Man and the Environment, Environmental Studies 101 Great Basin College

Humans and the Environment, ENV 100 Fall, 2015

Syllabus Great Basin College

Professor: Pete Bagley Office: Lundberg Hall 109B Phone: 753-2229 (wk); E-mail: [email protected] Office Hours: Mon & Wed, 2:00 - 4:00; Fri,10:00-11:00; and by appointment.

Tentative Lecture and Reading Assignments

Topic Chapter Introduction 1 Environmental Ethics 2 Physical Science 3 Population Ecology 4 Human Poulation Growth 5 Community Ecology 6

Exam 1 Thursday, Sept 24

Biogeography 7 Biodiversity 8 Global Climate Change 9 Air Pollution 10 Water Resources 11

Exam 2 Tuesday, Nov 3

Agriculture 12 Forests 13 Nonrenewable Energy 14 Renewable Energy 15 Waste Management 17 Environment and You 19

Final Exam Tuesday, Dec 15

Texts: The Environment and You. 2nd ed. Christensen and Leege. ISBN-13: 978-0-321-95789-4 Desert Solitare. Abbey, Edward. ISBN-13: 978-0-671-69588-0 Catalog Description

ENV 100 Humans and the Environment (3 credits)

ENV 100 Humans and the Environment (3) Introduction to the relationship of man and his environment. Current thinking and research concerning the impact of industrialization and urbanization on environmental quality, including the population explosion; the potential decline of the affluent society by the depletion of natural resources; the pollution of air, land surface, and water; and the public agencies and policies designed to solve environmental problems. Prerequisite: Must have completed MATH 96 or higher or attained satisfactory score for placement into MATH 120 in ACT, SAT or placement tests.

Course Objectives and Expected Outcomes:

Environmental Science is an interdisciplinary study of problems that have been caused by human use of the natural world. To understand these complex problems and in order to devise solutions to them, three major areas of information must be understood.

1* First, we must understand the natural processes, both physical and biological, that operate in the world. 2* Second, we must appreciate the role of technology in our society, its capacity to alter natural processes and how it can be used to solve problems caused by human impact. 3* Third, the complex social processes of human populations must be understood and integrated with technology and natural processes in order to best interpret the role of humans in the world today.

General comments:

Many of the ideas and concepts in Environmental Science are ones that you likely are familiar with through your regular life. However, many new ideas, vocabulary words, and theories will be presented. I hope you will be introduced to new perspectives on older ideas, and that you and I will be intellectually challenged. This is a science class, and we need to formulate ideas, opinions and speculations based on a foundation of factual information.

The detail of the lectures and the speed of the course will be based on the assumption that you have read the textbook before coming to class. If you do not read the text in advance, do not expect to fully understand the material presented. Ideally, we can use the class time to present other perspectives on the material, answer questions that you might have, and discuss implications of the ideas presented in the text.

The list of topics in this syllabus is very broad and we will probably not get to all of them. We will most likely be changing the topic list in the later portions of the course to reflect your specific interests as a class. This syllabus does not in any way represent a contract. It is a reflection of the intent of the instructor, but do recognize that it is an organic construct that may change as the semester progresses. Any changes will be announced in class.

Attendance will not be taken, but be advised: Regular attendance is the single most important thing you can do to get and maintain a good grade.

Exams, Grading, and Assesment:

The grade for this course will be based on four components: three non-cumulative, in class, exams, with a mix of 80% short answer and multiple choice questions Term paper based on Desert Solitare 20%

Tentative exam dates are:

Exam 1 Thursday, Sept 24

Exam 2 Tuesday, Nov 3

Final Exam Tuesday, Dec 15

All exams will be held on the dates listed in the syllabus. Any changes to that schedule will be announced in class well in advance. Missing an exam due to personal reasons or illness must be approved in advance if possible, or by contacting me within 24 hours of the exam in the case of emergency. Make up exams will be allowed and scheduled at my discretion.

The grading scale is as follows:

90 - 100% = A You’re doing super! Keep up the good work. Have you considered a career in the life sciences? 80 - 89% = B Excellent! Continue what you’re doing, but consider asking questions on the finer details in the text. 70 - 79% = C Adequate. You’ve got it under control, but don’t get complacent. Review your notes and the text carefully. Ask questions to clarify important topics. 60 - 69% = D Danger zone. All is not lost, but you are at risk. You need to carefully work through the materials and resources available to you. Attend regularly, and work on your note taking skills. Make sure to ask questions for help. > 60% = F Failing. Definitely contact me so we can work on a strategy for your improvement. Term Paper/Book Report based on Desert Solitare:

Desert Solitare is available at the GBC bookstore as well as many online booksellers such as Amazon.com.

Your response and summary of the book will use the format given below. In the report I will be looking for evidence that you understand the subject and controversy, and can clearly communicate that your understanding. Your demonstration of knowledge of the concepts of wilderness and environmental ethics along with the issues presented by Desert Solitare will be subject to grading, not your personal opinion. The report must be typed, double spaced.

The report should use the following outline:

Introduction Give the background to the questions raised by the book. Briefly explain why it is important, and how it relates to agriculture. Discussion Explain the details of the situation, show that you understand what is being described, discussed and recommended in the book. What do you recommend doing in this situation? Conclusion Briefly reiterate both the problem and your conclusion.

