Cross Listing Course Form (4/9/14)
I: Criteria
To qualify for consideration for cross listing, all courses must:
- be requested by both departments or programs;
- count as credit toward an existing major, minor, or certificate program;
- not be experimental or have a reserved variable content course number (x90-X99)
- carry the same title (both parent and sibling courses) and, if possible, carry the same course
number;
- be implemented within comparable course levels, e.g., (U), (UG), or (G);
- be offered under an existing rubric.
Under no circumstances will a course have more than three crosslistings.
II: Summary of courses requested for crosslisting
Requesting Dept / Program (must be
Resource Conservation
department of parent course)
Parent Course Prefix and Number
NRSM 426
Sibling Course(s) Prefix (Pre CCN) and
Number
Course Title
CCS 426
Climate and Society
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Laurie Yung
Phone/ email :
X6934 /
laurie.yung@umontana.edu
Parent Program
Laurie Yung
Chair/Director:
Sibling Program Chair(s) Steve Running
/ Director(s)
Dean(s):
James Burchfield
Approve *
X Yes  No
XYes  No
 Yes  No
X Yes  No
 Yes  No
*Signatory Comments (required for disapproval):
IV. Rationale
Do these courses need to be cross listed to fill an external requirement?
If YES, define external requirement and attach
documentation.
If NO, complete narrative: In 500 words or less explain why only cross-listing this course serves the
need for delivering academic content. You must identify how both the parent and sibling units
contribute to the cross-listed course’s content and how cross listing contributes to the respective
units’ missions of serving students. The narrative must also identify additional reasons for cross
listing such as a specialized need for advertising to prospective students, sharing resources across
departments (equipment, space, instructors, etc.), or mutual contribution to course content.
NRSM 426 Climate and Society serves a critical need within the Climate Change Studies minor program. It
is one of only several society-area course offerings, and the only course that covers the social aspects of
climate change at multiple scales. Identifying this course within the listing of courses within the Climate
Change Studies minor will help student recognize it as a possible course to meet their minor requirements.
In return, a crosslisting with CCS helps to populate and diversify student enrollment within the Climate and
Society class. The ASCRC has previously approved this course for crosslisting with CCS.
V. Syllabus

NRSM 426, Climate and Society
T/TH 2:10-3:30, Clapp Room 452, Spring, odd years
Office Hours: Tuesdays 1-2:00 and Thursdays 3:45-4:30
Instructor: Laurie Yung Main Hall 308
laurie.yung@umontana.edu 243-6934
Course Description
This course examines the social, economic, and political aspects of climate change, with a focus on
both international and domestic processes and examples. Students will explore the social aspects of
climate change at multiple scales, from individual behavior to global governance. The course will draw
on multiple disciplinary perspectives within the social sciences to examine the socioeconomic impacts
of climate change, and the social and political sides of mitigation and adaptation. The course provides a
window into the complex interactions between scales, actors, and society and environment.
Course Objectives
Students in this course will:
1. Understand the key social, economic, and political aspects of climate change.
2. Gain knowledge of the contributions of different social science disciplines to understanding and
addressing the problem of climate change
3. Improve writing, speaking, and analytical skills
Course Readings
Course readings are available on course reserve through the Mansfield Library. Go to www.lib.umt.edu
and click on the green Reserves tab. The password is: climate
Readings must be completed prior to class. To adequately prepare for class, students should be familiar
with the “facts” outlined in the reading (who, what, when, where, how, etc.) and carefully analyze and
critique the material presented (making connections to other readings, class discussions, and the policy
process as a whole). As you are reading, make notes about key points, questions you have, interesting
issues raised, and connections to other topics being covered in the course.
Course Schedule
Introduction
1/29 Thinking about Climate and Society
1/31 Climate Change 101
Dryzek, J.S., Norgaard, R.B. and D. Schlosberg. 2011. Climate Change and Society: Approaches and
Responses. In The Oxford Handbook of Climate and Society, Eds J.S. Dryzek, R.B. Norgaard, and D.
Schlosberg. Oxford University Press. Pgs 3-20.
