ENV 487 Introduction to Apiculture and Sustainability
(4 Credits)
RATIONALE
The Environmental Science Program at Oakland University recently changed its name from
Environmental Health. The purpose of the name change was to alter the direction of the
program from a health focus to a more broad environmental science emphasis which is
expected to have a wider appeal to more students. A Carnegie Report on Higher Education
(2000) stated that the fastest growing undergraduate science programs are ones that have the
word, “Environment” in them. The Program is in particular need of courses that are relevant
to its Specialization in Environmental and Resource Management. One of the key concepts
in resource utilization is that of environmental sustainability. Sustainability, according to the
official definition of the University of California Regents, is, “meeting our needs of the
present without compromising the ability of future generations to meet their own needs,
particularly with regard to use and waste of natural resources”.
The case for bees and apiculture science for achieving environmental sustainability and
transforming students to become environmental stewards can be made by understanding the
importance of bees in the greater picture of environmental sustainability. Also, the case can
be made by evaluating what other institutes of higher education have done. For example, at
Curtin University in Perth, Australia, the concern about environmental sustainability was
used as a learning opportunity, whereby the students become involved in solving the
problems of declining wildlife habitat and contaminated water on campus (Karol 2006).
The honey bee, Apis mellifera, is a sentinel species in decline in a landscape altered by
human induced climate change and habitat destruction. It is becoming widely publicized that
honey bees are on the decline. The hallmark of suburbia is mowed turf-grass, which does not
provide a rich diversity of plants necessary for supporting bees. Bees used for commercial
pollinating services are suffering from Colony Collapse Disorder (CCD). These bees are
being stressed and are fed a substandard diet of sugar water or fructose corn syrup in between
pollinating jobs. They are also exposed to pesticides and invasive pests. A decline in
populations of feral honey bees due to pests, diseases and loss of habitat is creating a genetic
bottleneck which could jeopardize the health and vitality of bees. Thus, bee hobbyists may
hold the key to the survival of the honey bee.
Bees are important for sustaining our current human population. One in every third bite of
food can be traced back to bee pollination. The honey bee can increase food biodiversity and
local food security. In the near future, suburbia may have to be transformed to a more
agrarian environment where most people are involved in at least small scale agriculture.
Relocalization will be necessary because modern agricultural practices are highly dependent
on nonrenewable and thus unsustainable fossil fuels in the form of fertilizer, pesticides and
herbicides, and oil for farm equipment and transportation. The global demand for fossil fuels
is quickly exceeding supply. A government report (GAO 2007) states that the uncertainty
about future oil supplies constitutes a national security threat, and that Americans are
woefully unprepared for the consequences of increasing prices and decreasing availability of
oil.
Robert Kennedy, Jr. (personal communication, 2005) said, “the economy is a wholly owned
subsidiary of the environment”. Oil, water, wood, and metals are all natural resources (i.e.,
raw materials) utilized to produce goods that are sold or traded. When these natural
resources are nonrenewable (fixed in quantity) or are used faster than they can be
regenerated, they are in depletion. Unless a declining resource can be replaced with
something different, it is unsustainable. A change in thinking and values are necessary for
science and technology to achieve a sustainable society (McLaughlan 2007).
Most major Universities are developing programs in sustainability. The Talloires
Declaration is a ten-point action plan for incorporating sustainability and environmental
literacy in teaching, research and operations in higher education. It was signed by
administrators (chancellors, presidents or equivalent) of over 350 colleges and Universities
worldwide (Koester et al. 2006). This is an example of how a momentum is growing for
Universities to address the issue of sustainability in their operations and curricula. It is a
moral imperative to address this issue and be a witness to environmental and thus economic
sustainability. This will be done through the teaching of apiculture science at Oakland
University.
Dr. Schweitzer recently completed Dr. Dyanne Tracy’s course EST Integrating Beekeeping
Across the Curriculum. A Hold Harmless Waiver has been developed by Dr. Tracy and will
be used for both courses. As part of Dr. Tracy’s EPA grant, the supplies will be provided for
Dr. Schweitzer and her mentor, Dr. Tracy, for establishing an apiary (bee yard) on campus.
This course will require students to spend as many hours in the apiary as weather permits
during the scheduled class. In-class instruction will include coverage of material from Honey
Bee Biology and Beekeeping (1999) written by Dr. Dewey Caron, Professor, Department of
Entomology & Wildlife Ecology, University of Delaware, who has taught beekeeping on
college campuses since 1969.
Environmental Science Program
College of Arts and Sciences
Oakland University
ENV 487 Introduction to Apiculture and Sustainability
(4 Credits)
Instructor: Linda Schweitzer, Ph.D. Associate Professor
Environmental Science Program Coordinator
Department of Chemistry
Office: 289 SEB
Phone: 248-370-2092
Email: schweitz@oakland.edu
Required Text:
Caron, D. M. (2005). Honey bee biology and beekeeping. Cheshire, CN: Wicwas Press.
Required Release:
Oakland University Hold Harmless waivers must be signed and on file prior to the first
class. This includes taking the anaphylaxis quiz found at http://www.epipen.com
Required EPI Pen:
All students must have a fresh EPI Pen (epinephrine) in their equipment collection at all
times. This is prescribed through a physician at the student’s expense. A signed
Physician’s Plan allowing the administration of epinephrine must be on file.
Performance Goals:
A) The practitioner will apply an understanding of the biology of the European honey bee
(Apis mellifera) in the apiary and in written exams.
B) The practitioner will demonstrate an understanding of safety and health concerns
related to beekeeping and secure all levels of safety required when engaging others in
woodenware construction, pest management, hive maintenance and apiary product
harvest.
