relate in this case? Point out where they exist and how they interact. 2. Can you locate the site(s) on a map? Use Google maps street view, or similar, if available, to really “see” the place as well as you can. 3. Do the organizations or initiatives still exist? What’s happening with them now? Find their websites, if they have them; how recently have they been active? 4. What are some details about the situation that are not included in the book? 5. What about this chapter seems unique to the specific international location? Something for which you say, “that would not work out if we did it here in the USA!” Research the country or culture where the chapter takes place and get a sense for how it is different. 6. Is this chapter describing something that interests you personally? Would you consider going there personally someday? Why or why not? 7. Can you make a connection between this chapter and something we’ve learned in this class? Be able to explain it well. Please make both of these types of connections: a. A “real world” parallel (e.g. soil health in the chapter, soil health in the Schwartz book) b. A “conceptual” parallel (e.g. community strength in the chapter, strength of the microbial “community” in the Schwartz book) 8. Imagine communicating that connection to someone in the chapter. How would you approach this, and why? 9. What does the extra reading, paired with this chapter, add to your understanding of the chapter? 10. Comment on any challenges you’ve found in conducting this research: is it hard to find up to date websites? Are the websites biased? What, if anything, does this tell you about your own cultural lenses and biases? Please type up your answers to these questions, and bring them with you to class. You will turn them in at the end of class. Also, be ready to discuss your answers in front of the class – I will put you on the spot and grade how well you answer. For this assignment, most of your research will be internet-based. Be aware that not all sources have equal credibility; we will discuss tips for good internet research in class. The site www.walkoutwalkon.net is a good place to start, but bear in mind it is “curated” by the authors – there may be other sources out there with different emphases and agendas. Learning Goals:  Analyze human-environment relations in case studies  Connect personal experiences with local action and global impact  Differentiate the ways that enviro issues are different in different places  Point out one’s own cultural lenses and biases  Develop strategies to effectively communicate across difference Specifications:  All questions answered fully (sometimes this means listing a link, doing a screenshot and adding it, embedding an image in your document, etc.)  All questions typed up and printed out on paper, brought to class on time.  Answers show depth of research (e.g. you found that obscure website that lists the address so you could look up the location on google. Feel free to check with others in your group and share information that you’ve found.)  Answers show good understanding of human-environment relations in the case studies  Answers show depth of reflection on personal views, cultural bias, and intercultural communication. (e.g. not “this culture seems to have different, interesting viewpoints on social issues” but rather “my competitive drive would be out of step with the cooperative ethos that is shown in the way they do business here” or “locals seem to understand that all life is interconnected, so they would probably comprehend the connection between water quality and cattle grazing practices”).  For oral participation: student is able to articulate answers well and clearly. For written work: student is able to write clearly and in complete, correct sentences. Grading:  Due: Various times during unit 3 – depends what chapter you’re assigned.  Graded by: 1 week later (sooner for last group)  Grading: In-class participation will be graded on a good-medium-poor scale with no revision possible; Written component will be graded as yes/not yet  Revised version due: December 15  10% of your grade (3% oral, 7% written)

Personal Essay. Learning goals:  Demonstrate a clear sense of the resources available at UW Oshkosh (ePortfolio, biodigester, etc.)  Connect what is learned in this class with something in the student’s personal life  Connect personal experiences with local action and global impact  Develop strategies to effectively communicate across difference Specifications:  The subject matter of the essay is what you learned in this class and what it means to you personally. I want to see evidence that you’ve really thought about this.  This essay should make a substantial connection between what we’ve done in this class (all 3 units) and something in your personal life (make it specific – not “I now have a different outlook on things” but “I now hesitate in front of the salad bar, wondering how these crops were grown…”).  You must substantially mention at least two resources on campus, either learning resources or things you know about environmental measures on campus (e.g. from sustainability tour, biodigester, Real Food Challenge information, etc.).  I need to see a strong connection between the local and the global, as it relates to your personal experiences (e.g. my ecological footprint as compared with someone in Brazil).  At some point you need to describe how you would communicate something you learned in class, to someone who is substantially different from you: perhaps someone in a foreign country or perhaps someone who thinks that environmental considerations do not matter.  It should be about 3 pages or 900 words long. (Give or take 100 words)  You will turn it in twice: once on D2L and also upload it to your e-portfolio. Be sure you “share” it with me on the e-portfolio so I can verify this step has been completed. Grading:  Due: December 1  Graded by: December 8  Grading: yes/not yet  Revised version due: December 15  15% of your grade