Read these webpages: http://www.c2es.org/science-impacts/basics/faqs/climate-science
http://oceanservice.noaa.gov/education/literacy/climate_literacy.pdf
2/5 Climate Change 102
Steffen, W. 2011. A Truly Complex and Diabolical Policy Problem. In The Oxford Handbook of
Climate and Society, Eds J.S. Dryzek, R.B. Norgaard, and D. Schlosberg. Oxford University Press. pgs
21-37.
Use these websites to explore your additional questions:
https://www.ipcc.unibe.ch/publications/wg1-ar4/faq/wg1_faqIndex.html
http://scienceblogs.com/illconsidered/2008/07/how-to-talk-to-a-sceptic/
Conceptualizing Impacts
2/7 Socioeconomic Impacts, International and Domestic
Climate Change: The Social and Economic Impacts. Earthwatch Institute. Pgs 1-8.
Drought in Eastern Africa. Encyclopedia of Earth.
American Security Project. Pay Now, Pay Later: Montana
Harvard Medical School. 2009. Climate Change and Health in Montana.
ClimateWise. Missoula County.
2/12 Equity and Justice, Burdens and Blame
Roberts, J.T. 2009. The International Dimension of Climate Justice and the Need for International
Adaptation Funding. Environmental Justice 2(4):185-190.
Demetriades, J. and E. Esplen. 2010. The Gender Dimensions of Poverty and Climate Change
Adaptation. In Social Dimensions of Climate Change: Equity and Vulnerability in a Warming World.
Eds: R. Mearns and A. Norton. Washington D.C.: The World Bank.
2/14 Vulnerability
Class Lead: Nick Youngstrom
Leichenko, R., Thomas, A., and M. Barnes. 2010. Vulnerability and Adaptation to Climate Change. In
Routledge Handbook of Climate and Society. Ed: C. Lever-Tracy. New York: Routledge. pgs 133-151.
Eakin, H. 2008. Human Vulnerability to Global Environmental Change. Encyclopedia of Earth.
2/19 Migration, Security, and Violent Conflict
Homer-Dixon, T. 2007. Terror in the Weather Forecast. The New York Times.
Executive Summary. National Security and the Threat of Climate Change. 2007. Center for Naval
Analyses.
War and Climate Cycles. 2011. Encyclopedia of Earth.
Understanding Different Views of Climate Change
2/21 Polls and Public Opinion
More Say There Is Solid Evidence of Global Warming. 2012. The Pew Research Center.
Cooney, C. 2010. Climate Change Perceptions. Encyclopedia of Earth.
Leiserowitz, A.A. et al. 2012. Global Warming’s Six Americas in March 2012 and November 2011.
Yale Project on Climate Change Communication.
Leiserowitz, A.A., Maibach, E.W., Roser-Renouf, C., Smith, N. and E. Dawson. 2010.
Climategate, Public Opinion, and the Loss of Trust. Working Paper.
2/26 Tribes and Climate Change
Guest Speaker: Kyle White (to be confirmed)
Facing the Storm: Indian Tribes, Climate-Induced Weather Extremes, and the Future for Indian
Country. 2011. National Wildlife Federation.
Introduction to Indigenous Perspectives on the Changing Arctic. 2009. International Arctic Science
Committee. Encyclopedia of Earth.
2/28 Evangelical Christians and Climate Change Beliefs
Class Lead: Wylie Carr
Carr, W., Patterson, M.E., Yung, L., & Spencer, D. 2012. The Faithful Skeptics: Evangelical Religious
Beliefs and Perceptions of Climate Change. the Study of Religion, Nature, and Culture Journal for
6(3):276-299.
3/5 Politics, Ideology, and Science
Kahan, D., Jenkins-Smith, H. and D. Braman. 2011. Cultural Cognition of Scientific Consensus.
Journal of Risk Research 14(2):147-174.
3/7 Media and Communication
Boykoff, M.T. and J. Smith. 2010. Media Presentations of Climate Change. In Routledge Handbook of
Climate and Society. Ed: C. Lever-Tracy. New York: Routledge. pgs 210-218.
