Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH
Environmental
EVST 302
Subject
455) or sequence
Studies
Course(s) Title
Intro to Environmental Regulation
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Len Broberg
Phone / Email
5209
len.broberg@umontana
.edu
Program Chair
Len Broberg
III Overview of the Course Purpose/ Description
Date
The course reviews major principles of environmental regulation in the administrative and
judicial context, using federal and state environmental law as examples. The focus of the course
is on understanding regulatory approaches and alternatives AND developing legal analysis
skills primarily in written form.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students are given fact situations to analyze
Student learning outcomes :
using course materials and outside research
Identify and pursue more sophisticated
questions for academic inquiry
Students are required to use at least one
Find, evaluate, analyze, and synthesize
outside source to support positions taken in
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) their papers beyond that in the course
materials
Students are asked to take the position of
Manage multiple perspectives as appropriate
judge or advocate on each issue and resolve
issues from that perspective
Students are instructed in the methods of
Recognize the purposes and needs of
legal writing, specifically the Issue Rule
discipline-specific audiences and adopt the
Analysis Conclusion rubric used to teach
academic voice necessary for the chosen
legal writing in law schools
discipline
The first paper is turned in as a draft,
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work reviewed by a grader and the student must
meet with that grader to review the
performance on the paper and go over
suggestions for revision. They then are
required to revise the paper and turn in a
final draft
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Develop competence in information
technology and digital literacy
Students are required to give a citation to
their outside source according to a format of
their choice- either law review, MLA or APA
and are provided with handouts to guide the
application of proper citation format-proper
citation is a part of the grade on the papers
Students are instructed on how to use the
Lexis-Nexis Academic database for legal
source searches and given other search tools
available on the internet
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
† Yes †X No
The student writing work is evaluated by both the
instructor and a graduate student teaching
assistant.
X† Yes † No
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
† Yes X† No Students are informed during
class of writing expectations prior to the first
draft of the first paper, during the meeting
with the grader on the first paper draft and
throughout the course both individually in
meetings and through comments on papers
and in class as a whole. (see the IRAC rubric
reference above)
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
A foundation course in research and
writing is required EVST 201
Environmental Information Resources
and students are required to take an
upper-division writing course as part of
the major and this course is an option to
fulfill the policy requirements of the major
Will written assignments include an opportunity for
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
X† Yes † No
† Yes X† No Requirements for information
literacy are covered in class several times
prior to the first paper and they are reminded
throughout the course
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Three seven page papers analyzing a
common fact situation and applying
environmental regulations to those fact
situations to take a position, supported by
facts and law or making a decision
likewise supported. The first paper has a
draft, review and revision requirement as
described above. All three papers must
be completed to pass the course. In
addition, meeting with the first paper
grader is required or the final revision
drops a grade increment. The three
papers are graded for content and writing
including organization, coherent
expression of ideas and positions, proper
grammar, use of outside sources, citation
format.
Students are also required to lead a
discussion day where a question or topic
is supplied, they do the research to
present material and then lead the class
in an interactive exercise about the
material (debate, game, discussion etc).
An optional short answer essay exam is
available that can replace a single paper
grade.
Informal Ungraded Assignments
An optional pre-paper assignment is
given out the first day of class and is due
the next class period. The pre-paper
assignment is a shorter, simpler fact
situation with the legal rules applicable to
the situation and the student is asked to
take a position using the facts and law.
An extra credit point for class
participation is awarded for those that
complete the pre-paper. This allows the
teaching staff to understand the strengths
and weaknesses of the students for this
type of writing and to adjust teaching
accordingly and to do course outcome
assessement by comparing performance
on a similar paper assignment near the
end of the course.
VII. 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 Environmental Regulation EVST 302.1- Spring 2009
Professor:
Len Broberg
107A Rankin Hall
243-5209
Teaching Assistant:
Elsa Gruen
M-1C Rankin Hall
len.broberg@umontana.edu
Ofc. Hours: W 12:30-2:30, Th 11:00-12:30 pm
Purpose: The purpose of this class is to introduce the student to the history, law and
theory of environmental regulation in the United States using public and private land
regulation mechanisms as case studies.
Basic principles of constitutional and
administrative law relevant to environmental regulation, substantive environmental law
and the history of environmental problems and their regulation will be covered.
Text: FacPac on Ereserve- marked with ERES in syllabus
Tentative Syllabus:
Readings are identified below. There is a copy of an old hard copy Faculty Pac on
reserve-some but not all of the readings are in that faculty pac. The readings are on EReserve and there are no new hard copies for sale. The E-Res web address is
http://eres.lib.umt.edu. The password is “takings”.
STUDENTS MUST COMPLETE ALL THREE PAPERS TO PASS THE
COURSE!!!!
Jan 27 Class Intro- Why regulate? Review of Government Structure ERES:
Environmental Law: To What does it apply? and Chap 03: Setting regulatory agendas
Jan 29-Feb 5 Federalism- The balance of State and Federal Power; ERES: Power
Relationships Between Federal and State Government; The Administrative Law of
Environmental Law
Feb 10- Democracy in Environmental Regulation- The National Environmental Policy
Act and
Access to Information ERES: Chap 02: National Environmental
Policy Act (NEPA)
Feb 12 Paper 1 Draft Due
Feb 12- The Clean Air Act ERES: Pollution Law
Feb 17 Discussion day
Feb 19 Climate Change- international regulatory approaches: ERES: The International
Regime
Feb 24 - Discussion day Paper 1 Returned- Students must meet with paper reviewer
prior to revision!
