Introduction to Environmental Issues (ENV 201)
Environmental Program
Wake Forest University
Fall 2009
Dr. Lucas Johnston
Office: 018A Winston Hall
Office Hours: Tues and Thurs 12:00-1:30 (or by appointment)
Email: johnstlf@wfu.edu
Course Description:
Environmental issues increasingly occupy social and political discourse and impact people in
various ways in their daily lives. Careful analysis of complex environmental problems is an
important prerequisite to moving toward a sustainable culture. This class introduces
students to some of the key issues related to the environment, highlights the important
contributions and limitations of environmental sciences, and analyzes the values that lie
behind public policy, relevant research, and activism.
Learning Outcomes:
By the end of the course students should:
 Have a basic understanding of the science of ecology and the complex ways in
which human cultures interact with their habitats
 Understand terminology related to environmental sciences and studies, and be
able to speak coherently and intelligently about environmental issues
 Possess an understanding of some of the historical circumstances and trends that
led to specific environmental problems
 Be able to analyze the ways in which various stakeholders with diverse value sets
influence the formulation of public policy
 Be able to articulate these diverse values in terms that constructively work toward
dispute resolution
Required Texts:
Easton, Thomas. Environmental Studies: Sources (3rd ed). New York: McGraw Hill.
Easton, Thomas. Taking Sides: Clashing Views on Environmental Issues. New York: McGraw Hill.
Additional readings available through the WFU Blackboard.
Assignments and Grading:
Response Papers (5): 25% These papers should be 2-3 pages in length. The first paper is a
reflection on the Ecological Footprint analysis. The other four papers are due in class on
Tuesdays following discussion sections focused on the “Issues” from the Taking Sides text.
Each paper should include: a) a brief summary paragraph stating the nature of the debate
and the variety of stakeholders represented, with a strong thesis sentence characterizing the
debate; b) a discussion of the evidence mustered by each stakeholder in the debate; and c) an
argument presenting the student’s own understanding of the issue. Students need not
choose a side, particularly if they ultimately do not find either side entirely convincing, but
ENV 201, syllabus
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they should reflect on the issue in a measured and coherent manner, clearly stating their
perspective on the debate.
Group Project (see attached Appendix for Assignment): 25% DUE DECEMBER 7, 2009.
Groups of 3-5 students will engage in data gathering and analysis to analyze one set of the
complex environmental issues outlined in the Appendix. Students may divide the task in any
way that makes sense to them. Members of each group will be graded by the instructor on
their common presentation and analysis of the data (in a 10-12 page paper, as well as an inclass presentation see below). In addition, each group member will be required to grade
other group members’ contributions to the project.
Group Presentation: 15% This is the presentation of the group project. Presentations
should last approximately 25-30 minutes, allowing plenty of time for questions and reflection
from the rest of the class.
Quizzes: 15% Quizzes will focus on an understanding of the readings, and will be given
throughout the semester, unannounced. There will be at least five quizzes throughout the
semester. A student will receive a zero for any quiz missed. If the student has an excused
absence on the day a quiz is given, the instructor will administer a make-up quiz that will
require a short essay, rather than short answers.
Leading Class Debate/Discussion: 10% Three students will be responsible for
presenting the readings for each one of the Issues, and for guiding class discussion of these
issues or otherwise expanding on the material to be covered that day in class. Students
should sign up with the instructor for a day in which the material is particularly interesting to
them, or relevant to their own academic work, and should provide supplementary reading
materials to the class one week ahead of time.
Class Participation: 10%: Class attendance and participation is expected from all students.
Students are allowed two unexcused absences. Each unexcused absence beyond this will
result in a three point reduction in class participation grade. Students missing five or more
classes will fail the course, or will be asked to withdraw. Absences may be excused if written
requests are submitted in advance or if written explanations are submitted with valid
documentation.
Expectations:
1) Handing in Assignments: Response papers should be turned in at the beginning of
class on the Tuesday following the Thursday discussion of the “Issues” from the
Taking Sides volume. Emailed assignments will not be accepted without explicit prior
approval from the professor.
2) Late or Make-Up Assignments: Late assignments will be deducted by a half a
letter grade each day they are late. Extensions may be granted in extraordinary
circumstances, with the prior approval of the professor.
3) Completion of All Assignments: You must complete all written and oral
assignments and fulfill the requirements for class participation in order to pass the
class. Students missing assignments will fail or be granted an incomplete (in special
cases).