Moser, S.C. and L. Dilling. 2011. Communicating Climate Change: Closing the Science-Action Gap.
In The Oxford Handbook of Climate and Society, Eds J.S. Dryzek, R.B. Norgaard, and D. Schlosberg.
Oxford University Press. pgs 161-174.
3/12 Climate Change Education in U.S Schools
Class Lead: Julia Baggerly
Reading to be announced
3/14 Understanding and Overcoming Climate Change Denial
Guest Speaker: Nicky Phear
WATCH: PBS FRONTLINE: Climate of Doubt, October 23, 2012 (53 minutes):
http://www.pbs.org/wgbh/pages/frontline/climate-of-doubt/
Kahan, D.M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L.L., Braman, D. and G. Mandel. 2012. The
Polarizing Impact of Science Literacy and Numeracy on Perceived Climate Change Risks. Nature
Climate Change 2: 732–735.
Climate Denial: Emotion, Psychology, Culture, and Political Economy. In The Oxford Handbook of
Climate and Society, Eds J.S. Dryzek, R.B. Norgaard, and D. Schlosberg. Oxford University Press.
3/19 Public Views of Ecological Change in National Parks
Class Lead: Dave Craig
Craig, D. and L. Yung. What Do We Know About Public Views of Rapid Environmental Change in
and Conservation Goals for U.S. National Parks? A Review of Existing Literature. White Paper.
3/21 Working Ranchers, Climate Change Beliefs, and Adaptation
Yung, L., Phear, N. and A. DuPont. How Working Ranchers Respond to and Negotiate Ongoing
Drought in Montana. (unpublished manuscript).
Navigating Decisions at Multiple Scales
3/26 Behavior Change I
Ropke, I. 2010. Ecological Economics: Consumption Drivers and Impacts. In Routledge Handbook of
Climate and Society. Ed: C. Lever-Tracy. New York: Routledge. pp 121-130.
Gifford, R. 2011. The Dragons of Inaction: Psychological Barriers that Limit Climate Change
Mitigation and Adaptation. American Psychologist 66(4): 290-302.
3/28 Behavior Change II
Ockwell, D., O’Neill, S. and L. Whitmarsh. 2010. Behavioral Insights: Motivating Individual
Emissions Cuts Through Communication. In Routledge Handbook of Climate and Society. Ed: C.
Lever-Tracy. New York: Routledge. pp 341-350.
4/9 Behavior Change III
Walser, M. 2010. Carbon Footprint. Encyclopedia of Earth.
Complete carbon footprint exercise prior to class
4/11 Social Movements
No reading today
4/16 Domestic Policy I
Reading to be announced
4/18 Domestic Policy II
No reading today
4/23 Global Governance and International Policy I
Reading to be announced
4/25 Global Governance and International Policy II
No reading today
4/30 Public Engagement and Geoengineering
Class Lead: Wylie Carr
Carr, W.A., Preston, C.J., Yung, L., Keith, D.W., Szerszynski, B. and A.M. Mercer.
Public Engagement on Solar Radiation Management and Why it Needs to Happen Now. Under review
with Climatic Change.
New Approaches
5/2 Resilience and Systems Thinking
Class Lead: Dave Craig
Nelson, D.R., W.N. Adger and K. Brown. 2007. Adaptation to Environmental Change: Contributions
of a Resilience Framework. Annual Review of Environment and Resources, Vol. 32:395-419.
5/7 Deliberative Transformation
O’Brien, K. 2012. From Adaptation to Deliberative Transformation. Progress in Human Geography.
5/9 Alternative Futures: New Forms of Capitalism, New Lifestyles
Leahy, T. 2010. Alternative Scenarios: Technological Optimism or Low Energy Futures. In Routledge
Handbook of Climate and Society. Ed: C. Lever-Tracy. New York: Routledge. pp 280-296.
Klein, N. 2011. Capitalism versus the Climate. The Nation.
