Earth Science 109: Hot Topics in Earth Science and the Media
Syllabus, Fall 2014
Instructor: Mary Kosloski
Email: makosloski@vassar.edu
Office Location: Ely 117
Office Hours: Wednesday, 1-3 PM and Thursday, 10:30-noon. Let me know if these times don’t
work, and we can find a time that does.
Course meeting locations and times: Tuesdays and Thursdays in Ely 204 from 9:00 AM-10:15
AM. Three evening lectures/events (see syllabus). You will also be required to schedule two
meetings with me outside of class time over the course of the semester to discuss your writing.
Course Description: From fracking and mountaintop removal to BP’s Gulf of Mexico oil spill
and climate change, geology and related ecologic and environmental processes have been major
topics in the news lately. This course examines the science behind different natural processes and
phenomena (e.g. How much debate is there in the scientific community about climate change?
What makes a particular stratigraphic level potentially valuable for hydraulic fracturing? How
environmentally damaging IS fracking?) and also examines media portrayals of these hot-topic
issues. Students gain a deeper understanding of the scientific community’s knowledge on these
issues and develop the ability to assess whether or not media coverage is fair and accurate. We
also discuss how science itself is portrayed in the media and the importance of accurate and
accessible scientific communication. We will focus on writing to inform and to convince, which
will include distinguishing between opinions and arguments and learning to find different
sources and evaluate their credibility.
Course Objectives:
Upon successful conclusion of this course, you will be able to…
1.) Defend your position on both climate change and hydraulic fracturing in writing using
supporting peer-reviewed evidence. You will be knowledgeable about different types of
sources, and able to locate sources independently and cite them appropriately in text.
2.) Discuss potential reasons as to why the science in peer-reviewed publications may not be
accurately represented in the media. You should have a well-thought out position on this
topic that you can articulate both in writing and verbally. This may include how tone
varies across different sources and for different purposes, as well as public perceptions of
science and issues with science outreach and translation. You will be able to use specific
examples to illustrate your point.
3.) Explain the science behind climate change and hydraulic fracturing, as well as associated
environmental and ecological risks. You should be able to do this for different audiences
using appropriate tones (i.e., How would you explain this to your uncle or a sibling or a
friend who has a limited scientific background? How would you explain this to me or
another science professor?)
4.) Demonstrate scientific literacy about how the production of different energy sources
contributes to climate change, and be able to compare environmental costs of different
energy sources. You should also understand and be able to talk about the complexity of
determining ultimate costs of different energy sources.
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5.) Provide useful feedback during the peer review process, and incorporate comments and
feedback from both your peers and myself into later drafts. Writing is thinking, and
becoming a more thoughtful writer and editor will help you engage more deeply with
course topics.
Required Text: The science beneath the surface, Duggan-Haas, Ross, & Allmon; Write to the
point, Stott. Additional texts will include readings from the scientific literature and media which
I will post to the course Moodle.
Let me know if you are interested in background geology readings. I have a number of textbooks
that can be checked out from my office covering everything from the basics of how rocks form
on up.
Academic Honesty and Integrity: From Vassar’s College Regulations
“1. Each student’s work shall be the product of the student’s own effort.
2. Each student shall give due and appropriate acknowledgment of the work of others when that
work is incorporated into the writing of papers.
3. Materials used in the preparation of academic work must be obtained in a manner that is
consistent with the standards of Vassar’s Institutional Review Board and with the policies of any
laboratory setting, including the Wimpfheimer Nursery School, community agencies, or field
work positions.
4. No student shall infringe upon the rights of others to have fair and equal access to library or
other academic resources.
5. No student shall submit the same work to more than one instructor without prior approval of
the instructors involved.”
If you are found to be in violation of any of these policies (further details can be found in the
Student Handbook and College Regulations handbook), penalties will be very severe. If you are
suspected of cheating on an exam or assignment, you WILL be reported to the Dean of Studies
and may have to go before the Academic Panel. Penalties range from receiving a failing grade on
the assignment to expulsion from the college. During exams, all materials should be stored
(books, notebooks, phones, fancy smart phones, etc.) securely so that there’s no chance that you
could possibly be mistaken as trying to cheat by using them. The last thing I want is to have to
report you (reporting possible incidences of cheating are almost, if not equally, as unpleasant for
the professor as they are for the student), so make it easy for me and don’t give me reason to!