C) The practitioner will demonstrate the ability to work with fellow classmates and
persons in the Oakland University and surrounding community. The practitioner will
demonstrate respect and value for human diversity and the ability to work within an
egalitarian cooperative construct.
D) The practitioner will engage in reflection and self-assessment of personal
environmental stewardship and beekeeper performance during the course.
Academic Honesty:
Cheating and plagiarism are considered serious at Oakland University. All allegations of
academic misconduct will be reported to the Dean of Students and, thereafter, to the
Academic Conduct Committee for adjudication. Anyone found guilty of cheating in this
course may receive a course grade of 0.0, in addition to any penalty assigned by the
Academic Conduct Committee.
Grading Scale:
Considered “A”s
4
3.9
3.8
3.7
3.6
3.5
95.00-100
92.63-9.49
90.25-92.62
87.88-90.24
85.50-87.87
80.75-85.49
Considered “B”s
3.4
3.3
3.2
3.1
3
78.38-80.74
76.00-78.37
73.63-75.99
71.25-73.62
68.88-71.24
Considered “C”s: 2.0-2.9
Considered “D”s: 1.0-1.9
Formula: GPA/23.75
Methods Of Evaluation: Based on Total 300 pts
1. Attendance (25 pts.): Attendance and participation in class and field is mandatory
and vital to achieving essential skills in the apiary.
2. Modules (see attached). (25 pts, each x 7 = 175 pts). Personal Notebook: 25 pts
Total = 200 pts total
3. Field-Based Apiary Observation Quiz (25 pts.): The instructor will observe and
evaluate your performance in the apiary.
4. Final Exam (50 pts.): Paper-pencil exam will be administered.
Tentative Schedule and Topics for In-Class Learning:
Session 1
Introduction to Sustainability – Video “Peak Oil and The Power of
Community”
Chapter 2 Classification System
Chapter 3 Insect Societies
Session 2
Chapter 12 What is Beekeeping?
Chapter 13 Getting Started
Health and Safety
Epi-Pen practice, EpiPen web presentation
Session 3
Chapter 4 What is a Honey Bee?
Chapter 5 Honey Bee Anatomy
Session 4
Chapter 6 The Bee Nest
Chapter 7 Communication: Bee Dances
Session 5
Chapter 14 The Basics of Hive Management
Chapter 16 Spring Management
Video: York Films/BBC: “The Monk and the Honey Bee”
Session 6
Chapter 17 The Honey Harvest
Chapter 18 Honey and Other Bee Products
Session 7
Chapter 8 Communication: Pheromones
Chapter 18 Honey and Other Bee Products
Session 8
Chapter 19 Pollination
Plants – Natives and Wild Edibles, Domestic Crops
Session 9
Chapter 20 Diseases, Pests and Pesticides
Session 10
Chapter 21 A Look Into the Future
Session 11
Honey Bee Biology
Ecology of Honey Bees
Field Work to be worked into above schedule as weather permits:
Three experiences of observing (and recording) worker behaviors: feeding,
communicating, guarding, nursing, cleaning, foraging for nectar, pollen, water and/or
sap; will be assessed with Hive Management Quiz Developed by Professor Dyanne Tracy
(see attached).
Modules (7): See attached – these are beekeeping experiences that pertain to
sustainability.
References and Citations
The Carnegie Classification of Institutions of Higher Education. (2000). A Technical Report.
Caron, D.M. Honey Bee Biology and Beekeeping. (2005). Edited by Lawrence J. Connor.
Second Edition, Third Printing. Wicwas Press, Connecticut, USA. ISBN 1-87805098
Congressional Research Service. (2007). Recent Honey Bee Declines. March 31, 2007.
Report #RL33938. Prepared by Renee Johnson for Members and Committees of Congress.
GAO (2007). United States Government Accountability Office Report to Congressional
Requesters. Crude Oil Uncertainty about future oil makes it important to develop a strategy
for addressing a peak and decline in oil production. GAO-07-283. February 2007.
Karol, E. (2006). Using campus concerns about sustainability as an educational opportunity:
a case study in architectural design. V14(9-11); 780-78. Special Issue, Sustainability in
Higher Education: What is Happening? Edited by Lozano García, Kathleen Kevany and
Donald Huisingh.
Kennedy, Robert, Jr. (2005). WaterKeeper Annual Conference, East Stroudsburg, PA. Web
link: http://switchstudio.com/waterkeeper/issues/Fall05/conference.html
Koester, R.J., Eflin, J. and Vann, J. (2006). Greening of the campus: a whole-systems
approach. In, J. of Cleaner Production V14(9-11); 769-779. Special Issue, Sustainability in
Higher Education: What is Happening? Edited by Lozano García, Kathleen Kevany and
Donald Huisingh.
McLaughlan, R.G. (2007). Instructional Strategies to Educate for Sustainability in
Technology Assessment. International J. of Eng. Education. 23(2); 201-208.
Readings and Supplementary Recommended Texts
Creighton, Sarah Hammond. (1998). Greening the Ivory Tower: Improving the
Environmental Track Record of Universities, Colleges, and other Instituions. MIT Press,
Cambridge, Massachusetts.
Orr, David. (1994). Earth in Mind: On Education, Environment, and the Human Prospect.
Island Press, Washington, D.C.
Pimentel, D. and Wilson, A. (2006). World Population, Agriculture, and Malnutrition.
In, “Environment 06/07”. McGraw Hill Annual Editions, 25th Edition. John L. Allen,
editor. McGraw Hill Contemporary Learning Series, Dubuque, IA.
Wackernagel, M. & Rees, W.(1996). “Our Ecological Footprint: Reducing Human
Impact on the Earth.” New Society Publishers, Gabriola Island, BC.
[http://www.newsociety.com/oef.html]