“We can be ethical only in relation to something we can see, feel, understand,
love, or otherwise have faith in.” —Aldo Leopold, A Sand County Almanac
COMM 4360 – Spring 2015
CONSUMING THE EARTH
Tuesday, 6:00-9:00
OSH 136
Instructor:
Dr. Natasha Seegert
Email:
n.seegert@utah.edu (Email is the best way to reach me—please use it!)
Office Hours: Office hours will be by appointment and will be held in the Marriott Library at Mom’s Café.
COURSE DESCRIPTION
We have entered the Age of the Anthropocene: for the first time in human history, the human animal has the
capacity to destroy most of life on earth. If we are to heal the wounds of the global environmental crises, we
need to do more than buy consumer goods with green seals of approval. Rather, industrialized civilization
needs to reconceptualize its relationship with the earth. People need to think and talk differently about the
earth, nature, and humanity. Therefore, any effective response to the general environmental crisis requires a
serious analysis of our communication patterns about nature and our human relationship with nature.
Environmental communication studies how messages are mediated, disseminated, and shape our relationships
with the more-than-human world. This class will link communication practices to environmental issues through
close interaction with texts which will include books, films, news articles, advertisements, videos, and images.
In addition, students will examine different modes of environmental communication and engagement that
promote ecological connection and healing: case studies, field experiences, and service learning projects. By the
end of the course, students will identify opportunities for environmental engagement that challenge the status
quo and “common sense.” Rather than simply dwell fatalistically on the annihilation of ecosystems, this course
challenges dominant cultural narratives, and also explores possibilities for ecological hope.
Course Objectives:
1) To understand how issues are framed, mediated and communicated;
2) To help students become savvy critics of environmental discourses;
3) How to creatively engage with and disengage from communication practices – like social media – as
potential venues for ecological healing;
4) How to critically examine environmental issues from the perspective of hopeful possibility and
implement creative solutions to ecological issues.
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Student Learning Outcomes
 Students should demonstrate their abilities to think critically using written academic argument, analysis,
critique, and evaluation.
 Students should be able to analyze and interpret texts and case studies by applying the concepts,
questions, and theoretical paradigms discussed in class and in the assigned readings.
 Students should be able to formulate illuminating and persuasive claims in their writing, projects, and
exam responses. These ideas should reflect a solid internalization of the course material.
 Students should be able to use textual evidence (via quotation, analysis, and documentation of pertinent
passages) to ground their arguments and back up their claims.
 Students should be able to express their ideas in clear, logical, organized, concise, and persuasive ways,
in both written and oral forms.
REQUIRED TEXTS
The assignments for this course are not excessive, but will still require that you pace yourself intelligently. To
keep from falling behind, plan to read, write, and/or view films every day. It will be worth it—I promise!
A Note on Books
Always bring assigned texts with you to class! To insure that we are all literally “on the same page” and that you are
prepared to read when called upon, BE SURE to purchase the SPECIFIC EDITIONS of the texts indicated below
(check ISBN numbers to make sure you have the right edition).
Books
 The Once and Future World: Nature as it was, as it is, as it could be, by J.B. MacKinnon
 A Sand County Almanac, by Aldo Leopold
Essays, Articles, & Other Short Texts
 Each week you will be required to read a wide selection of texts which I will post links to on Canvas.
Access and read them well in advance of your required Critical Responses.
Films
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Cowspiracy, directed by Kip Andersen
Dirt! The Movie, directed by Bill Benenson and Gene Rosow
Queen of the Sun: What Are the Bees Telling Us? Directed by Taggart Siegel
Sleep Dealer, directed by Alex Rivera
Wall-E, directed by Andrew Stanton
You will need to view these films on your own time. We will watch and discuss particular scenes in class,
but not entire films. Most of these films will be available to view streaming for free through the Marriott
Library’s Streaming Services. (In some instances you will need to watch it on DVD at Marriott Library or
rent it for a small fee via a streaming service like Amazon.) I will post links link on Canvas. Use a campus
computer if your own connection is slow. Be sure to watch entire films on your own before class on the days we plan
to discuss them.
Electronic Resources
 Many assigned readings will only be available electronically. These readings are just as important as
the textbooks. Be sure to bring them to class with you for discussion!
 Electronic selections are free and accessible online at links I will provide. Be sure to use these exact
versions of the texts, not others you might find elsewhere!
 I will post course updates and handouts online as we go along. Always be sure to check for updates
regularly, especially if you miss a class!
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COURSE REQUIREMENTS
 Critical Responses (25 points). You will be required to post regular Critical Responses to an online
Discussion forum engaging with specific questions I ask about the assigned material. You will also be
required to respond to the postings of one other student. I will post full details on Canvas.
 Campus Project (20 points). Working in small groups, students will identify a possible campus
project that facilitates “ecological transformation” for the larger campus community. Students will first
address a campus need, or creative project that is ecologically-focused. Students will then create a
project plan that can be organized and initiated within a nine-month period. Projects will be presented
to the entire class and grades will be based on clarity, attention to detail, creativity, and evidence that all
group members contributed to the project.