Vassar’s guide has additional references as to what constitutes cheating, plagiarism, etc.
http://deanofthecollege.vassar.edu/documents/college-regulations/CollegeRegulations-20122013.pdf
In my experience, it can be difficult to determine whether or not you are quoting or
paraphrasing appropriately from other authors when writing scientific papers and
completing assignments—if you have any questions, please ask me and we can make sure
that all others’ work used, is used and cited appropriately.
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The library also has resources for this purpose. Any work turned in should represent your
sole work and your thoughts; assignments that can be worked on with other individuals
will be clearly noted as such. We will devote some time this semester to discussing and
defining what constitutes plagiarism.
Accommodations: Academic accommodations are available for students registered with the
Office for Accessibility and Educational Opportunity (AEO). Students in need of disability
(ADA/504) accommodations should schedule an appointment with me early in the semester to
discuss any accommodations for this course that have been approved by the Office for
Accessibility and Educational Opportunity, as indicated in your AEO accommodation letter.
Writing assignment formatting: You will be expected to produce approximately 25-30 pages
of writing over the course of the semester, split between a number of different assignments and
revisions. All assignments should be written in Times or similar 12 point font, and should be
double spaced with 1 inch margins. All pages should be numbered. Unless otherwise indicated,
all assignments should be handed in on the due date listed on the syllabus in class as hard copies.
The first page of your assignment should include the following in the upper left hand corner:
NAME
ASSIGNMENT TITLE
VERSION # (You will hand in multiple drafts of several assignments)
DATE
This may be followed by a title for the piece, depending on the writing assignment. You will
produce many revisions of different pieces of work over the course of the semester. When you
submit a revision, please attach any prior versions including outlines and brainstorming
documents, and additionally provide a cover page noting any major changes to the document.
Writing is thinking, and this will help us examine how your thought process has changed while
working on assignments.
Public domain policy: All of the works completed in this class may be shared with your
classmates, including during the peer review process. We will discuss how to give useful
feedback and how to incorporate feedback from your peers into later drafts over the course of the
semester.
Assignments and late penalties: There will be nine assignments over the semester. Several have
multiple components. You get three “free” flex days over the course of the semester which
can be used to extend due dates on assignments that are NOT due dates for in-class peer
review. Otherwise, late assignments will be penalized 15% after the first day, 10% after the
second day, 10% after the third day, 10% after the fourth day, and 5% after the 5th day. After this
point, they will be graded for 50% credit. Assignments will not be accepted after end of semester
final presentations. You may choose two assignments to revise and resubmit for a higher grade
AFTER you have turned them in to me, PRIOR to our final meeting.
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Late penalties are designed largely for your benefit—in this course, we will frequently be
engaging in peer revisions, and if you do not bring your assignment to class for peer revision
sessions it will be difficult (not to mention unfair to your classmates, who would have to work
outside of class time) to get their feedback on it. If you have extenuating circumstances or an
emergency that will not enable you to hand in an assignment on time, please let me know and we
will set a new deadline.
Peer Review Policies: we will discuss this as a class, but as a general rule acting with respect is
CRITICAL. While coming up with a long list of suggestions for improvement may be tempting,
do balance this by pointing out areas in your classmates’ work that have been done well. Besides
annotations on documents, a useful technique can be to list the positive aspects of the paper at
the end as well as aspects that need strengthening (I had a mentor who called this section
“kudos” and “suggestions”, and I always found it very comforting to know that there were things
I had done well).
Discussion, attendance, and participation: We will regularly have short in-class discussions on
various aspects of the writing process. We will also regularly workshop each other’s
assignments. Excused absences (including but not limited to illness or injury, sporting contests,
family emergencies, etc.) are permitted but please communicate these to myself as early in
advance as possible. Otherwise, you are expected to attend class every time and to additionally
attend several speaking engagements over the course of the semester (these are clearly indicated
in your syllabus). Every two unexcused absences will result in the loss of half a letter grade (so,
with two unexcused absences an A would be come an A-, and a B+ would become a B).