ENV 201, syllabus
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4) Attendance and Participation: Class participation is factored as a significant
portion of the final grade. Please see discussion above for more details (under
“Assignments”).
5) Common Courtesy: Cell phones, laptops and other electronic devices must be
turned off before class. Students who receive or make phone calls or text messages
during class will be asked to leave. The professor reserves the right to ask any
student engaging in disruptive behavior (e.g. talking, reading newspaper, etc.) to leave
the class. It is always important to treat every person and opinion with respect. It is
essential that you present yourself and your opinions to your peers and instructors
with respect and sensitivity.
6) The Not So Fine Print: Plagiarizing is completely unacceptable under any
circumstances. Please read and be familiar with the university’s definition of and
policy regarding plagiarism as described in the Student Handbook (see
http://www.wfu.edu/studentlife/judicial/pdf/handbook.pdf, especially the
definition on pp. 75-76). Also, please explore this website for more information:
http://www.plagiarism.org/. Any student caught cheating, plagiarizing, or otherwise
violating the honor code on any assignment will fail the course.
7) The Liberal Arts Education: Read and familiarize yourself with the guiding
principles and values that form the basis of Wake Forest’s educational philosophy
here: http://newstudents.wfu.edu/section.php?s=general&p=guiding_principles.
8) Disabilities and Special Arrangements: If you have a disability that requires
special arrangements (e.g. note- and/or test-taking), please contact the Learning
Assistance Center in Reynolda 117 (758-5929), and see this webpage for more
information:
http://newstudents.wfu.edu/section.php?s=general&p=disability_services. In
addition, please contact the professor within the first two weeks of class to ensure
that we make appropriate arrangements for facilitating your educational experience.
Every effort will be made to accommodate those with registered disabilities.
9) Counseling Center: Sometimes college life is hard! If you need support with
personal mental health, please see the Counseling Center’s website:
http://www.wfu.edu/ucc/ .
10) Office Hours and Email:
I encourage you to come to my office to discuss course material during the listed
office hours. If you cannot come during those hours, I am available by appointment.
I always prefer face-to-face inquiries to email communication. I will not respond to
emails that discuss absences, missed work, or grades. You may email me at any time,
however, to schedule appointments or to clarify assignments.
COURSE OUTLINE:
Thursday, Aug 27
Review of syllabus and discussion of expectations
Tuesday, Sep 1
Introduction to Environmental Issues
Introduction to Taking Sides, xvii-xxx.
*Calculate Ecological Footprint
Additional Readings:
ENV 201, syllabus
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Costanza, R. 2000. The Dynamics of the Ecological Footprint Concept. Ecological
Economics, 32:341-345.
Thursday, Sep 3
Fundamental Causes of Environmental Problems
Lynn White, “The Historical Roots of Our Ecological Crisis,” Sources, pp. 18-22.
Jared Diamond, “The Maya Collapses,” from Collapse, pp. 157-177 (on
Blackboard).
Tuesday, Sep 8
Environmental Concern in the US: Preservation vs. Conservation
*Ecological Footprint reflection due
*ANTHROPOLOGY MUSEUM
John Muir “Hetch Hetchy Valley,” Sources, 5-7;
“Cedar Key” (818-827) and “Wild Wool,” (pp. 598-606) (on Blackboard)
Gifford Pinchot “Principles of Conservation,” Sources, 8-9;
Selections from The Fight for Conservation (Pinchot 1910), “The New Patriotism,” (pp.
120-131) (on Blackboard)
*Additional Readings:
Roderick Nash. 2001. Wilderness and the American Mind. New Haven: Yale.
Gifford Pinchot. 1910. The Fight for Conservation. Seattle: University of Washington Press.
Donald Worster. 2008. A Passion for Nature. Oxford: Oxford University Press.
John Muir. Various editions. My First Summer in the Sierra.
Thursday, Sep 10
Issue 1: Is the Precautionary Principle a Sound Approach to Risk Analysis?, Taking
Sides
Tuesday, Sep 15
A Wilderness Condition
William Douglas, “Sierra Club v. Morton,” Sources, 77-78
William Cronon, “Toward Reinventing Nature,” Sources, 79-84;
Dave Foreman, “The Importance of Wilderness,” from Rewilding North America:
Washington, DC: Island Press. (on Blackboard)
Carl Talbot, “The Wilderness Narrative and Capitalism,” from The Great New
Wilderness Debate. Athens: University of Georgia Press. (on Blackboard)
Edward Abbey, “The Heat of Noon: Rock and Tree and Cloud,” from Desert
Solitaire. New York: Random House. (on Blackboard)
*Additional Readings:
J. Barid Callicott and Michael Nelson. 1998. The Great New Wilderness Debate. Athens:
University of Georgia Press.
