St. Cloud State University
General Education Goal Area 10
Environmental Issues
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Mitch Bender
Phone: 308-3891
Email: mrbender@stcloudstate.edu
2.
Requesting Unit: COSE
3.
Department, Course Number, Title: ETS 375 Society and the Environment
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Goal Area 5: History and the Social & Behavioral Sciences
Course bulletin description, including credits and semesters to be offered:
7.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
Interactions between humans, technology and ecological systems. Human perceptions of the environment;
environmental impacts of technology; and political, technological and social responses to environmental issues. 3
Cr. Fall and Spring.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is also a major requirement for environmental science and environmental studies majors. It is also an
elective course for mechanical and manufacturing engineering majors, international relations majors and
community development majors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
The ETS department may offer more and larger sections of this class to fulfill increased student demand,
adjusting our other course offerings where appropriate. Additional faculty may be needed.
12/11/2009
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
BIOL 101 Environment and Society.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment has not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12/11/2009
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 10: Environmental Issues
Examine the interrelationship of humans and the natural worlds from scientific and socio-cultural
perspectives and the complex environmental challenges that result.
ETS 375 investigates the interactions between society and the environment. The course analyzes soci-cultural
perceptions of the environment, environmental impacts of technology and political, technological, and social
responses to environmental issues.
13. In order for a course to be designated as fulfilling Goal Area 10, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain the basic structure and function of various ecosystems and human adaptive strategies within those
systems.
2. Discern patterns of interrelationships of bio-physical and socio-cultural systems.
3. Describe the human institutional arrangements (social, legal, political, economic, and religious) that deal with
environmental and natural resource challenges.
4. Analyze environmental and natural resource issues in light of understandings about interrelationships,
ecosystems, and institutions.
5. Propose and assess alternative solutions to environmental problems including issues involving sustainability.
14.
Explain how each of the learning outcomes checked above is achieved by this course.
SLO 1. Explain the basic structure and function of various ecosystems and human adaptive strategies within those
systems.
Students will compare similarities and differences in the organizational structure of ecosystems and social
systems through lecture, readings and class discussion.
SLO 2. Discern patterns of interrelationships of bio-physical and socio-cultural systems.
Students will examine the environmental impact of society’s consumption by investigating U.S. and St. Cloud
resource, food and energy consumption rates, as well as transportation use and compare to global rates and use.
Examples of assignments include surveying food selections in local grocery stores, interviewing family members
and friends about the 1970s energy crisis and analyzing advertisement in their favorite T.V. shows.
SLO 3. Describe the human institutional arrangements (social, legal, political, economic and religious) that deal
with environmental and natural resource challenges.
Students will analyze the effects institutions on natural resource management. These institutions include, global
corporations, the International Monetary Fund, World Bank, World Trade Organization, governmental agencies
and conservation non-governmental organizations. Students will compare and contrast these institutions through
lecture, readings, class discussion and homework assignments.
SLO 4. Analyze environmental and natural resource issues in light of understandings about interrelationships,
ecosystems, and institutions.
12/11/2009
Students will investigate a sociological/environmental issue of their choice. An example of an assignment is
constructing, administering and analyzing a survey on their topic of choice. Topics such as recycling, invasive
species effects on fishing, mass transportation issues and the use of renewable energy in society are common
choices. Students compare their findings to established literature in the fields of natural and social sciences.
SLO 5. Propose and assess alternative solutions to environmental problems including issues involving
sustainability.
Students will evaluate technological, economic and sustainable options to issues related to consumption,
population growth, food production, transportation and energy use in class discussions and in homework
assignments.
Students will critique two sociological/environmental future theories: a future without limits and a future with
limits.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further.
1. Introduction/review of the concepts of ecosystems, culture, and social systems. 5%. SLO 1.
2. History of societies: hunters and gatherers to a global society. Comparison of culture, cognized environments,
economies, technology, resource use, family structure, gender roles, healthcare, etc. among hunters and gatherers,
agricultural and industrial societies. 10%
3. Current state of natural resources. 5%. SLO 4.
4. Discussion of the principles of sustainability. 5%. SLO 5.
5. Introduction of the concepts of environmental and social justice. 5%.
6. Resource consumption, society and the environment. Comparison of U.S. and global rates of consumption.
Reflection on personal consumption rates. Evaluation of technological, economic, sustainable options to issues
related to consumption. 12%. SLO 2, 3, 4, 5.
7. Population, society and the environment. Comparison of U.S. and global rates of population growth. Evaluation
of technological, economic, sustainable options to issues related to population growth. 12%. SLO 2, 3, 4, 5.
8. Food, society and the environment. Comparison of U.S. and global food resources and production. Reflection
of personal food consumption. Evaluation of technological, economic, sustainable options to issues related to food
production. 12%. SLO 2, 3, 4, 5.
9. Transportation, society and the environment. Comparison of U.S. and global transportation resources and use.
Reflection of personal transportation use. Evaluation of technological, economic, sustainable options to issues
related to food production. 12 %. SLO 2, 3, 4, 5.
10. Energy, society and the environment. Comparison of U.S. and global energy resources and use. Reflection of
personal energy use. Evaluation of technological, economic, sustainable options to issues related to food
production. 12%. SLO 2, 3, 4, 5.
11. Alternative futures. Summary of technological, economic, sustainable options to environmental and societal
issues. 10%. SLO 5.
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Environmental and Technological Studies
Course or Course(s): ETS 375 Society and the Environment
Charles Rose
Department or Unit Chair Signature
2/8/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date