Political Science/Sustainability 334: Politics of the Environment
Summer 2015, Monday - Thursday, 10:00 a.m. – 11:40 a.m.
Classroom: Storm Hall 119
Instructor: James Murren, M.E.S.
Office: Nasatir Hall 123
Email: jmurren@mail.sdsu.edu
Office hours: Tuesday, 8:30 – 9:30 a.m., and by appointment
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Course Description
The history of the environmental movement and environmental policy in the United
States of America is the primary focus of this course. We will examine the beginnings of
citizens’ environmental activism and government response, as well as study the varying
theories and approaches used by stakeholder groups in shaping policy. The course is
designed around discussing key environmental issues presented as case studies that have
been at the forefront of U.S. environmental politics in the twentieth and twenty-first
centuries, e.g. clean water, clean air, resource management, environmental justice,
endangered species, climate change.
Classroom Behavior
I encourage a classroom of open dialogue that is respectful of varying viewpoints, though
I have zero tolerance for opinions that are offensive and degrading. Disruptive behavior
or offensive/degrading behavior may result in a final grade deduction.
Given the time length of each class, we will take a short break after the first hour or so. If
it becomes a habit for students to depart at the break and not return to class, we will then
not have a break after the first hour or so.
Required Readings
The following book is the only one that you will need to purchase for this course:
Layzer, Judith A. The Environmental Case: Translating Values into Policy, Third
Edition. CQ Press. 2011.
Other required readings will be available online at no cost, or as handouts provided by the
instructor. I will announce additional readings not listed in this syllabus in class and post
them to Blackboard on the week prior to when we will discuss them in class. If there is a
paper handout given in class, and you miss that class, it is your responsibility to get a
copy of the reading.
Course Requirements
There will be two major essay exams: a midterm and a final. Each exam is worth 25%
of your final grade.
You will write a five-page paper on a current environmental issue of your choice. The
paper will examine what’s at the center of the issue, as well as varying arguments being
made to address it. You will then offer your solution to address the issue. The paper is
worth 25% of your final grade. Specific details for the paper will be provided by 28 May
class, if not before.
At the end of each chapter of the required book for this course, there are Questions to
Consider. Select three sets of questions over the duration of the semester and answer two
of the questions in each set. Answers to each question likely will not exceed more than a
one-page response. Each set is due at the beginning of the class for which the reading
was assigned. One set of responses is worth 5% of your grade, the three sets adding up to
15% of your final grade.
Quizzes on the readings will be unannounced. Combined, they will be worth 10% of
your final grade. I will drop your lowest quiz grade. If you are absent from class and
miss a quiz (exceptions may occur—see below), it will be considered a zero grade and
will be the dropped quiz.
Grading breakdown:
First exam – 25%, (15 June 2015)
Issue paper – 25%, (Due: 18 June 2015)
Chapter responses – 15% (Due: all 3 sets by 25 June 2015)
Second exam – 25% (2 July 2015)
Quizzes – 10% (unannounced dates)
Honesty
Cheating, plagiarism, copying, dishonesty of any kind related to academic integrity will
not be tolerated. No exceptions. If you are unsure about something, talk to me about it.
If it is determined that you are in violation of university policy with regard to matters of
academic dishonesty for this course, you will receive an F for the course. I will also
report the violation to the university. For details on cheating and plagiarism, see
http://senate.sdsu.edu/policy/pfacademics.html#Cheating
Student Learning Outcomes
. Understand the substantive information presented in class lectures/activities and
in readings.
. Engage in close reading of the material to identify, summarize, question and
debate main arguments and themes.
. Integrate the consistencies among the arguments, qualitative and quantitative data,
and approaches in the areas of the U.S. environmental movement and major U.S.
environmental policies. Synthesize readings, ideas, and events.
. Identify inconsistencies, differences, and gaps in knowledge in the readings.
. Express sophisticated, clear ideas in writing and discussion.
. Formulate theoretical and practical critiques of the readings / research.
. Conduct independent research.
. Collaborate with fellow students in group work.
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Goals for GE Courses in the Social and Behavioral Sciences
Goal 1: Explore and recognize basic terms, concepts, and domains of the social and
behavioral sciences.
Goal 2: Comprehend diverse theories and methods of the social and behavioral sciences.
Goal 3: Identify human behavioral patterns across space and time and discuss their
interrelatedness and distinctiveness.
Goal 4: Enhance understanding of the social world through the application of conceptual
frameworks from the social and behavioral sciences to first-hand engagement with
contemporary issues.
Other Considerations
The Issue Paper and Chapter Responses cannot be turned in after the due dates.
If you have a university-approved reason for missing a class that happens to fall on an
exam or quiz date, we will work together to best resolve how you can make up what you
missed in a timely manner.
There are times in life when unforeseen situations arise and interfere with our regular
routine. If this happens to you and is relative to this class’ schedule, bring it to my
attention as soon as possible.
SYLLABUS STATEMENT for Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473.
To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that accommodations based upon disability cannot be provided until you
have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
Course Schedule
21 May: Introduction to Course
26-27 May: Overview of U.S. Environmental Politics
Clean Water Act and Clean Air Act
Reading: Layzer, pp. 1 – 51
28 May: Communities, Activism, and Environmental Justice
Readings: Layzer, pp. 56 – 105
Websites listed on pages 78-79
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CA Environmental Justice Alliance,
http://caleja.org/about-us/
Appalachia Mining and Mountain Top Removal,
http://ilovemountains.org/news
1-2 June: Managing Resources on Public Lands
Readings: Layzer, pp. 109 – 168
Websites listed on pages 135 and 168
3 June: Managing Resources on Public Lands (continued)
Readings: Layzer, pp. 174 – 235
Websites listed on page 235
Ellenwood, et al. Managing United States Public
Lands in Response to Climate Change: A View From
the Ground Up
http://sciencepolicy.colorado.edu/
admin/publication_files/2012.03.pdf
4 June: Wise Use Movement and Property Rights
Readings: Layzer, pp. 383 - 409
8-9 June: Managing Fisheries
Readings: Layzer, pp. 240 – 266
Fishery Management Plan for the Salmon Fisheries in
the EZZ Off Alaska
http://alaskafisheries.noaa.gov/npfmc/PDFdocuments
/fmp/Salmon/SalmonFMPfinal1212.pdf
10-11 June: Fisheries and Global Trade
Readings: Lazyer, pp. 348 – 378
Websites listed on page 378
15 June: First Exam
16 June: Alternative Energy
Readings: Layzer, pp. 308 – 338
The Chicago Council. Embracing the Future: The Midwest
and a New National Energy Policy
http://isen.northwestern.edu/doc/pdf/chicagocouncil_embra
cing_the_future.pdf
YOUR ISSUE PAPER IS DUE AT THE BEGINNING OF 18 JUNE CLASS
17-18 June: Climate Change
Readings: Layzer, pp. 270 – 302
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22-23 June: Market-Based Solutions
Readings: Layzer, pp. 414 – 441
24-25 June: Ecosystem-Based Management
Readings: Layzer, pp. 447 – 479
Websites listed on page 479
Horton, Tom. Growing! Growing! Gone! The Chesapeake
Bay and the Myth of Endless Growth
http://www.abell.org/pubsitems/env_Growing_808.pdf
LAST CLASS TO TURN IN QUESTIONS TO CONSIDER, 25 JUNE
29-30 June: Managing Urban Growth
Readings: Layzer, pp. 488 – 511
1 July: Environmental Politics and Values
Readings: Layzer, pp. 515 – 567
2 July: Second Exam
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