ENV 201, syllabus
Thursday, Sep 17
Issue 7: “Should the Arctic National Wildlife Refuge Be Opened to Oil Drilling?”
Taking Sides, pp. 117-130
Tuesday, Sep 22
Environmental Ethics
Aldo Leopold, “And Sketches Here and There,” Sources, 10-13
Paul Taylor, “The Ethics of Respect for Nature, Sources, 203-209
*Additional Readings:
Meine, Curt. 2005. “Leopold, Aldo” in Bron Taylor (ed.) Encyclopedia of Religion and Nature.
London: Continuum Press, pp. 1005-1008.
Clare Palmer. 2003. “An Overview of Environmental Ethics,” in A. Light and H. Rolston,
III (eds.) Environmental Ethics: An Anthology. Oxford: Blackwell.
Thursday, Sep 24
Issue 16: Should DDT Be Banned Worldwide? Taking Sides, 290-310
Tuesday, Sep 29
Environmental Economics
Peter Vitousek, et al., “Human Domination of Earth’s Ecosystems,” Science 277
(5325): 494-499 (on Blackboard)
H. E. Daly and J. B. Cobb, Jr., “Misplaced Concreteness: the Market,” in For the
Common Good: Redirecting the Economy Toward Community, the Environment, and a
Sustainable Future, Beacon Press, 1989, pp. 44-47 (on Blackboard)
Mark Sagoff, “At the Shrine of Our Lady of Fatima, or Why Political Questions
Are not All Economic,” Sources, 166-172
*Additional Readings:
Costanza, R. 2006. Toward An Ecological Economy. The Futurist July/August 2006.
Daly, Herman E. 1980 [1973]. Economics, Ecology, Ethics : Essays Toward a Steady-State Economy.
San Francisco: W. H. Freeman.
Thursday, Oct 1
Issue 3: Should a Price Be Put on the Goods and Services Provided by the
World’s Ecosystems?, Taking Sides, 37-62
Tuesday, Oct 6
Human Population and Carrying Capacity
Paul and Anne Ehrlich, “The Population Explosion,” Sources, 183-189
Garrett Hardin, “Carrying Capacity as an Ethical Concept,” A Social Contract (on
Blackboard)
*Additional Readings:
5
ENV 201, syllabus
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Marc L. Imhoff, Lahouari Bounoua, Taylor Ricketts, Colby Loucks, Robert Harriss &
William T. Lawrence. 2004. “Global patterns in human consumption of net primary
production.” Nature 429 (24).
Jeffrey Sachs. 2006. “Lower Fertility: A Wise Investment.” Scientific American August 21, 2006
(online op ed, avail at
http://scientificamerican.com/article.cfm?chanID=sa006&colID=31&articleID=00
01B5B7-389A-14E3-B89A83414B7F0000
United Nations Population Website: www.unpopulation.org
Thursday, Oct 8
Issue 13: Do Falling Birthrates Pose a Threat to Human Welfare?, Taking Sides,
244-257
Tuesday, Oct 13
Chemicals and Public Health
Sandra Steingraber, “Living Downstream,” Sources, 157-162
Chlorine Chemsitry Council, “Chlorine Sunset,” on Blackboard
Discussion: Ethics and Sustainability Dialog Group sponsored by the Chlorine Chemistry Council
Thursday, Oct 15
Issue 17: Do Environmental Hormone Mimics Pose a Potentially Serious Health
Threat? Taking Sides, 311-327
MIDTERM GRADES DUE OCT. 18
Tuesday, Oct 20
Energy
Amory Lovins, “More Profit with Less Carbon,” Sources, 65-70
L. Hunter Lovins, “Energy Efficiency: Spoiler or Employer?” 1-19(on Blackboard)
Movie: Meltdown at Three Mile Island
*Additional Readings:
Get familiar with what the federal governments is saying: http://www.eia.doe.gov/security/.
What’s good about this site? What’s it missing?