5/13 Research papers due by 5:00 pm
5/15 Finals week meeting 1:10-3:10
Student presentations
Evaluation
Assignment Percentage of Final Grade
Participation 10%
In-class response essays 30%
Research paper 40%
Short presentation 20%
Participation
Students are expected to take an active role in their education in this course, and course grades will be
based, in part, on student participation. Participation includes attendance, punctuality, attentiveness,
effort, and being prepared for class (having completed any assignments, including the reading for that
day). Participation also means offering one's thoughts, ideas, opinions, and questions during class.
There will be frequent opportunities for discussion during class, providing time for you to explore the
complexity of social processes and, in particular, work on issues you find confusing. Your participation
grade is not based on knowing the "right" answers or the quantity or length of your comments (in fact,
concise and succinct comments, where appropriate, are favorable), but rather on your willingness to
contribute, evidence that you have completed and thought through material presented in the reading,
and the quality of your contributions. In addition to talking in class, participation includes respect for
differing opinions. Students who arrive late, miss class, fail to do readings on time, and/or do not
engage in class discussions will be penalized.
In-Class Response Essays
Throughout the semester, students will be asked to respond to course material (readings, films,
lectures) through short in-class essays. Essays must demonstrate a basic understanding of the material
and thoughtful analysis of the key issues.
Research Paper
Students will be required to write an 8-10 page research paper on a topic relevant to the course.
Students will select topics and submit abstracts and key sources before spring break. Research papers
must be clearly written, utilize evidence to support arguments/assertions, and provide a thoughtful,
th
detailed analysis of the topic. Research papers are due on May 13 by 5:00 pm (please feel free to email
them to me). Additional information about the research paper will be provided.
Short Presentation
th
Students will be required to provide a 5-minute presentation on their research paper topic on May 15 .
This presentation must be clear and concise and convey the key points of their analysis.
General Grading and Attendance Policies
Because your presence in class has an important affect on your learning, attendance will be recorded
and counted toward your participation grade. There will be no penalty for missing three class periods.
Missing more than three class periods will affect your grade. If you have an emergency that interferes
with attendance, please let me know and I will take the circumstances into account (but please know
that I may ask for documentation).
If you miss class at any time, you are responsible for inquiring about any missed in-class essays. Late
research papers will be accepted, but your grade will be lowered at least one letter grade (and
potentially more depending on your circumstances and how late the paper is – bottom line: if you are
late with your research paper, you should still turn it in, but get it to me as soon as possible).
Please note that this class is offered for traditional letter grade only; it is not offered under the credit/no
credit option.
All students must practice academic honesty. Academic misconduct is subject to an academic penalty
by the course instructor and/or a disciplinary sanction by the University. All students need to be
familiar with the Student Conduct Code. The Code is available for review online at:
http://life.umt.edu/vpsa/student_conduct.php.
Grading Scale
Final course grades will be determined based on the following scale:
93-100 A
90-92 A88-89 B+
83-87 B
80-82 B78-79 C+
73-77 C
70-72 C68-69 D+
63-67 D
60-62 D59- F
Important
Deadlines for
Changing Course
Options
February 5
February 6
Last day for students to Add classes via CyberBear without consent of
instructor.
Beginning today all class registration adds must be done via the Override
Form or and Electronic Override done through CyberBear. Consent of
instructor is required.
February 15
• Last day to withdraw from the semester (drop all courses) with a partial
refund.
• Last day to change grading option to or from audit.
• Last day to Buy or Refuse health insurance coverage or add clinical health
fee.
February 16-April 8
th
(45 instructional
day)
Dropping a course requires a drop/add form with instructor and advisor
signature. There is a 10$ fee at registrar’s office.
April 9-May 10
At this point in the semester students are only allowed to drop a class under
very limited and unusual circumstances. Not doing well in the class,
deciding you are concerned about how the class grade might affect your GPA,
deciding you did not want to take the class after all, or deciding you want to
change majors are not among those limited and unusual circumstances. If you
want to drop a class for these sorts of reasons, make sure you do so before
April 8.
VI. Justification for third crosslisting:
In 500 words or less describe the extenuating circumstances making a third course necessary.
VII Copies and Electronic Submission. After approval, submit signed original, and electronic file
to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.