Cross Listing Course Form (4/9/14)
I: Criteria
To qualify for consideration for cross listing, all courses must:
- be requested by both departments or programs;
- count as credit toward an existing major, minor, or certificate program;
- not be experimental or have a reserved variable content course number (x90-X99)
- carry the same title (both parent and sibling courses) and, if possible, carry the same course
number;
- be implemented within comparable course levels, e.g., (U), (UG), or (G);
- be offered under an existing rubric.
Under no circumstances will a course have more than three crosslistings.
II: Summary of courses requested for crosslisting
Requesting Dept / Program (must be
Environmental Studies
department of parent course)
Parent Course Prefix and Number
ENST 476
Sibling Course(s) Prefix (Pre CCN) and
Number
Course Title
CCS 476
Environmental Citizenship/Service Learning
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Robin Saha
Phone/ email :
X6285 /
robin.saha@umontana.edu
Parent Program
Phil Condon
Chair/Director:
Sibling Program Chair(s) Steve Running
/ Director(s)
Dean(s):
Chris Comer; James
Burchfield
Approve *
X Yes  No
XYes  No
 Yes  No
X Yes  No
 Yes  No
*Signatory Comments (required for disapproval):
IV. Rationale
Do these courses need to be cross listed to fill an external requirement?
If YES, define external requirement and attach
documentation.
If NO, complete narrative: In 500 words or less explain why only cross-listing this course serves
the need for delivering academic content. You must identify how both the parent and sibling units
contribute to the cross-listed course’s content and how cross listing contributes to the respective
units’ missions of serving students. The narrative must also identify additional reasons for cross
listing such as a specialized need for advertising to prospective students, sharing resources across
departments (equipment, space, instructors, etc.), or mutual contribution to course content.
ENST 476 Environmental Citizenship serves a critical need within the Climate Change Studies minor
program. It is one of only four solutions-area course offerings that provide students with an applied
service-oriented and problem-based learning experience, whereby students are actively engaged in climate
solutions. Identifying this course within the listing of courses within the Climate Change Studies minor
will help student recognize it as a possible course to meet their minor requirements. In return, a crosslisting
with CCS helps to populate and diversify student enrollment within the Environmental Citizenship class.
The ASCRC has previously approved this course for crosslisting with CCS.
V. Syllabus

VI. Justification for third crosslisting:
In 500 words or less describe the extenuating circumstances making a third course necessary.
EVST/CCS 476
ENVIRONMENTAL CITIZENSHIP
CRN XXXXX / MW 11:10 – 12:30 / JEANETTE RANKIN HALL 204
Spring 200X
To improve is to change. To be perfect is to change often.
— Winston Churchill
Robin Saha
Office: JRH 018 (basement)
Office Hours: Wed. 3:00-4:00 pm, Thurs. 3:00-5:00 pm, and by appt.
Email: robin.saha@umontana.edu
Phone: 243-6285
Course Description
Students in this course will develop and work toward actualizing a personal vision of environmental
citizenship. The course allows students to think deeply about citizenship aptitudes and attitudes to move
society toward a more environmentally, socially, and economically sustainable path. We will consider the
virtues, duties, rights and responsibilities of environmental citizens as well as the skills for participating
effectively, individually and collectively, as environmental citizens.
Learning in the course occurs primarily through the experience of conducting formative research and then
planning and reflecting on the process of developing student-initiated environmental citizenship campaign
proposals or project plans. Students will work in small teams and choose from two types of environmental
citizenship projects that support: (1) environmentally responsible (sustainable) choices and behaviors of
individuals; or (2) sustainable policies or programs of the university, local government, or business.
Projects will be informed by social marketing techniques for fostering individual behavioral change and
policy change. Social marketing is an approach that involves using research and analysis of (perceived and
actual) barriers to and benefits of participating in environmentally responsible behaviors to develop
strategies to encourage lasting behavior change.
Students are encouraged to work on campus and community sustainability projects. Due to the high degree
of public salience and urgency of climate and energy issues, project opportunities in these topic areas will
be encouraged and supported, for example, developing community service project with the UM Sustainable
Initiatives Team (SIT) or the Missoula Greenhouse Gas Energy Conservation Team.
Although students will utilize their own research in developing their campaign and project plans, support is
also provided through relevant readings, guest speakers, and feedback from the class and instructor on team
project plans. In order to develop leadership skills critical to effective citizenship, a number of practical
skill-building trainings will be offered in topics such as team-building, running effective meetings, group
decision making, and framing environmental messages. Others student-initiated topics may be added to
provide further support for student projects.
By the end of the course students will have:

Developed an understanding and appreciation of citizenship roles and skills for working individually
and collectively.