Feb 26- TBA
March 3 The Endangered Species Act ERES: Citizen’s Guide to the ESA
March 5-10 The takings clause and environmental regulation ERES: Meltz(3); Gest
March 5 Paper 1 Revisions Due
March 12 Discussion Day
March 17 Private Conservation: HCPs, Land Trusts and Conservation Easements ERES:
Plum Creek HCP- USFWS; Plum Creek Views: HCPs; HCPs: A Sweet Idea Gone Sour
March 19 Discussion Day
March 19- Paper 2 due
March 24 The Mining Law of 1872 ERES: Wilkinson Chap 2
March 31-April 2 No class Spring Break
April 7 Montana mining regulation- The State Constitution and Reclamation ERES:
Montana Constitution and Metal Mine Reclamation Act
April 9 Permitting process and restoration project development
April 14 The Organic Acts - Forests and Preserves- National Forests -The Multiple
Use Sustained Yield Act- The National Forest Management Act: provisions and
implementation ERES: Wilkinson Chap 4; Barker
April 16 Discussion Day
April 21 Montana’s approach - State Trust Lands, the Forestry Practices Act and
Streamside
Protection Act ERES: Managing Montana’s Trust Lands; Revenue
from Trust Lands; Forest
Management on Trust Lands
April 21- Paper 3 due
April 23 Montana Logging Association
April 28 Discussion day
April 30 Field Trip Montana Logging Association
May 5 Discussion Day
May 7 Water resources law ERES: Wilkinson Chap 6
Tuesday, May 12, 8-10 am, Test 1
Grading: Three papers (of at least seven pages each) and one test will be given in the
course of the term. The grade will be based on the three best scores (30% each) plus 10%
class participation and will be on a plus/minus system. All students must complete 3
papers to pass the course. The final exam will be cumulative over the material for the
entire term. It is optional, for those seeking to improve their grade following the papers.
Grading will be on a curve. If all of the class is doing well the curve may be "high" with
more students getting higher grades, or if the converse is true the curve may be "low".
Papers:
The paper topics will be supplied by the instructor. They will relate to some aspect of the
course covered in that section of the course. Papers will be expected to be approximately
7 pages in length, typewritten and double-spaced. They will require the student to
reference outside sources to support the positions taken in the paper. Paper 1 will be
revised following comments and resubmitted for final grading. Papers with major
writing errors will not receive an "A". Papers containing plagiarism or material not
written by the student that is not attributed will receive an "F" and the student will be
referred to the appropriate academic discipline procedure. All writing is to be the
student’s own work, with references properly documented to outside sources.
Papers are due at the beginning of class on the due date. Late papers will receive a grade
reduction of one "-" per day they are late(an "A" paper will receive an A- for one day
late, a B+ for two days late, a B for three days, etc.). No after-the-fact excuses will be
accepted. The late paper penalty can only be waived by prior approval of the instructor
before the beginning of the class in which it is due. If you are sick, call before the due
date to get an extension.
Following the return of the first draft of Paper 1, each student must schedule an
appointment with the Teaching Assistant or Instructor to review their comments on
the paper before the revision is turned in. Failure to meet with the Teaching
Assistant or Instructor that reviewed the first draft will result in a full grade
deduction on the final grade for the revision and will result in a lower score for class
participation.
Final:
The final will be short answer essay. No early or late makeups will be allowed, unless
specifically authorized by University policy (e.g., multiple exams on the same day).
Class Participation
Attendance will not be taken, but participation will be noted and accounted for during the
class. A large part of the class participation grade will be based on the student’s
performance in the class discussion leader role on the assigned day. Each student will be
assigned one class day to participate as a discussion leader. A pre-paper will assigned and
will count toward the class participation grade.
Office Hours:
The Instructor and the Teaching Assistants will be available for consultation during their
scheduled office hours. These are the hours where "drop-ins" can see the teaching staff.
If you want to meet in another time contact the teaching staff by phone or e-mail or
during office hours and schedule an appointment.
The Final Date to Drop this class with a late fee, but without a petition is
2/13/09
Introduction to Environmental Regulation
EVST 302.1
Course Goals
The goals of the course include:
1. Understanding of the need for regulation of environmental impacts.
2. Understanding the various methods of regulation possible and the contexts in which
they are
appropriate.
3. Developing written communication skills.
4. Understanding the current environmental regulatory framework.
5. Understanding the relationship between government and private property.
6. Understanding the relationship between different branches of government under the
US Constitution.
Expectations of Students
By the end of the course students are expected to demonstrate the following skills:
1. Coherent, logical writing on topics of environmental regulation.
2. Ability to identify the issues surrounding environmental regulation in a particular
context,
including the relevant agencies and actors.
3. Ability to discuss and analyze possible regulatory alternatives for land use regulation.
4. Basic composition and grammar skills at a level commensurate with upper-division
undergraduates.
5. Demonstrate an informed knowledge of the regulatory systems currently in use for
land use in the
United States.
6. Show basic research skills for locating and analyzing outside sources.
7. Ability to formulate and articulate a well-supported and reasoned argument.
Niche in the EVST Major
Environmental problem solving in the United States requires knowledge of regulatory
mechanisms and the alternatives for avoiding or mitigating environmental impacts. This
course serves as a basic introduction to the regulatory framework for land use and
environmental protection in the United States. It also provides basic knowledge of
regulation under the governmental system in place in this country. Students in an
Environmental Studies major should be knowledgeable of regulation and the options for a
given problem in order to be effective problem-solvers.