Clean Coal?: www.cleancoalusa.org/
Or for the other side: www.thisisreality.org/
For more of L.H. Lovins see: http://www.natcapsolutions.org/resources.htm#ART
For more of Amory Lovins see: http://www.rmi.org/sitepages/pid113.php
Thursday, Oct 22
Issue 11: Do Biofuels Enhance Energy Security? Taking Sides, 205-219
Tuesday, Oct 27
Pollution and Climate Change
ENV 201, syllabus
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Peter Vitousek, “Beyond Global Warming,” Ecology 75 (70): 1861-1876 (on
Blackboard)
IPCC, “Climate Change 2007: The Physical Science Basis,” Sources 127-136
Website: IPCC website
*Additional Reading:
Read the IPCC website: http://www.ipcc.ch/
Thursday, Oct 29
Issue 8: Is Global Warming Skepticism Just Smoke and Mirrors? Taking Sides,
136-165
Tuesday, Nov 3
Politics and Society
World Commission on Environment and Development, from Our Common
Future, in Sources, 198-202
Vandana Shiva, “Women’s Indigenous Knowledge and Biodiversity Conservation,”
Sources, 209-213
Jared Diamond, from Collapse, in Sources, 213-218
*Additional Readings:
Martin Lewis. 1994. Green Delusions. Durham: Duke University Press.
William Ophuls. 1977. Ecology and the Politics of Scarcity. New York: WH Freeman and Co.
Andrew Dobson. 2007. Green Political Thought. New York: Routledge.
Thursday, Nov 5
Issue 15: Is a Large-Scale Shift to Organic Farming the Best Way to Increase
World Food Supply? Taking Sides, 270-288
Tuesday, Nov 10
Environmental Justice
Robert Bullard, “Environmental Justice for All,” Sources, 172-175
Beverly Paigen, “Controversy at Love Canal,” Sources, 106-112
*Additional Readings:
Kristin Schrader-Frechette. 2005. Environmental Justice: Creating Equality Reclaiming Democracy.
Oxford: Oxford University Press.
Jace Weaver. 1996. Defending Mother Earth: Native American Perspectives on Environmental Justice.
Maryknoll: Orbis Books.
Thursday, Nov 12
Issue 5: Should the EPA Be Doing More to Fight Environmental Injustice?, Taking
Sides, 81-95
Tuesday, Nov 17
Student Presentations of Group Projects
Thursday, Nov 19
ENV 201, syllabus
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Student Presentations of Group Projects
Tuesday, Nov 24 THANKSGIVING BREAK
Thursday, Nov 26 THANKSGIVING BREAK
Tuesday, Dec 1
Student Presentations of Group Projects
Thursday, Dec 3
Student Presentations of Group Projects
*FINAL PAPERS/PROJECTS DUE 7 DECEMBER 2009*
Appendix: Group Projects
1. PIEDMONT BIODIVERSITY
Interview the director and other employees from a local land conservation trust, a land
development company, the Forsyth County Environmental Protection staff, or Parks and
Recreation staff members (at least three different constituencies).
-What are the biggest threats to Piedmont wildlife? What species of plants and animals have
become extinct most recently?
-What invasive species are most harmful to local biodiversity and why?
-Which groups in the Piedmont are most active in preserving local biodiversity?
-What role does the local business community play in protecting/restoring local biodiversity?
-What role does state and local government play in protecting/restoring local biodiversity?
-What does each interviewee wish we, the residents, understood better? Are there any
common themes?
-Do any of the course materials/readings relate to this assignment? Did they help you to
think through these issues?
-Illustrate how the concept of an integrated bottom line (considering economic, ecological
and social values) relates to the conservation of biodiversity in the Piedmont region.
*If someone will not or cannot answer any of the above questions, why? Is it lack of
knowledge or something else?
2. LOCAL GOVERNMENT:
Interview at least three of the following: the Mayor of Winston-Salem, the City Manager,
City Council Members, the Forsyth County Manager, County Commissioners.
ENV 201, syllabus
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-Do the city and county work with Wake Forest on promoting conservation or preservation
of natural resources? If so, what are the strategies/programs? What are the most important
issues facing Winston-Salem, Forsyth County, and Wake Forest as they relate to sustainable
community development (water, waste disposal, energy production/consumption,
agriculture, etc.)?
-What role does local government play in creating a sustainable community?
-What does each interviewee wish we, the citizens, understood better? Are there any
common themes?