How you’re graded (200 points total): Note that assignment values increase later in the
semester.
5 points: Assignment 1
10 points: Assignment 2
10 points: Assignment 3
15 points: Assignment 4
15 points: Assignment 5
20 points: Assignment 6
25 points: Assignment 7
50 points: Assignment 8
25 points: Participation (including feedback on other’s work and in class writing activities)
25 points: Poster and presentation
Grades from 100-96% = A, 95-90% = A-, 89-88% = B+, 87-84% = B, 83-80% = B-, 79-78% =
C+, 77-74% = C, 73-70% = C-, 69-68% = D +, 67-64% = D, 63-60% = D-, <60, F. For most
assignments, you will have the opportunity to revise and resubmit your work, which should
enable you to succeed in this course. I am also happy to provide additional feedback and to work
with you on your writing-the writing center on campus, located in room 122 in the Thompson
Memorial Library, is another valuable resource and a great place to get additional help revising
your material.
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SCHEDULE AND READINGS
September 2nd: Why should you care about Earth Science and the media?
Introductions: to this course, and to each other
Discussion: what makes a good, useful discussion? What makes a bad discussion, and how do
we want to handle discussions over the course of the semester?
HANDED OUT: Assignment 1: What I know about climate change
September 4th: Your writing process and effective feedback
Free writing: Your writing process
Discussion: What is your writing background? What do you want to improve on this semester,
and what are your strengths?
DUE: Assignment 1: What I know about climate change
HANED OUT: Assignment 2: Your writing process
September 9th: Lecture on Climate Change: the basics
DUE: Assignment 2: Your writing process
HANDED OUT: Assignment 3: Experience within Nature
September 11th: Lecture on The geologic record of climate change, Part I
Lab activity: Geohistorical records of climate change Part I
September 16th: The geologic record of climate change II
Lab activity: Geohistorical records of climate change Part II
DUE: Assignment 3: Experience within Nature
September 18th: The IPCC report: 2013 Summary for Policymakers
Before class: outline your section of the IPCC report and take notes (what are the big points?)
Focus on the language used in the report, as well as the science. Also read two posted news
articles on climate change.
Discussion/activity: How do you feel about the language used in the report? What did you learn
from reading your assigned section?
HANDED OUT: Assignment 4: Language and science communication
September 23rd: Debate: Are scientific communities stifling dissent? The case of Lennart
Bengtsson
Before class: Read two news articles on the Bengtsson case. Come to class with a paragraph
outlining the body of this controversy, as well as a bulleted list of points supporting your side.
HANDED OUT: Assignment 5: Majority Rules? The case of Lennart Bengtsson and the
consequences of dissent
September 25th: Peer review workshop on Assignment 4: Explain climate change to...
Bring to class: outline of the data that you will use to support your statements, draft of letter.
Your letter will use supporting data from the IPCC Report as well as in class lectures and
activities-you may also use outside sources.
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September 29th: Evening screening and discussion of “Shored Up: When Human Nature and the
Force of Nature Collide” in Blodgett Hall Auditorium (Nora Wallace ’73 Auditorium), 5:30-9
PM.
September 30th: In class discussion with Ben Kalina (Vassar ’98) on “Shored Up”
Free writing: what did you think of the movie and how the problem was presented? How can
science be effectively, engagingly, and accurately portrayed to non-scientists?
October 1st: URSI Symposium with Amy Harmon. Attendance is optional but highly
recommended. Time TBA.
October 2nd: Lecture: There’s no such thing as a free lunch (or an environmentalconsequence free energy source): The US Energy System
Before class: watch T. Boone Pickens TEDTalk, take notes. We will discuss this at the beginning
of class.
Reading: The Science Beneath The Surface, pp. 123-129.
DUE: Assignment 4: Explain climate change to...
October 7th: Lecture: What the frack? Introduction to the process and science of hydraulic
fracturing.
Reading: The Science Beneath The Surface, pp. iii-v., 1-20, 33-59.
HANDED OUT: Assignment 8: What the frack?
DUE: Assignment 5: Majority rules? Draft to ME.
October 9th: Peer review and plagiarism
Discussion: what’s the point of peer review in academic literature?
