I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
X
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Climate Change Studies
Course #
CCS/ENST/NRSM
103X
Course Title
Introduction to Climate Change: Science and Society
Prerequisite
None
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Date
Steve Running/Dane Scott/Nicolette
Phear
Phone / Email
Program Chair Steve Running
Dean
Michael Patterson
III. Type of request
New X
One-time Only
Renew
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This is an introductory and foundational course on the scientific and social dimensions of global climate
change. The goal of this course is to provide students with a basic understanding of the fundamental
scientific, social, political and technological issues arising from rapid climatic change. As a result, it
provides students with a breadth of knowledge and builds connectedness across these varied dimensions
of the complex global issue. The course is introductory, as it has no pre-requisites and does not require
specialized scientific or technical knowledge. It is foundational, as it stages a broad set of issues that are
pursued in more depth in subsequent courses that can be part of a Climate Change Studies minor.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
The Society portion of the course explores
Global courses will familiarize students with
responses to climate change in terms of differing
the values, histories, and institutions of two or
more societies through the uses of comparative values and institutions. Western approaches (US
and European) are put into conversation with
approaches.
Global perspective courses adopt a broad focus
with respect to time, place, and subject matter
and one that is transnational and/or multicultural/ethnic in nature. Whether the cultures
or societies under study are primarily historical
or contemporary, courses investigate significant
linkages or interactions that range across time
and space.
efforts of developing nations. The course draws
comparisons between these approaches while
highlighting different historic, ecological and
ethical considerations. The course draws
attention to the notion of common but
differentiated responsibilities that has been
articulated in global institutions as a framework
for negotiating some of the societal differences
in contribution and adaptive capacity. Several
mitigation options--such as emissions trading
schemes and geoengineering--are evaluated for
comparative impact on developing and
developed nations, and their ability to be
effective, efficient, and fair at the global scale.
Finally, the course identifies and compares
differing societal values and political factors that
affect if and how various countries commit to
reducing carbon emissions (with particular focus
on the US, European Union, and China).
The Science portion of the course looks at the
transnational phenomenon of global climate
change and examines it across time and space.
The course considers climate change through
different geological and biological time scales;
explores interactions and feedbacks in the
climate system; and identifies both natural and
human processes that significantly and broadly
affect the climate. Specifically, the course
focuses on the processes by which fossil fuel
emissions and land use changes lead to global
climate change. The course also examines how
climate-driven changes, particularly with regard
to water availability, wildfire, extreme weather,
and ecosystem productivity, play out globally
and locally in Montana.
That global perspective is then carried forward
into the Society and Solutions sections of the
course as it looks at different countries'
contributions to carbon emissions over time and
at differential abilities to both mitigate and adapt
to global climate change. The course considers
different scenarios for the future, and how
different development paths might affect future
climatic conditions for future generations.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of this course, students will be
Place human behavior and cultural ideas into a
able to describe how individual and collective
wider (global/indigenous) framework, and
human behavior related to energy and land use
enhance their understanding of the complex
impact global climate change. This course
interdependence of nations and societies and
shows how greenhouse gas emissions and land
their physical environments.
Demonstrate an awareness of the diverse ways
humans structure their social, political, and
cultural lives.
Analyze and compare the rights and
responsibilities of citizenship in the 21st century
including those of their own societies and
cultures.
use changes interact with and shape ecosystems
on which humans depend. The course also
shows how different nations are impacting and
are impacted by global climate change.
Upon completion of this course, students will be
able to compare different approaches to
responding to climate change that emerge from
different nations and locales. The course
exposes students to how different nations are
structured in ways that drive greenhouse gas
emissions in terms of societal values, cultural
norms, decision-making approaches, and
technological developments. Students compare
different technological and political approaches
in terms of their effectiveness and efficiency in
driving down emissions.
Upon completion of this course, students will be
able to articulate some of the ways in which
individuals and nations differ in terms
responsibilities to address climate change. This
course invites students to consider the
atmosphere as a global commons, whose use
and preservation are essential to human wellbeing. Students will consider and compare the
rights of present and future generations;
emerging and developed economies; and human
and non-human species. Students will assess
their individual carbon footprint, compare their
impact to others in the US and across the globe,
and consider per capita and per country rights to
the atmospheric global commons.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
N/A
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Introduction to Climate Change: Science and Society
CCS 103X
Same as ENST/NRSM 103
Fall 2013
INSTRUCTORS:
Dr. Steve Running, CHCB 428, swr@ntsg.umt.edu
Dr. Dane Scott, Mansfield Center, MILB 464, dane.scott@mso.umt.edu
Nicky Phear, CHCB 448, nicky.phear@umontana.edu
CLASS MEETING:
Monday & Wednesday 3:40 – 5:00 pm,
Chemistry 123
WEBSITE:
http://wiki.umt.edu/odccss
TEXTBOOK:
Robert Henson, The Rough Guide to Climate Change, 3rd edition
ADDITIONAL READINGS:
For download:
 The Copenhagen Diagnosis: available at:
http://www.copenhagendiagnosis.com/
See the Class Schedule below for lecture-specific readings.