Developed a personal citizenship vision and pursued that vision by planning and reflecting on a team
project or campaign.

Gained experience and developed skills in conducting social marketing research and planning a social
marketing campaign or similar project to encourage others to participate in sustainable behaviors or to
influence environmental policy and institutional change.

Developed or enhanced leadership skills such as running meetings; making group decisions;
organizing, planning, and publicizing events; framing messages; and preparing public education
materials.

Developed confidence as an active and effective environmental citizen, a personal commitment to
continuing participation, and a sense of civic entrepreneurship.
Requirements
Success in the course requires:

Regular attendance and active participation in class, especially in leadership trainings and team
project work.

Being prepared to discuss the assigned readings, i.e., share thoughts, critiques, reactions, and
questions about the readings.

A belief that self-examination and reflection can lead to personal and professional growth and a
willingness to follow through on that belief.

A willingness to put yourself in challenging situations to learn and grow.

Effective participation in a social marketing campaign plan or another closely related team project,
including being available to meet with your group outside of class.

Completing all assignments including maintaining a citizenship journal that includes your
citizenship vision statement, individual homework assignments, in-class exercises, a self-reflection
of your participation in the team project, and your evaluation of your team members.
Class and Attendance
The class format will be a mix of discussion, trainings, lectures, in-class writing exercises, guest speakers,
small group activities, training sessions, and student presentations. A good deal of class time also will be
devoted to planning and coordinating team projects.
A Note on Class Attendance: Attendance is vitally important to your learning and the success of your team
project and will count for a good portion of your participation grade in the class. Students who miss class
for whatever reason are expected to notify the instructor and their project team beforehand or as soon as
possible thereafter. Absence will not be accepted as an excuse for missed assignments. “Make up”
assignments will generally not be offered.
A Note on Email Communication: Students are expected to use their girzmail accounts to communicate
with the instructor and follow students.
A Note on Citizenship Journals: Your citizenship journal should be brought to class each day. It will be
collected sometime without advanced notice.
Description of Assignments
Short descriptions of the assignments are provided below. Additional instructions will be provided
handouts and discussed in class.
Citizenship Visioning Exercise: The purpose of this assignment is to develop your personal environmental
citizenship vision. This will include an inventory and assessment of the status of your environmental
citizenship activities and experiences. You will also assess your leadership qualities, strengths, and
weaknesses, and identify specific citizenship and leadership skills and areas of personal growth you would
like to develop in this course and beyond.
Project Plans: This major assignment will consist of developing a campus/community campaign designed
either to foster sustainable behavior in others or to create policy or institutional change. Students can
choose from a wide range of projects and techniques, provided they have a research component and are
informed by social marketing principles. Projects might include a: tool for citizen decision making; public
education, lobbying or advocacy campaign; policy forum to promote public dialogue, another special event
you organize, demonstration, and the like. Projects may utilize a variety of media such as the print,
internet, radio, video, etc.
Projects are to be student-initiated. That means students are expected to develop project goals and
objectives themselves. Projects will provide an opportunity to develop your citizenship skills and will be
carried out in phases, each of which will have a specific assignment and due date (see below): (1) Project
Goals and Objectives; (2) Research Plans; (3) Research Reports and Draft Campaign Plans; and (4)
Final Project/Campaign Plans. All materials to be publicly distributed, such as surveys and fliers,
regardless of the media (print, radio, video, etc.) must be cleared by the instructor before their release.
Teams will conduct some project work in class, periodically give oral progress reports, and give a final
report at the end of the term.
Citizenship Journal: Students will be asked to keep a citizenship journal and to regularly make journal
entries as part of in-class exercises and as homework assignments. All homework assignments from the
first part of the course should be kept in your journal, including your personal environmental citizenship
vision (see above). Students are expected keep notes and comments about the readings, in-class trainings,
homework assignments, and team projects in their journals. Students will also be asked to periodically
assess progress toward their citizenship vision in their journals. Final journal entries will include a
reflection on the team project and your evaluation of team members. Journals will be kept strictly
confidential, only to be read by the instructor.
Team Project Presentations: At the end of the semester teams will report to the rest of the class about their
campaign/project.
Schedule of Assignments
Assignments are due at the beginning of class. Deductions will be made for all assignments turned in late
unless students make arrangements before the due date. Citizenship journals will be collected 3 or 4 times
throughout the semester, often unannounced or with very short notice.
Assignment to be turned in
Due Dates
Citizenship Visioning Exercise
Mon. 2/11
Citizenship Journal
Periodically
Team Project Goals and Objectives
Wed. 2/27
Team Project Research Plans
Mon. 3/10
Team Project Research Progress Reports
Wed. 3/19
Team Project Research Reports / Draft Project Plans
Mon. 4/7
Team Project Oral Reports
Mon. 4/21
Team Project Oral Reports
Wed. 4/30; Mon. 5/5
Team Project Final Plans
Mon. 5/5
Requirements Grading and Evaluation
Course grades will be based on:




Class participation – 20%
Environmental Citizenship Vision – 10%
Citizenship Journal – 20%
Team Project – 50%
Class participation grade is based on attendance, class preparation, and active participation in class,
including in-class team project work. Your team project grades will be based on the: (1) goals and
objectives statement, 10%; (2) research plan, 10%; (3) research report and draft campaign plan, 20%; (4)
progress reports, 10%; (5) final oral report, 10%; and (6) final project campaign plan, which should include
social marketing campaign materials. Your evaluation of other team members will be graded as part of
your citizenship journal.
Academic Integrity and Plagiarism
Academic honesty and integrity requires that all work submitted is your own unless accurately attributed to
verifiable sources. Plagiarism will not be tolerated. If you have any doubts about plagiarism, i.e.,
representing another person’s work as your own, or citing of the work of others, please confer with the
instructor or refer to the Academic Policies and Procedures in the University Catalog, which states
“Students who plagiarize may fail the course and may be remanded to Academic Court for possible
suspension or expulsion.”
Readings
There are two required books available at the UM Bookstore:
Brower, Michael. 1999. The Consumer’s Guide to Effective Environmental Choices: Practical Advice from
the Union of Concerned Scientists. New York, NY: Three Rivers Press.
McKenzie-Mohr, Doug and William Smith. 1999. Fostering Sustainable Behavior: An Introduction to
Community-Based Social Marketing. Gabriola Island, BC: New Society Publishers.
Other required readings will be available on E-Res through the Mansfield Library website (see:
http://eres.lib.umt.edu/eres/default.aspx). The course password is: “EVST485.” Please bring all readings
with you to class for the day they are assigned.
Reserved Readings
Several books will also be put on reserve at the Mansfield Library Circulation Desk. We will be reading
chapters from some of these books, and those readings will be on E-RES. Students may wish to refer to
other chapters or purchase some of these books for their own reference.
Caplan, Ruth. 1990. Our Earth, Ourselves: The Action-Oriented Guide to Help You Protect and Preserve
Our Environment. New York, NY: Bantam Books.
Creighton, Sarah Hammond. 1998. Greening the Ivory Tower: Improving the Environmental Track Record
of Universities, Colleges, and Other Institutions. Cambridge, MA: The MIT Press.
Fisher, Roger, William Ury, and Bruce Patton. 1991. Getting to YES: Negotiating Agreement Without
Giving In. 2nd ed. New York, NY: Penguin Books.
Course Schedule and Topics
Some adjustments to the course schedule may be needed to suit the needs of the class. These are
announced in class. Students who are late, miss class, or leave early are responsible for finding out about
updates.
Wed. 1/23 - Course Introduction
Mon. 1/28 – Introduction to Environmental Citizenship and Green Consumption
The Consumers Guide to Effective Environmental Choices – Chapters 1, 2, 4, 5 and 6 (also skim Ch.
3).
Wed. 1/30 – Citizen and Institutional Decision-Making Support Tools – Eco-labeling and Sustainability
Indicators
Lucy, Siegle. 2006. “Stuck on You” Observer [Jan. 13]
http://lifeandhealth.guardian.co.uk/ethicalliving/story/0,,2238596,00.html .
“10 Steps to 10x10.”Carbon Neutral Journal http://carbonneutraljournal.com/wordpress/10-steps-to10-by-10/ .
Valentin, Anke, Joachim H. Spangenberg. 2000. “A Guide to Community Sustainability Indicators.”
Environmental Impact Assessment Review 20:318-392.
Also peruse: The Green Guide www.thegreenguide.com
Mon. 2/4 – Campus Sustainability and Student Leadership
Creighton, Sarah Hammond. 1998. “Making Environmental Change Happen: The Essential
Ingredients.” Pp. 11-50 in Greening the Ivory Tower: Improving the Track Record of Universities,
Colleges, and Other Institutions. Author. Cambridge, MA: The MIT Press.
