The Environmental Studies Program is designed to complement a student's training in a particular academic discipline. Although the name "Environmental Studies" suggests that the Program is limited to the study of the environment, the Environmental Studies Program emphasizes courses concerned with HUMAN-ENVIRONMENT RELATIONS. The Program is not a concentration program although a student may emphasize environmental studies in the LS&A Individual Concentration Program (ICP).
The program offers Environmental Studies 320 as its introductory course. This course introduces students to the wide range of disciplines in the College and University which relate to environmental issues. Second-level courses provide a variety of perspectives from which to view and analyze areas of environmental concern. Since the spectrum of courses offered at this level varies from year to year, students should consult the Time Schedule for current information. Third-level courses include Environmental Studies 420 and 421. They enable students versed in environmental studies to focus on a particular issue. The student is responsible for defining a plan of study, enlisting others with similar interests (if appropriate), and locating a faculty member willing to supervise. In addition to the multidisciplinary approach to the study of human-environment relations reflected in these courses, the Program offers a number of cross-listed courses which analyze humans and the environment from the perspective of a given discipline.
320. Introduction to Environmental Studies. (4). (Excl).
This overview of environmental issues emphasizes their human dimension. Its primary objective is to help students become more ecologically literate, able to think critically about environmental issues, to know how to find and evaluate information on them, and to understand their historical, social, and political dimensions. While the class addresses some scientific aspects of the environment, it focuses on how history, literature, and the social sciences contribute to our understanding of environmental concerns. Different speakers in the class discuss environmental topics from different perspectives, so students see how assumptions shape interpretation of the "facts." Students are encouraged to challenge and question the lecturers. Weekly discussion sections permit exploration of environmental issues, attitudes, and possible solutions. Students complete several assignments and a group project. The written work includes critical analyses of lectures and related articles. The course requires a high level of student participation and initiative. Cost:2 WL:4 (Bardwell)
353/Physics 250. Energy, Entropy, and Environment. Two and one-half years of high school mathematics, or any college course in mathematics or natural science. (3). (NS).
See Physics 250. (Rycus)
359/Geology 279. Ocean Resources. High school science and math recommended. (3). (NS).
See Geological Sciences 279. (Meyers and Owen)
360/Geology 280. Mineral Resources, Economics and the Environment. May not be included in a concentration plan in geology. (4). (NS).
See Geological Sciences 280. (Kesler)
407. Culture as Environment. Environ.
Studies 320 or permission of instructor. (3). (Excl).
Section 001 – Literature of the American Wilderness. For Fall Term, 1993, this course is jointly offered with English 317.002. (Knott)
450. Human Values and the Environment. Environ. Studies 320 and junior standing, or permission of instructor. (3). (Excl).
This capstone seminar offers an integration of humanistic and social science perspectives so often lacking in environmental efforts. The interdisciplinary seminar will look at the ways in which cultures, values, and the very nature of human beings have shaped our environmental dilemma. The seminar will draw on the diverse perspectives and insights of faculty from different departments and disciplines. The broad area of study will be the cultural and social paradoxes of environmental issues that, in the cultural and social paradoxes of environmental issues that, in the past have tended to inhibit meaningful action. The seminar will look at the dimensions of these paradoxes and at a framework for reconciling and resolving them. Grades will be based on written assignments, class participation, and presentations. Limited to 15 juniors or seniors. Cost:2 WL:3 (Walker)
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