Course Description and Objectives:
This is an introductory and foundational course on the scientific and social dimensions of global climate
change. The goal of this course is to provide students with a basic understanding of the fundamental
scientific, social, political and technological issues arising from rapid climatic change. As a result, it
provides students with a breadth of knowledge and builds connectedness across these varied dimensions
of the complex global issue.
Learning Objectives:
Upon completion of this course, students will be able to:
(1) demonstrate an understanding of the global climate system, including significant interactions
and feedbacks that range over time and space;
(2) examine how climate-driven changes, particularly with regard to water availability, wildfire,
extreme weather, and ecosystem productivity, play out globally as well as locally in Montana;
(3) describe how individual and collective human behavior related to energy and land use impact
global climate change;
(4) discuss the notion of common but differentiated responsibilities for mitigating climate change in
light of differing contributions and capacities;
(5) identify differing societal values, histories, and institutional structures that affect if and how
various nations respond to climate change;
(6) compare various technological and political approaches in terms of their effectiveness and
efficiency in driving down emissions; and,
(7) assess their individual carbon footprint, compare their impact to others in the US and across the
globe, and consider per capita and per country rights to the atmospheric global commons.
Class Format:
Each week we will discuss different topics related to climate change science and policy. There will be
assigned readings from the textbook and the literature. The class will include presentations by invited
speakers who have expertise in specific areas of climate change science, policy, and solutions, and who
can demonstrate connections across course topics.
Grading:
There will be three short-answer essay exams covering the three sections of the course. There will also
be one project (this can be done in groups or individually) due at the end of the course with specified
“checkpoints” throughout the semester. You have two options for this project: to research a specific
topic on global climate change or participate in an action-oriented project that is of personal interest to
you. We will provide specific topic choices for you, or you are welcome to craft your own project.
Students doing research projects will create a Wiki page on the Online Deliberation Center (ODC)
where they will share their research reports. Students doing action projects will submit a project report
with relevant supporting documents. Your participation grade will depend on regular attendance as well
as contribution to the ODC’s contributor page. Details on all assignments will be provided separately.
You will not be penalized for your personal beliefs in this class. However, you must support your
statements with the most current, best available evidence.
Point Distribution
Test #1: Science and Impacts
Test #2: Ethics and Social Science
Test # 3 Solutions
Due Date
Monday, October 1
Wednesday, October 31
Thursday, December 13
Credit
25
25
25
Research or Action Project (20 pts)
 Proposal - Topic & Outline
 Final Report
Monday, September 24
Wednesday, November 28
5
15
Participation (5 pts)
 Class Attendance
 ODC Contributors Page
-Monday, September 17
3
2
Total
100
Email policy at UM:
According to the University email policy effective on 1 July 2007, an “employee must use only UM
assigned student email accounts for all email exchanges with students, since such communication
typically involves private student information.” This means that you must send any correspondence
through your GrizMail account. For more information on setting up and using your GrizMail account,
please go to http://www.umt.edu/it/email/umconnect.aspx.
Academic Misconduct and the Student Conduct Code:
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.