Actually use the headings given above.

Grading criteria for the report are similar to those used by the English department:

1. Focuses and develops ideas effectively, showing creativity and insight. 2. Organizes ideas in a purposeful and logical manner, moving the reader (listener) smoothly through the text (subject). 3. Uses sentence structure and word choice effectively with a sense of control. 4. Commits few, if any, errors in grammar/usage and mechanics.

This assignment must be turned in via WebCampus to the appropriate assignment dropbox, on or prior to the due date (Sunday, December 6, 11pm), in Word Format. Assignments will not be accepted via snail mail, email, fax or other means. Technical problems with WebCampus need to be addressed to the GBC Helpdesk. Appendix A - Boilerplate Section

Learning Outcomes and Measurements: Learning Outcomes Measurement Physical and Biological Processes Lecture exams with both multiple Explain processes involved in environmental functions of choice and essay questions. the natural world. Technology Lecture exams with both multiple Define and explain the role of technology, its capacity to choice and essay questions alter natural processes, and how it can be used to solve problems Social Processes Lecture exams with both multiple choice and essay questions Summarize the complex social processes of how human populations and individuals interact with the natural world. Term paper

Accommodations for Students with Disabilities

Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Disability Services Office, located in Leonard Student Life Center, will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids, and services. For more information or further assistance, please call 775.753.2271.

Academic Honesty Statement

Great Basin College considers academic honesty one of its highest values. A student who obtains academic credit for work that is not the product of his or her own effort is being dishonest and undermining the academic integrity of the college. Students are expected to be the sole authors of their work. Use of another’s ideas must be accompanied by specific citation and reference. In addition, a learner may not submit the same work for credit in more than one course. The disciplinary consequences of plagiarism and other forms of academic dishonesty include non-acceptance of work submitted, a failing grade in the course, and/or or other disciplinary action as outlined in Great Basin College’s Student Conduct Policy.

Campus Security

GBC is committed to the safety of our students and has a duty to promote awareness and prevention programs for violence on campus under the Jeanne Clery Act as well as the Campus SaVE (Sexual Violence Elimination Act) and VAWA (Violence Against Women Act), which are amendments to Clery. Acts of violence include, but are not limited to, sexual assault, domestic violence, dating violence, and stalking. Acts of violence can occur on the physical campus or centers of GBC in addition to field placement sites, clinical practice settings, and other places where college or class activities occur. As well, the online environment at GBC is considered a GBC site. If you experience any incidence where your safety has been threatened or violated, or if you feel threatened or harassed, immediately report this to me, any center director, faculty, or staff member, or directly to the Director of Environmental Health, Safety & Security(775.753.2115) or the Vice President for Student Services(775.753.2282).

General Education Objectives and Assessment:

Student Outcomes Communications Skills Objective Students will have several opportunities to exercise written essay and text discussion communication skills throughout this course. Measurement of this objective: lecture exams (students will be able to read and answer exam questions in written form), written essay (students will clearly communicate scientific information in written form, see “Term Paper/Book Report” above for grading rubric).

Critical Thinking Objective Quantitative Ability- Students will use mathematical principles and quantitative methods to complete the assignments. Reasoning and Independent Thought- Students will use reasoning and independent thought to complete online experiments and answer exam questions. Scientific Understanding- Students will comprehend workings of molecular-biological and cellular systems and the process by which the scientific knowledge is discovered. They will also develop the ability to understand molecular-biological and cellular information and how it relates to them. Measurement of this objective: exams (students will be able to answer quantitative questions related to plant science, environmental issues that influence plant growth, and crop production on exams, many questions on the exams will require the student to examine data and make an independent conclusion), online activities (students will be able to answer quantitative questions related to biology on exams), written essay, online class discussions (ungraded)

Personal and Cultural Awareness Objective Sense of the Individual in Society- Students will gain an understanding of molecular and cellular biology and how this affects them and society. Sense of the Past- Students will gain an understanding of how biological knowledge was discovered and how this knowledge has changed society and their lives. Sense of Accountability- Students will comprehend the consequences of human discoveries in molecular and cellular biology and their implications. Appreciation of Fine Arts- Students will develop an understanding of the value of biological diversity and individual curiosity and creative thought. Measurement of this objective: exams (students will be able to answer exam questions on the importance and place plant production and utilization in society, on the history of biological research, and how their actions affect them and their environment). Personal Wellness Objective Students will develop skills in determining the consequences of their actions in relation to the environment and their personal health. They will gain knowledge needed to make important decisions involving personal health. Measurement of this objective: lecture exams as well as the term paper which specifically covers food and health.

Technological Understanding Students will gain knowledge of how advancing technology in the field of biology will affect their lives and their personal health. Measurement of this objective: exams (students will be able to answer exam questions on technology in crop production, and human health), written essay (students will present, in written form, the use of technology to discover knowledge in the area of biology and human health)

Summary of the Assessment of Objectives: Learning and general education objectives will be assessed with four distinct tools. Lecture exams will consist of multiple choice questions that will test three types of knowledge: recall of factual information; definitions of terminology; and conceptual and integrative thinking. On line quizzes and study aids will guide students thru the subject material, as well as assess student learning. A written report on the book In Defense of Food will assess written communication skills, as well as conceptual understanding of a critical concept in biology