 Mid-Term Exam (20 points). The mid-term exam will be short answer/short essay on terms,
concepts, and texts/case studies/films read or discussed in class during the first half of the semester.
 Final Exam (25 points). The final exam will be short answer/short essay on terms, concepts, and
texts/case studies/films read or discussed in class throughout the second half of the semester.
 Participation (10 points). Active participation in the class is required. Discussion is an essential part
of the class, not an add-on. Participation is NOT the same thing as mere attendance. Ten
percent of your final grade will be based on your active, in-class contributions to the
discussion. Always come prepared, text-in-hand, ready to discuss the material.
 Attendance. Regular attendance is mandatory. Please email me if you plan to miss a class session for
a very, very good reason or if you are ill (I’m a lot more compassionate when I know why you have
missed class). Note: regular attendance is a basic requirement for the class, so I do not award points to
you for showing up. Instead, I subtract points from your final score for multiple unexcused absences
and for repeatedly showing up late. Here’s the breakdown: three tardies=one absence. Each unexcused absence
after two will reduce your final grade by one letter. It is your responsibility to find out what handouts or
assignments you may not have received because of an absence – check with a classmate & online!
Course Assignment Values
Critical Responses: 25 points
Campus Project: 20 points
Mid-Term Exam: 20 points
Final Exam: 25 points
Class participation: 10 points
Letter Grade Values
94-100 A
87-89 B+
90-93 A84-86 B
80-83 B-
Total points possible: 100
77-79 C+
74-76 C
70-73 C-
67-69 D+
64-66 D
60-63 D-
00-59 E
COURSE POLICIES
 In-class computer/device policy. Teaching and learning is most effective when we are all looking at
the same page, or at the same screen, rather than each student staring at his or her own device or
laptop. For this reason, computers may not be used during class. This means no laptops,
tablets, cell phones, Kindles, or other devices. Please turn them off and put them away before
class begins. If you have special circumstances that require that you be “on call” via your cell phone,
email me for approval and I’ll work with you as best I can.
 Attendance. Regular attendance is mandatory. Please email me if you plan to miss a class session for
a very, very good reason or if you are ill (I’m a lot more compassionate when I know why you have
missed class). Note: regular attendance is a basic requirement for the class, so I do not award points to
you for showing up. Instead, I subtract points from your final score for multiple unexcused absences
and for repeatedly showing up late. Here’s the breakdown: three tardies=one absence. Each unexcused absence
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after three will reduce your final grade by one letter. It is your responsibility to find out what handouts or
assignments you may not have received because of an absence. You can always get online updates.
Because this class centers on critical responses to cultural texts, spirited discussion (and even
outright disagreement) is encouraged. However, disruption and disrespect are a different story
entirely. Here is the basic etiquette that will be expected in the course:
o Please show up on time, prepared to discuss the assigned texts. Showing up late on a regular basis is highly
disruptive to me and to your classmates; doing so will not be tolerated and will negatively affect your grade.
o Help keep us all healthy. If you contract a contagious illness such as severe cold or flu (or worse), please stay
home and heal up. Please do not infect your classmates. Email me and I will work with you.
Due Dates & Submission Procedures. Assignments are due as indicated on handouts. No late work
will be evaluated unless you clear this with me beforehand (this is something which I will only clear for
very good reasons such as medical emergencies). If you do not turn in a paper, email me to explain
why. Please submit all assignments to me electronically. Microsoft Word format (.doc or .docx) is
required for submitting papers electronically. Please adhere to style and citation formats outlined on
assignment sheets – failure to do so will result in a loss of points.
CAMPUS POLICIES
Accommodations and the Americans with Disabilities Act
The Americans with Disabilities Act requires that reasonable accommodations be provided for students with
physical, sensory, cognitive, systemic, learning, and psychiatric disabilities. Please contact the instructor of this
course at the very beginning of the semester to discuss any such accommodations for this course.
Incompletes
The Communication Department offers Incompletes only under extraordinary circumstances.
Course Withdrawals
See this semester’s Class Schedule for deadlines and procedures.
Plagiarism Policy
Plagiarism consists of using the work of someone else and passing it off as your own. Even if you plagiarize by
accident you will still be held accountable, and the penalty is not pretty! In the age of the Internet it is easy
to cheat—and just as easy to get caught cheating. Don’t do it. Read the links I provide on citations to
make sure you understand how to properly cite your primary sources. If you are having trouble with this
course, please contact me! I’m sure we can work something out. Cheating is not the answer.
Note on Potentially Offensive Course Material (!)
Scholarly engagement with cultural texts (which might include R-rated films, mature video clips, irreverent
cultural critiques, etc.) often involves encountering material from outside an individual’s philosophical,
religious, political, or personal comfort zones. Please be advised that this course may contain such
material. Such material may include—but is not limited to—obscenity, profanity, representations of sexuality,
violence, religion, anti-religion, politics, encounters with controversial issues in the media, etc. Students who
feel that this may be a matter of concern should consult with the instructor immediately after the first class session.