Lipka, Sara. 2007. “Students Call for Action on Campuses: Activists Push Better Practices in Energy
Use, Food Purchasing, Waste Disposal, and Investments.” Chronicle for Higher Education 53(9)
A18 http://chronicle.com/weekly/v53/i09/09a01801.htm .
Revkin, Andrew C.2007 [Nov. 2]. “Whose Climate Is It Anyway?” New York Times [blog]
http://dotearth.blogs.nytimes.com/2007/11/02/whose-climate-is-it-anyway/ .
Walsh, Brian. 2007 [Nov. 8]. “Climate Change, One Light Bulb at a Time?” Time Online
http://www.time.com/time/health/article/0,8599,1682097,00.html .
Also peruse:1-Sky http://www.1sky.org/ and Power Shift http://powershift07.org/
Wed. 2/6 – Organizing and Developing a Strategy
The Consumers Guide to Effective Environmental Choices – Chapter 7 and Epilogue
Bobo, Kim, Jackie Kendal, Steve Max. 2001. “Fundamentals of Direct Action Organizing.” Pp. 8-21 in
Organizing for Social Change: Midwest Academy Manual for Activists. Arlington, VA: Seven
Locks Press.
Western Organization of Resource Councils. 1994. “How to … Develop a Winning Strategy.” Billings,
MT.
Mon. 2/11 – Campus and Community Project Presentations CITIZENSHIP VISIONING EXERCISE DUE
Wed. 2/13 – Introduction to Social Marketing
Monroe, Martha C. 2003. “Two Avenues for Encouraging Conservation Behavior.” Human Ecology
Review 10(2): 113-125.
Fostering Sustainable Behavior – Ch. 1, 2, and 3.
Mon. 2/18 – Presidents’ Day – No Class
Wed. 2/20 – Social Marketing (continued)
Fostering Sustainable Behavior – Ch. 3, 4 & 5
Griskevicius, Vladas and Robert B. Cialdini. 2008. “Social Norms: An Underestimated and
Underemployed Lever for Managing Climate Change.” ISJC 3:5-13.
Mon. 2/25 – Social Marketing (continued)
Fostering Sustainable Behavior – Ch. 6, 7 & 8
Corbett, Julia B. 2006. “Faint Green: Advertising and the Natural World.” Pp. 147-175 in
Communicating Nature: How We Create and Understand Environmental Messages. Author.
Washington D.C.: Island Press.
Wed. 2/27 – Team Project Planning Day TEAM PROJECT GOALS AND OBJECTIVES DUE
Mon. 3/3 – Team-Building / Group Dynamics
“Leadership Styles” (read all types)
http://changingminds.org/disciplines/leadership/styles/leadership_styles.htm .
“Issues of Importance in Forming Teams” http://www.peak.ca/articles/formation.html#issues .
“Stages of Group Dynamics” http://www.peak.ca/articles/group.html .
Wed. 3/5 – Running Meetings / Group Decision Making
Bobo, Kim, Jackie Kendal, and Steve Max. 1991. “Planning and Facilitating Meetings.” Pp. 94-102 in
Organizing for Social Change: A Manual for Activists in the 1990s. Authors. Arlington, VA:
Seven Locks Press.
Forsyth, Donelson R. 1985. “Effective Group Meetings and Decision Making.” Pp. 91- 98 in Working
for Peace. Neil Woolman, editor. San Luis Obispo, CA: Impact Publishers.
Also see:
“Decision Making: Advantages and Disadvantages of Different Methods”
http://www.peak.ca/articles/decision.html#advantages .
“Decision Making Procedures” http://www.peak.ca/articles/decision.html#procedures .
“Factors Which Facilitate Group Decision Making” http://www.peak.ca/articles/decision.html#factors
Mon. 3/10 – TEAM PROJECT RESEARCH PLANS DUE
Wed. 3/12 – Team Project Research Planning Day
Mon. 3/17 – Team Project Research Data Gathering Day
Wed. 3/19 – TEAM PROJECT RESEARCH PROGRESS REPORTS
Spring Break (no class on 3/24 & 3/26)
Mon. 3/31 – Team Project Research Data Analysis Day
Wed. 4/2 – Team Project Research Data Analysis Day
Mon. 4/7 – TEAM PROJECT RESEARCH REPORTS AND DRAFT PROJECT PLANS DUE (oral and written)
Wed. 4/9 – Team Project Feedback Day
Mon. 4/14 – Team Project Work Day / Special Topic Day
Wed. 4/16 – Team Project Work Day / Special Topic Day
Mon. 4/21 – Team Project Progress Reports
Wed. 4/23 – Team Project Work Day
Mon. 4/28 – Team Project Work Day
Wed. 4/30 – Team Project Oral Reports
Mon. 5/5 – Finals Week – Team Project Oral Reports (cont.)/ TEAM PROJECT FINAL CAMPAIGN
PLANS DUE
VII Copies and Electronic Submission. After approval, submit signed original, and electronic file
to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.