Read before class: Bengtsson reviews (look over these again); review guidelines for Elsevier
(http://www.elsevier.com/reviewers/reviewer-guidelines), The Politics of Publication
(http://www.nature.com/nature/journal/v422/n6929/full/422259a.html)
Workshop: How to (not) plagiarize
Free writing: the peer review process
October 14th: Discussion: confirmation bias and finding good sources.
Activity: finding different types of sources and using library resources. We will be moving to the
library for this part of the class. You will bring your sources to class October 9th!
October 16th: Communicating science to the media
Discussion: Dr. Barnhart from the United States Geological Survey’s National Earthquake
Information Center on induced seismicity and communicating science through the media
Reading: The Science Beneath The Surface, pp. 27-31.
Free writing: what are you curious about when it comes to communicating science?
HANDED OUT: Assignment 6: What’s rocking in Oklahoma? Read this article before class and
keep it in mind for the evening lecture: http://www.cnn.com/2014/08/19/us/oklahomaearthquake/index.html?hpt=hp_t2
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October 16th: Dr. Barnhart from the USGS: evening lecture on induced seismicity and hydraulic
fracturing.
October 21st-23rd: FALL BREAK!
October 28th: Lecture: Environmental and ecological consequences of hydraulic fracturing
Discussion: learning to read media critically
Bring to class: 1-2 news articles on fracking
Reading: The Science Beneath The Surface pp. 21-27, 63-86, 89-101.
October 30th: NO CLASS. Meet with me this week to discuss your writing to this point
DUE (hand in to me by 4 PM Friday): Assignment 5: Majority Rules?
November 4th: If you’re not part of the solution...
Activity: what is your carbon footprint, and where do you get your energy?
DUE: Assignment 8: Give to me 1-2 potential project topics (you should include a short
paragraph on what you are interested in exploring)
November 6th: Comparing costs of different energy sources
For next class: you will start researching a specific energy source and its costs.
DUE: Assignment 6: What’s Rocking in Oklahoma?
November 11th: Energy costs and comparisons
Activity: Comparing costs of different energy sources (If this had a FB status, it would be “It’s
complicated”)
Bring to class: You should have a powerpoint! There will be 20 minutes at the beginning of class
to put this together prior to presenting.
Reading: The Science Beneath The Surface, pp. 103-120.
By MIDNIGHT, NOVEMBER 12th: Fact sheet on your energy resource
November 13th: The divestment movement in higher education
Discussion: The Vassar Greens and Divestment
Read before class: Forbes on Vassar Divestment,
http://www.forbes.com/sites/alexepstein/2013/08/28/universities-must-reject-environmentalistcalls-to-divest-from-the-fossil-fuel-industry/
Vassar debates divestment: http://miscellanynews.org/2014/02/12/news/college-tackles-issue-ofdivestment-from-fossil-fuels/
The New York Times on divestment: http://www.nytimes.com/2012/12/05/business/energyenvironment/to-fight-climate-change-college-students-take-aim-at-the-endowmentportfolio.html?pagewanted=1&_r=0
Reading: The Science Beneath The Surface pp. 141-156.
DUE: Paragraph on your contributions and letter grades for yourself and teammates
HANDED OUT: Assignment 7: Divestment at Vassar
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November 18th: Gaslands
Free writing: what does Josh Fox do well in this documentary? Were there aspects that you
found unconvincing or particularly effective?
BY TODAY: Sources for Assignment 8 with 1-2 sentence summaries
November 20th: Peer workshop on Assignment 7: Divestment at Vassar
November 25th: Fracknation
Free writing: how does this compare to Gaslands? Who did a better job?
DUE: Assignment 7: Divestment at Vassar
BY TODAY: Meet with me to discuss assignment 8! Bring outline.
November 27th: THANKSGIVING BREAK!
December 2nd: How to make a poster (Assignment 8 preparation)
December 4th: Peer review workshop on Assignment 8: what the frack?
Bring to class: draft of Assignment 8 paper
December 9th: Practice presentation of posters and poster editing
FINAL (date TBA): Poster presentations for the Department of Earth Science and
Geography
Assignment 8: What the frack? Final paper due DECEMBER 18th by MIDNIGHT!!!
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