A Final Note for Students
Successful students in courses like this one typically demonstrate a high degree of intellectual curiosity and
critical interest, as well as an ability to respond to feedback from their instructor. Please consider the classroom
as a community space in which we all share a scholarly adventure. I hope you already have or will develop a
sense of responsibility to and respect for other students by sharing your thoughts, insights, and confusions.
Most important: I want you to do well in this course! I’m here for you. Please let me know how I can help.
Thanks! I look forward to working with you this semester!
Dr. Tasha – n.seegert@utah.edu
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SEMESTER OVERVIEW
Each group of students that I teach proceeds at a somewhat different pace. I also like to try out new texts each
semester to keep my courses fresh, which can make scheduling far in advance difficult. So instead of giving you
a detailed schedule all at once—and then having to revise it numerous times on demand—I will assign work as
we go along (well in advance of each due date). Here is a rough thumbnail sketch of the “big picture” to
help you plan ahead in your reading, viewing, and writing. This is subject to change. This is only a rough
overview, not an actual list of assignments. Detailed instructions and assignments will be posted
online—check it regularly!
BIG PICTURE
Each week we will engage with texts and terms so that we can:
1) Challenge what is considered “given.”
2) Think beyond our current narratives.
3) Act on opportunities for change.
WEEK 1 – 1/13/15 -- Introduction to Ecological Engagement & Cultural Alienation
 Intro to the course
WEEK 2 – 1/20/15 – Narrative: The Power of Storytelling
 ACTIVITY: Your Story – Complete Online Survey
 The Once and Future World – The Nature of the Problem, Chapters 1-4, pp. 3-66
 “Confabulation,” by David McRaney
 Various Readings provided on Canvas
WEEK 3 – 1/27/15 – Power: Constructed Narratives
 ACTIVITY: 24-hour Food Journal and Food Investigation
 Cowspiracy, directed by Kip Andersen (film)
 “Groupthink,” by David McRaney
 Various Readings provided on Canvas
WEEK 4 – 2/03/15 – Grand Decenterings: A Multiplicity of Perspectives
 Dirt! The Movie, directed by Bill Benenson and Gene Rosow (film)
 “Argument from Tradition”
 “A Stroll Through the Worlds of Animals and Men,” by Jakob von Uexkull
 Various Readings provided on Canvas
WEEK 5 – 2/10/15 – Narratives and Memory – Remembering Lost Voices
 ACTIVITY: Visit to City Creek Center
 The Once and Future World – The Nature of Nature, Chapters 5-8, pp. 69-125
 “The Illusion of Asymmetric Insight,” by David McRaney
 Various Readings provided on Canvas
WEEK 6 – 2/17/15 – Questions of Scale: Narratives in an Interconnected World
 “Dunbar’s Number,” by David McRaney
 Various Readings provided on Canvas
WEEK 7 – 2/24/15 – Listening and Telling Stories: Questions of Time and Speed/Mid-Term Review
 Mid-Term Review
 A Sand County Almanac – Part I: A Sand County Almanac, pp. 3-98
 “Ego Depletion,” by David McRaney
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Various Readings provided on Canvas
WEEK 8 – 3/03/15 – Old Narratives Remixed / Discussion of Final Projects/Mid-Term Exam
 Discussion of Final Projects
 Mid-Term Exam
 “The Availability Heuristic,” by David McRaney
 Various Readings provided on Canvas
WEEK 9 – 3/10/15 – The Power of Attention in a World that Can’t Stop Talking
 A Sand County Almanac – Part II: The Quality of Landscape, pp. 101-173
 “Attention,” by David McRaney
 Various Readings provided on Canvas
WEEK 10 – 3/17/15 – SPRING BREAK – NO CLASS
ACTIVITY: 48 HOUR MEDIA FAST
WEEK 11– 3/24/15 – The Narratives of “Others” – A Pathway to Empathy
 Queen of the Sun: What Are the Bees Telling Us? Directed by Taggart Siegel (film)
 “The Bystander Effect,” by David McRaney
 Various Readings provided on Canvas
WEEK 12– 3/31/15 – Narratives that Challenge
 A Sand County Almanac – Part III: A Taste for Country, pp. 177-233
 “The Backfire Effect,” by David McRaney
 Various Readings provided on Canvas
WEEK 13 – 4/07/15 – Narratives of Resistance
 Sleep Dealer, directed by Alex Rivera (film)
 “Normalcy Bias,” by David McRaney
 Various Readings provided on Canvas
WEEK 14 – 4/14/15 – Creating New Narratives
 ACTIVITY: Visit to Campus Gardens
 The Once and Future World – Human Nature, Chapters 9-12 & Epilogue, pp. 129-215
 “Self-Fulfilling Prophecies,” by David McRaney
 Various Readings provided on Canvas
WEEK 15 – 4/21/15 – Narratives of Love, Attachment and Care
 Wall-E, directed by Andrew Stanton (film)
 A Sand County Almanac – Part IV: The Upshot, pp. 237-295
 “The Affect Heuristic,” by David McRaney
 Various Readings provided on Canvas
WEEK 16 – 4/28/15 – Creating Our Own Narratives…
 Final Project Presentations
 Exam Review
FINAL EXAM – Tuesday, 05/05/15, 6:00-8:00 PM