Date
Topic
M 8/27 Introduction
Rough Guide
Readings
Additional Readings
The Basics
pp. 3-42
The Copenhagen Diagnosis:
Updating the World on the Latest
Dr. Steve Running,
Climate Science, 2009
Ecosystem and
Richard Muller, The Conversion of Conservation Sciences
a Climate-Change Skeptic, 2012
Speaker
W 8/29
M 9/03
Principles of the
Global Climate I
Dr. Steve Running,
Ecosystem and
Conservation Sciences
The Symptoms
pp. 45-168
XXXXXXXXXXXXXXXXXXXXXX LABOR DAY XXXXXXXXXXXXXXXXXXXXXXX
Logging into the ODC
Research/ActionThe Symptoms
W 9/05 Project Assignment
pp. 45-168
Principles of the
Global Climate II
Paleoclimatology:
The Long View
M 9/10 Climate Change over
pp. 212-248
Time
W 9/12
Climate Change
Trends, Global
Contributor Page
Due
M 9/17
Climate Change
Trends, Montana
Climate System
Interactions and
W 9/19
Feedbacks: Oceans &
Cryosphere
Research/ActionProject Proposal Due
M 9/24
Global Climate
Models
Land Use, Climate
Change, and Limits to
W 9/26
Net Primary
Productivity (NPP)
Dr. Steve Running,
Ecosystem and
Conservation Sciences
Dr. Faith Ann Heinsch,
Missoula Fire Sciences
Laboratory
Dr. Ashley Ballantyne,
Ecosystem and
Conservation Sciences
The Symptoms
pp. 45-168
Dr. Steve Running,
Ecosystem and
Conservation Sciences
The Symptoms
pp. 45-168
Oceans
pp. 116-140
The Big Melt
pp. 82-115
Keeping Track
pp. 189-211
Modeling
pp. 249-265
Dr. Steve Running,
Ecosystem and
Conservation Sciences
Dr. Steve Running,
Ecosystem and
Conservation Sciences
Dr. Steve Running,
Ecosystem and
Conservation Sciences
M 10/01 TEST #1: CLIMATE CHANGE SCIENCE & IMPACTS
Ethics & Climate
W 10/03
Change Policy I
M 10/08
Ethics & Climate
Change Policy II
Climate Change,
Cultural
W 10/10
Interpretations, and
Communications
Europe & Climate
M 10/15
Change
US Climate Change
Policy & Emissions
W 10/17
Trading Schemes
The Ethical Implications of Global
A Heated Debate,
Climate Change, COMEST,
pp. 267-277
pp. 7-24, 2010
The Ethical Implications of Global
Climate Change, COMEST,
pp. 25-38, 2010
Political
Solutions,
pp. 306-311
Dr. Dane Scott,
Mansfield Center &
Society and Conservation
Dr. Dane Scott,
Mansfield Center &
Society and Conservation
Mike Hulme, Why We Disagree,
2009
Dr. Steve Schwarze,
Communication Studies
European Union 2020, 2009
Dr. Ulrich Kamp,
Department of Geography
What is a Carbon Tax?
Cap and Trade 101, 2012
Dr. Len Broberg,
Environmental Studies
M 10/22
W 10/24
China & Climate
Change
Climate Change
Adaptation: Local and
Global Examples
M 10/29 Geoengineering
TBA
Dr. Terry Weidner,
Mansfield Center Director
Jouni Paavola & W.Neil Adger, Fair Dr. Laurie Yung &
adaptation to climate change, 2006 Kimiko Nygaard
TBA
Dr. Dane Scott,
Mansfield Center &
Society and Conservation
W 10/31 TEST #2: CLIMATE CHANGE ETHICS AND SOCIAL SCIENCE
Global Climate
M 11/05 Stabilization and the
Wedge Solution
Socolow & Pacala, A Plan to Keep
Carbon in Check, , 2006
Joe Romm, How the world can (and
will) stabilize at 350 – 450 ppm:
Nicky Phear,
The full global warming solution,
Society and Conservation
2009
Bill McKibben, Global Warming’s
Terrifying New Math, 2012
Raising Energy
Efficiency:
W 11/07 Technological and
Political Strategies in
the US and Abroad
Lester Brown, Stabilizing Climate:
An Energy Efficiency Revolution
Nicky Phear,
Chapter 4 in Plan B 4.0 Mobilizing Society and Conservation
to Save Civilization, 2009
M 11/12
XXXXXXXXXXXXXXXXXXXXX VETERAN’S DAY XXXXXXXXXXXXXXXXXXXXX
Turning to Renewable
Energy:
W 11/14 Technological and
Political Strategies in
the US and Abroad
Lester Brown, Stabilizing Climate:
Diana Maneta,
Shifting to Renewable Energy
Montana Renewable
Chapter 5 in Plan B 4.0 Mobilizing
Energy Association
to Save Civilization, 2009
Carbon Footprints
M 11/19
and Carbon Offsets
Molly White, Carbon Offsets:
Molly White,
Understanding the Variety
ClearSky Climate
ClearSky Climate Solutions: Carbon
Solutions
Footprint Calculator
W 11/21
XXXXXXXXXXXXXXXXXXXX THANKSGIVING XXXXXXXXXXXXXXXXXXXXXXX
Climate Action
M 11/26 Planning: University
of Montana
Research and Action
Projects due,
including ODC Page
W 11/28 for research projects
Business Solutions to
Climate Change in the
US and Abroad
The Power of
M 12/03 Example: Individual
and Collective Action
Cherie Peacock,
The University of Montana Climate UM Sustainability
Action Plan, 2010
Coordinator & Zach
Brown, ASUM President
Climate Change 101: Business
Solutions. Pew Center Report on
Global Climate Change, 2009
Lisa Swallow,
Nicholas Stern, “Individuals, firms, Business Technology
communities: the power of
example” The Global Deal, 2009
TBA
Nicky Phear,
Society and Conservation
W 12/05
Student Project
Presentations
Student ODC pages and project
reports
Nicky Phear,
Society and Conservation
R 12/13
TEST #3: CLIMATE CHANGE SOLUTIONS: 1:10-3:10pm in CHEM 123
1:10-3:10pm
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.