- Do any of the course materials/readings relate to this assignment? Did they help you to
think through these issues?
-Illustrate how the concept of an integrated bottom line (considering economic, ecological
and social values) relates to the stated values and creation of policy by local government.
*If someone will not or can not answer any of the above questions, why? Is it lack of
knowledge or something else?
3. WATER
Conduct three to five interviews with a staff member from Wake’s Facilities Department, a
Forsyth County water quality staff member, a Wake faculty member focused on water issues,
or a water management district staff member.
-How much water does Wake’s campus use each year? What are the main sources of use?
Roughly what percentages of water go to each category of use?
-What is the source of Wake Forest’s water? What happens to the water when it goes down
the drain? What are the by-products of water use?
-What watershed(s) does Wake Forest’s campus fall into?
-How are local water sources related to Wake’s water supply? How are they affected by
Wake’s operations?
-What does each interviewee wish we, the citizens, understood better? Are there any
common themes?
- Do any of the course materials/readings relate to this assignment? Did they help you to
think through these issues?
-Illustrate how the concept of an integrated bottom line (considering economic, ecological
and social values) relates to the water issues.
ENV 201, syllabus
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*If someone will not or can not answer any of the above questions, why? Is it lack of
knowledge or something else?
4. ENERGY
Conduct three to five interviews with members of Wake’s Facilities Department, Duke
Power representatives, or Wake Forest professors working on energy and sustainability
(instructor can help you with resources here).
-What alternative energy opportunities are most appropriate for Wake Forest, and for the
local community? What fossil fuel-based technologies would they replace?
-What energy provider does Wake currently purchase from? How much energy does Wake
use annually? How do monthly averages vary and why? What types of energy does Wake
use? From what sources does this energy derive?
-How much transportation fuel does Wake purchase every year? What types of fuel does
Wake use for transportation and what are the sources?
-What does each interviewee wish we, the citizens, understood better? Are there any
common themes?
- Do any of the course materials/readings relate to this assignment? Did they help you to
think through these issues?
-Illustrate how the concept of an integrated bottom line (considering economic, ecological
and social values) relates to procurement and use of energy.
*If someone will not or can not answer any of the above questions, why? Is it lack of
knowledge or something else?
5. LOCAL BUSINESS
Interview local business owners—see instructor for ideas about local businesses focused on
sustainability.
-Who is their customer base? Is this customer base primarily local, regional or national?
-What do these business owners perceive to be the values that drive the purchasing decisions
of their customers?
-Where are their goods produced? What percentage comes from North Carolina, the
Southeast, or the United States?
-How do they determine the pricing for their products? Is there a formula?
-Do these business owners have significant knowledge of the labor conditions of the people
who produce their products? Are there particular standards or practices that these businesses
focus on in deciding which products to offer? Are there any public or internal policies
regarding the social aspects of their business model?
ENV 201, syllabus
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-If they work through distributors, do they have policies about any of the standards above
(point of origin, labor standards, production practices) that they require their distributors to
consider? How is this enforced?
-What does each interviewee wish we, the citizens, understood better? Are there any
common themes?
- Do any of the course materials/readings relate to this assignment? Did they help you to
think through these issues?
-Illustrate how the concept of an integrated bottom line (considering economic, ecological
and social values) relates these businesses and their strategies.
*If someone will not or can not answer any of the above questions, why? Is it lack of
knowledge or something else?
6. AGRICULTURE
Interview produce and meat buyers from Harris Teeter, Whole Foods, Piggly Wiggly, Fresh
Market, and the Reynolda Farm Market.
-What percentage of their produce or meat products are grown in North Carolina, the
Southeast, the United States? Do they have any public or internal policies regarding the
percentages of food they procure from domestic growers?
-How do these businesses determine the price they charge for their produce or meat? Do
they have a formula?
-Do they have significant knowledge of the labor conditions under which their produce or
meats were grown or produced?
-If they work through distributors, do they have any policies about any standards above
(point of origin, labor standards, farming practices) they would like the distributor to
consider? How are these tracked and enforced?
-What does each interviewee wish we, the citizens, understood better? Are there any
common themes?
- Do any of the course materials/readings relate to this assignment? Did they help you to
think through these issues?
-Illustrate how the concept of an integrated bottom line (considering economic, ecological
and social values) relates to the production and consumption of food.
*If someone will not or can not answer any of the above questions, why? Is it lack of
knowledge or something else?