I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
X VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
ENST 230H (167H)
Dept/Program Applied Arts & Sciences/AASC
Course #
Nature & Society
WRIT 101 (WTS/ENEX 101)
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Sue Bradford
Instructor
Phone / Email 243-7848/ sue.bradford@umontana.edu
Program Chair Cathy Corr
Barry Good
Dean
Course Title
Prerequisite
3
Date
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Nature and Society explores the relationship between ideas about nature and the development of
political and social ideas, institutions, and practices in primarily western (Euro-American) society. The
idea of nature is explored as a broad theme appearing in writings from different historical periods and
cultural settings within the development of contemporary Western society. This provides the
foundation for understanding the contemporary field of Environmental Studies.
Students will examine how distinct meanings of nature reflect different environmental and social
conditions of various periods, how ideas have changed in the wake of modern scientific discoveries
and technological development, and how this influences contemporary environmental thought. Texts
by influential authors of major historical periods will be examined critically and comparatively by
means of class discussions and writing assignments. Students are encouraged to make connections
between ideas, writers, and thinkers of the past and contemporary environmental thought, explore
their own ideas about nature, and contemplate their role in nature and society.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Group VI (H) Criteria:
Courses teach students how to: present
ideas and information with a view to
understanding the causes, development,
and consequences of historical events;
evaluate texts or artifacts within their
historical and/or cultural contexts; and
analyze human behavior, ideas, and
institutions within their respective
historical and/or cultural contexts.
The course justification should explain
the approach and focus with respect to
its chronological, geographical, and/or
topical content. A methodological
component (e.g. historiography or
ethnography) must be apparent.
1. This course requires students to express ideas and
information to explain how historic events such as the
scientific revolution and changing social, political, and
environmental conditions have influenced the
development of western ideas about nature, changed the
relationship between society and nature, and contributed
to the emergence of contemporary environmental
thought. Students will develop these expressive skills both
through participation in class discussions and through
thematically focused writing assignments.
2. Students will evaluate the meaning and treatment of
“nature” in primary texts from major periods in Western
cultural development by examining these in relation to the
cultural contexts, social conditions, technologies, political
institutions, and historic events that characterize these
periods.
3. Students will analyze human ideas about nature and
related cultural practices within specific cultural and
historical settings to understand how ideas and practices
shape one another and how these have been influenced
by changing social conditions and historic events.
4. This course will use an interdisciplinary, cultural studies
approach to explore complex interactions between texts,
ideas, social forms, and historic events. The cultural
studies tradition draws on analytical techniques from a
variety of disciplines, including literary criticism,
ethnography, sociology, history, and the humanities.
Students will examine the development of ideas using a
combination of humanistic discourse, critical analyses of
textual meanings, comparative analyses of social and
cultural forms, and causal analyses of historical events.
The course will is organized as a broad thematic study
focused on the development of ideas about nature and
human-nature interactions, structured within a
chronological sequence of distinct historical periods. The
course explores the foundations of Environmental Studies.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Learning Goals:
Upon completion of this group, a student
will be able to:



1. synthesize ideas and information
with a view to understanding the
causes and consequences of historical
developments and events;
2. evaluate texts or artifacts within
their historical and/or cultural
contexts;
3. analyze human behavior, ideas, and
institutions within their respective
historical and/or cultural contexts.
This course meets the applicable learning goals through a
combination of required readings, supplemental lectures and
films, frequent small group and large group discussions,
multiple writing assignments, and creative expression.
Course Materials: The required readings present students with
diverse frameworks for understanding the human experience
by drawing on history, ethnography, sociology, political
science, humanities and environmental studies. This
promotes an understanding of the complexity of causality with
respect to historical events and the roots of cultural practices.
Instructional Method: A strong emphasis on critical reading,
small group and large group discussions provides a forum in
which students can explore connections between ideas from
diverse disciplinary frameworks and from distinct historical
and cultural settings in order to synthesize these with their
own experiences and understandings of the human-nature
relationship.
Assignments: Written work promotes deeper reflection and
evaluation of ideas and institutions, comparative analysis, and
creative expression. This includes weekly journals or essays,
and a comparative analysis that explores how diverse
historical contexts and institutions inform distinct
formulations of nature and the relationship between humanity
and nature. A final creative project allows students to
creatively express their individual interpretations of “nature
and society,” and connect this to individual diversity, creativity
and responsibility.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
NA
VIII. 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
See Below
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
Current Syllabus:
230 H: Nature and Society
Spring 2013 Course Syllabus
Department of Applied Arts & Sciences
Instructor: Sue Bradford Ed.D.
Instructor’s E-Mail: sue.bradford@umontana.edu
Office Phone: 243-7848
Office Hours: By Appointment
Office Location: Missoula College, Room HB 02
Required Texts:
(1) Quinn, Daniel (1992). Ishmael: An Adventure of the Mind and Spirit. New York: Bantam
Books.
ISBN: 0-553-37540-7
(2) Marshall, Peter (1992). Nature’s Web: Rethinking Our Place on Earth. London: M.E.
Sharpe.
ISBN: 1-55778-652-6.
(3) Cahn, Matthew Alan & Rory O’Brien (1996). Thinking About the Environment: Readings on
Politics, Property, and the Physical World. London: M.E. Sharpe. ISBN: 1-56324-796-8.
(4) Online Readings. Additional Readings will be posted to our Course Supplement in Moodle.
Welcome students! Nature & Society is an undergraduate discussion seminar exploring the idea
of nature and the relationship between humanity and nature. Beginning with the early
development of human societies, you will be asked to trace the idea of nature through the ages,
drawing on the words of influential thinkers from classical to modern times, and culminating in
selections from seminal authors of the contemporary environmental movement. Together, we
will consider how different concepts of nature have reflected or influenced diverse social
conditions, political institutions, and technologies of different historical periods and cultural
settings (primarily Euro-American). You will be encouraged to participate in lively discussions, to
make connections between ideas and thinkers of the past and the emergence of contemporary
environmental thought, to develop and express your own ideas about nature, and to
contemplate your role in nature and society.
This course satisfies General Education requirements for Writing (W) and Historical and Cultural
Studies (H).
Learning Objectives: Students completing this course will be able to:
1. Identify distinct concepts of nature from major historical periods and cultural settings.
2. Describe and compare how contrasting ideas about nature are reflected in different
human institutions or practices.
3. Recognize the importance of historical factors on contemporary environmental thought,
particularly scientific advancements, technology, and changes in social organization.
4. Articulate individual perspectives on nature and human-nature interactions and relate
these to historical ideas, thinkers, and events.
5. Participate in discourse and analysis to develop meanings and recognize diverse
interpretations of texts and historical events.
6. Express an understanding of the complexity of ideas with regard to nature and human
interactions with nature, and relate this to human decisions and lifestyle choices.
Course Structure & Expectations
Preparing for Class: This course is structured as a discussion seminar. The quality of our class
discussions and learning processes will depend greatly on YOUR preparation and
participation! Please come to class on time & ready to discuss the readings. It will also be
very helpful to take notes and bring these with you. Class discussions will alternate between
small groups and full class discussions to assure that every voice is included. Our discussions
will explore enduring questions that may not admit of a simple “right answer.” At times you
may encounter controversial viewpoints or opinions that bring out strong feelings. Please be
aware that you need to conduct yourself appropriately: speak in turns, listen carefully, and
respond respectfully. The goal is to advance the discussion. All students are expected to
show up on time, be prepared, participate, and exhibit mutual respect at all times.
This collaborative learning framework will challenge your thinking and help you develop
critical skills for communicating and working with others. These skills are essential for
addressing the many environmental challenges facing citizens and communities around the
world.
Active Participation: College learning is proportional to student effort. In this class, the
quality of our learning process depends on the level of preparation and participation that you
the students bring to the class. Every student should make an honest attempt to express
their own individual viewpoints about the readings and issues we discuss in class. The
objective is to help each other learn and reach a deeper understanding than we can on our
own. When you first read a text, your interpretation is often tentative and uncertain, but
this is a necessary starting point in the shared search for knowledge. You will not be graded
on the content of your opinions, but you are expected to be part of the conversation as we
work to understand ideas and texts.
Online Course Components
Course Supplement: This course has an online Course Supplement in Moodle that will enable
you to review course information, download assignment handouts and additional readings,
and turn in assignments between classes. This website will include electronic copies of our
syllabus and weekly schedule, required readings, weekly discussion forums, class notes,
assignment details, and an online grade book where you can check your course progress.
Students can access Moodle from both the UM and Missoula College websites; login through
OneStop or UM Online using your NetID.
Electronic Readings: In addition to our required texts, some required readings and
supplemental readings will be provided online in electronic format (PDF) within our Course
Supplement on Moodle. These will be announced in class and posted to Moodle in the
weekly folders that correspond to our Course Schedule (see syllabus, pg. 4). Due to the
possibility of periodic computer/network issues, it is always recommended to download and
print these well in advance of class. Please note: You may need to install Adobe Acrobat
Reader (free) on your computer to open these documents; see
http://get.adobe.com/reader/
Online Assignment Tools & Discussion Forums: Our Moodle Supplement has several online
features that will allow you to submit most written assignments electronically, as an
alternative to turning in printed versions at class. These include weekly response boxes
where you can type or paste journal entries and digital drop-boxes for uploading essays. In
addition, I may post occasional online Discussion Forums where students can post comments
to share and respond to others in an online format. Participation in online discussions is a
way to gain additional participation points to enhance your overall grade. As in all other
communications, mutual respect is expected at all times.
Assignments & Grading
1. Attendance is Required in this course. Your attendance is a pre-requisite for learning
through class discussions. I will expect you to arrive on time and stay for the full class
period. Extensive absences may result in course failure. Please contact me as soon as
possible if you must miss class. I will excuse some absences if you provide written
documentation of the circumstances that prevented you from attending; for example, a
doctor’s note would excuse an absence due to illness or injury. Unexcused absences will
cause you to lose participation points and may impact your overall grade:


5 or more unexcused absences may result in course failure.
Students with fewer than 3 total absences will receive a 5% attendance bonus.
2. Participation. Your participation in class discussions is vital to the learning process. Getting
involved will enhance your learning by making the class more interesting and relevant to
you. It also develops your speaking and listening skills, and enriches our collective
understanding of issues and ideas. Participation points will be awarded for attendance and
active participation in class activities and discussions.
3. Journal Entries. Bi-weekly journal entries will help you reflect on big ideas and issues by
exploring how these relate to your own experiences and viewpoints. Each journal
submission should be approximately one-page in length (2-3 paragraphs, typed). Your
responses are open ended, allowing you to formulate and develop your own ideas and
opinions as we encounter big ideas, issues, assertions, arguments, conflicts or questions that
emerge from our readings and discussions. These can be submitted online via our Moodle
Supplement or turned in at class. Journal entries are worth 10 points each.
4. Reflective Essay 1: What is nature? (week 3/5). This 3-page essay will explore how your
own idea of nature relates to the idea of nature described in one of our readings. Citing a
specific passage, explain what you think the author is saying about nature and discuss
whether you agree or disagree with this viewpoint. Provide examples from your own
experience of nature as you explain why you agree or disagree with the text. Your first
draft will be worth 20 points and your final draft will be worth 40 points.
5. Reflective Essay 2: Historic Ideas of Nature. (week 7/9). Have people always perceived
nature the way we do today? Why or why not? For this 3-page essay, select one historic
author from Cahn & O’Brien, Thinking About the Environment (Chapters 2-5, 9-10), to
examine closely. Citing specific passages, explain how this author describes nature and
discuss how this relates to or reflects the cultural setting, belief systems or ways of living
that would have been prevalent during the author’s lifetime. Refer to Nature’s Web and
additional online sources for information on cultures and periods. The first draft will be
worth 20 points and final draft will be worth 40 points.
6. Comparative Paper (week 11/14). This 6-8 page essay will be your capstone project for the
course. Building on your previous essay, write a 6-8 page paper that describes and compares
two distinct characterizations of “nature” found in our readings. One of these should be
from a historic author (see Reflective Essay 2), while the second viewpoint should be from a
contemporary author; see Cahn & O’Brien, Thinking About the Environment (Chapters 1726). Cite specific passages to support your interpretation of each author and then explore
what similarities and differences you are able to find between them. Discuss how each
perspective might lead someone to respond differently to environmental issues. Your first
draft will be worth 40 points and your final draft will be worth 60 points.
7. Final Creative Project & Presentation (Finals week). Create a poster, collage, essay,
artwork, or poem to share with the class. This should express “what nature means to me.”
This project is worth 40 points.
Additional Assignments/ Extra Credit: This outline may be amended by the instructor to award
points for additional online activities and/or provide an extra credit option.
Late Work Policy: Turning work in late will affect your grade.
 Maximum point value of assignments drops by 10% for each day it is late.
 Assignments over 2 weeks late will not be accepted (maximum points = 0)
(* Instructor may grant extensions in event of excused absence or special circumstances.)
Letter Grades: Traditional letter grades (A-F) will be awarded based on each student’s earned
percentage of the total points possible. A summary of the approximate course points from
graded work and the traditional grade percentages are shown in the following tables:
Approximate Point Values
Participation
Reading Journals
Reflective Essay 1
Reflective Essay 2
Comparative Paper
Final Presentation
TOTAL
=
=
=
=
=
=
40 points
60 points
60 points
60 points
100 points
40 points
= 360 points
GRADING SCALE
90% - 100%
A
80% - 89%
B
70% - 79%
C
60% - 69%
D
0% - 59%
F
Additional Information

Getting Help: Please let me know if you have any questions. I am happy to arrange a
time to discuss your progress, assignments, or any special circumstances that may affect
your performance in class. I will have regular Office Hours each week and can arrange
appointments at other times when we can meet outside of class. In general, the best
way to contact me is by email, but I can also receive messages at my mailbox in HB 02.

The Writing Center: The Writing Center is an excellent resource offering professional
tutoring in writing for UM students at both the UM-COT Campus and on the Main
Campus. Weekly hours for the new semester will be posted on campus and announced
in class.

Reasonable Accommodations: Students with disabilities will receive reasonable
accommodations in this course. To request course modifications, please contact me as
soon as possible. I will work with you and Disability Services (DSS) in the
accommodation process. You can contact DSS at 243-2243 or view their website at
http://www.umt.edu/dss/.

Ethical Conduct: Respectful conduct and academic integrity are expected in all of your
communications and academic activities during this course. Be advised that plagiarism
will not be tolerated and will be handled in accordance with the University of Montana
Student Conduct Code. You can view this document at the following website:
http://life.umt.edu/vpsa/student_conduct.php.

Writing Course Review: This course requires an electronic submission of an assignment
stripped of your personal information to be used for educational research and
assessment of the writing program. Your papers will be stored in a database. A random
selection of papers will be assessed by a group of faculty using a rubric that scores (a)
development of ideas, (b) organization of ideas, (c) language choices, (d) appropriate
conventions, and (e) integration of resources. This assessment in no way affects either
your grade or your progression at the university.