SOC 360: Environmental Sociology
Teaching Goals:
Introduce the subfield of environmental sociology
Introduce sociological theory and research methods, generally
Increase knowledge of environmental issues, regulations, policies and impacts in Kentucky
Provide a sociological perspective to the analysis of environmental issues
Enhance research, writing, oral presentation and information literacy skills
Provide a “hands on” sociological research experience
Offer students a collaborative, experiential learning experience
Student Learning Outcomes:
Understand the subfield of environmental sociology
Understand and apply sociological theory and research methods, generally
Increased knowledge of environmental issues, regulations, policies and impacts in Kentucky
Able to take a sociological perspective to the analysis of environmental issues
Improved research, writing, oral presentation and information literacy skills
Reference List
Frey, R. Scott, ed. 2001. The Environment and Society Reader. Allyn & Bacon.
Babbie, Earl. 2001. The Practice of Social Research.
Berry, Wendell. 1996 (1977) The Unsettling of America: Culture & Agriculture. Sierra Club
Books.
Freese, Barbara. 2003. Coal: A Human History. Perseus Publications.
Orr, David. 2004. The Last Refuge: Patriotism, Politics & Environment in an Age of Terror.
Island Press.
SOCIOLOGY 360:
Environmental Sociology
Sample Syllabus
Course Overview
This course will introduce students to the field of environmental sociology through the
examination of environmental issues, organizations, and policies in the state of Kentucky.
Although we are using Kentucky as our case study, the issues, skills and concepts presented
in this course are relevant to a variety of different issues and places.
This is a research-centered course. Your grades will be determined by the quality of your
research, writing, and oral presentations. Collaborative work is required and will contribute
to almost half of your grade in this course.
Course Readings
Frey, R. Scott, ed. 2001. The Environment and Society Reader. (purchase / on reserve)
Babbie, Earl. 2001. The Practice of Social Research, pp. 176-86 (on reserve)
One of the following:
Berry, Wendell. 1996 (1977) The Unsettling of America: Culture & Agriculture. Sierra Club
Books (purchase; on reserve)
Freese, Barbara. 2003. Coal: A Human History. Perseus Publications. (purchase; on reserve)
Orr, David. 2004. The Last Refuge: Patriotism, Politics & Environment in an Age of Terror.
Island Press. (purchase; on reserve)
Course Assignments / Grading Schema
Attendance & In-Class Participation
50 pts
Discussion Board Participation (general)
50 pts
Team Work (using input from team mates)
50 pts
Babbie Worksheet
25 pts
Book Reviews
75 pts
Committee Presentations (collaborative)
100 pts
Team Research Proposal (collaborative)
25 pts
Team Research Presentation (collaborative)
75 pts
Team Research Report (collaborative)
150 pts
Total Points
600 pts
A = 552 +; B = 504-551; C = 456-503; D = 408 – 455; E = < 408
Note: This is not the standard UK grade scale (90-100; 80-89, 70-79 etc.) but, rather, a
more challenging grade scale (92-100; 84-91; 76-83, etc.). There are bonus points, which
mitigate the effect of this challenging scale on your final grade. (Basically, the bonus points
“correct” for the effect of the “tougher” grade scale; if I offered bonus points AND the
standard 90-100 grade scale, the result would be intolerable grade inflation --intolerable
for the instructor, the institution, and the meaning of GPAs.)
Grades of A and B are reserved for exceptional work –work that exceeds my expectations
and stands out from the crowd. C is for work which meets my expectations and is
considered average or typical of junior-level work at UK. D and E are given for below
average work –work which does not meet the assignment guidelines or my expectations.
General Course Rules & Participation Guidelines
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Attend class regularly and sign in every time you attend
Arrive to class on time and stay for the full class period
Turn off your cell phone (unless monitoring someone who is a minor or who is sick; in
that case, use silent ring and exit the classroom to have your conversation)
Come to class prepared (having done the reading and completed all other
assignments)
Contribute to and participate in class discussion (without dominating or disrupting
class or interrupting or belittling other class members; stay on topic)
Do not read the newspaper or materials not related to the course during class time
Do not eat during class time (unless a medical condition requires that you do so;
please do so quietly and discreetly)
Log on to Blackboard at least 1 to 2 times per week
Check email at least 1 to 2 times per week
When posting to forum discussions, make 3 separate postings by the deadline: 1)
response to at least one of instructor’s questions / comments; 2) your own question
or comment; and 3) response to class mate’s comment or question
When submitting work electronically, be sure to provide a name for the file which
includes group or individual’s surnames, assignment name, and date
Collaborative Work
We will organize the class into 5 research teams focusing on areas of interest identified by
the class. Teams will then organize themselves into committees of 2 or 3 members to
research certain aspects of the area of interest.
Each committee will give one oral presentation and provide fact sheets to the class about
their aspect of the topic. The larger teams will propose an original sociological research
project, conduct that research, present the research in class, and turn in a final written
research report at the end of the semester.
Each student will contribute to two presentations (committee & team), one fact sheet
(committee), one proposal (team) and one written report (team). There will only be one score
for committee and team work –not individualized scores.
If a team or committee members does not contribute adequately to group work, that should
be reflected (confidentially) in the peer assessment sheets. In extreme cases of noncollaboration, the team as a group can vote an individual “off the island” by notifying the
instructor and explaining the situation. The instructor will then notify the student of the
situation and arrange for an alternate assignment. This should only be done as a last resort.
You are responsible for dividing labor, pressuring “free riders,” and figuring out ways to
collaborate effectively. You may wish to elect a coordinator of your team –someone who is
relieved of some research tasks in order to keep the group on task and keep track of
assignments and documents.
Schedule of Activities
Week 1
Introductions (course, syllabus, instructor) & Student pix
Week 2
Intro to Sociology: Lecture & discussion (Frey, pp. 43-62)
Sociological Research: Sample Bias & Research Methods
Overview (Babbie, pp. 176-86)
Week 3
Environmental Issues (Frey, pp. 4-25)
Finalizing Issues and Group Assignment
Week 4
Information & Research Training
(Frey, pp. 164-79, 202-215)
Class meets at WT Young Library, B-35
Week 5
Sociological Research (cont.): Surveys & other methods
(Methodological Guides on Blackboard
Babbie on questionnaire construction [reserve])
Week 6
Conduct research (Berry, Freese, or Orr)
Week 7
Film: Electric Valley
Week 8
“Profiles / Background” Committee Presentations
“Impacts” Committee Presentations
Book reviews due (Berry, Freese, or Orr)
Week 9
“Regulation / Public Policy” Committee Presentations
Week 10
Environmental Justice & Risk (Frey, pp. 97-105; 121-22;
272-99)
Film: Chemical Valley
Week 11
Environmental Movements & Social Conflict (Frey, pp. 21737; 301-19)
Film: Yellow Creek
Week 12
Sustainability (Frey, pp. 362-388)
Film: Sustaining Rural Communities
“Activism” Committee Presentations
Week 13
Research Proposals Due (working meetings)
Week 14
Conduct research
Week 15
Present Research
Finals week
Reports Due
Peer / Self Assessments Due