Global Seminar: Environmental Sociology (Sustainable
Environments and Secure Food Systems for a Modern World)
Thursdays: 9:00 pm – 10:30pm in Classroom 504 of Teaching Building No. 7
Instructors:
Prof. Shikui Dong
Environmental Science
dongshikui@sina.com
Prof. Jianbin Shi
Environmental Science
jianbin.shi@gmail.com
Prof. Shiliang Liu
Environmental Science
shiliangliu@bnu.edu.cn
Teaching Assistant:
Yuanyuan Li, MSc. Student, Environmental Science
yuanyuanhaha1989@163.com
Web Sites:
Global Seminar: http://www.globalseminar.org/
Blackboard (Case studies, assignments, discussion boards, etc.): http://blackboard.cornell.edu/
Agriculture Bridge Case Studies: http://agriculturebridge.org/
Course Enrollment:
The applicants can send your application to :
Prof. Shikui Dong via his e-mial : dongshikui@sina.com
Ms. Yuanyuan Li via her e-mail: yuanyuanhaha1989@163.com
or call them via office phone: 58802029, cell phone: 15201148937
Course Overview
Modernization has led to development pressures that have increasingly disrupted natural systems
leading to widespread concerns about the long-term viability of important environmental
services, including those critical to food security worldwide. This interdisciplinary course uses
case studies to explore interrelationships among social, economic, and environmental factors
basic to sustainable development. Cornell faculty members lead discussions in each of the major
topic areas. In addition, students participate in discussions and debates with peers from other
universities worldwide through live interactive videoconferences and electronic discussion
boards. The institutions involved in the 2010 Global Seminar course are:
 Beijing Normal University, China
 Cornell University, USA
 EARTH University, Costa Rica
 The University of Melbourne, Australia
 Uppsala University, Sweden
 Zamorano University, Honduras
The course is designed to challenge students to think deeply and creatively about critical issues
facing our world in the 21st century and to share their perspectives with colleagues from around
the globe.
Course Objectives
1. To introduce concepts and approaches for developing sustainable environmental and food
systems.
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2. To examine complex environmental problems from an integrative, interdisciplinary
perspective through the analysis of specific case studies.
3. To enhance appreciation and understanding for a few critical environmental problems
facing all of humankind.
4. To provide a global perspective to these problems and their possible solutions by
interacting within a global classroom context.
5. To gain confidence in applying specific knowledge and skills to complex problems.
6. To experience the role of technology in the modern classroom.
Course Content and Approach to Learning
The concept of sustainability as it applies in different contexts and geographical locations will be
explored using a series of case studies following the theme of “A Climate for Change”. The
case studies have been written by faculty members from the participating universities and are
available on Blackboard. Cases to be examined are in the following table:
Global Seminar Videoconference Schedule, 2011
VC No. and Date
#1. 3 March
#2. 17 Marach
#3. 7 April
#4. 14 April
#5. 21 May
#6. 5 May
Topics
Implications of GMOs for Food Security
Pursuing Sustainable Development in China: A Role
for Ecotourism
The Landscape Measures Approach: Rio Copan,
Honduras
Sustainable Management of Alpine Rangelands in
Central China
Impact of Climate Change on Cultural Adaptation in
the Arctic
Global Responsibility
Host
Uppsala
Beijing Normal
Melbourne &
Zamorano
Beijing Normal &
EARTH
Cornell & Uppsala
Cornell
There will be six “global seminars” during the semester, one for each of the case studies listed
above plus an introductory seminar designed to introduce students to participating faculty
members and universities. The seminars will be conducted as real time videoconferences (VCs)
with all six universities participating (see below for the schedule of the VCs). Students will have
primary responsibility for running the VCs.
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Pre-GS VC Sessions: These sessions will be used to prepare for the live videoconferences.
Selected readings on the topic at hand will be assigned as background information and experts
will be invited to make presentations to the class. The class will be divided into small groups.
Each group will be responsible for one VC during the semester. This responsibility will involve
formulating Cornell’s position on the issue, writing a synopsis of the position, and making a
presentation at the VC. The class period on the Tuesday prior to the VC will be used as a
rehearsal for the actual VC.
GS VC Sessions: These sessions will be the live videoconferences mentioned above. They are
structured as informal debates with the various universities taking either a pro or a con position
on the issue. Small groups of students from each university are given 5-10 minutes to make their
case and then the seminar is opened for questions, comments, and discussion. Careful
preparation by all class members prior to each seminar is critical to the success of these
presentations and the following discussions.
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Discussion Boards: Students will have the opportunity to discuss the issues both before and
after the VCs with peers from all the universities using the Discussion Board function on
Blackboard. These discussions are an important adjunct to the live discussions during the VCs
and all students are expected to participate.
ISG VC Sessions: Student groups, involving members from two participating universities, will
have the opportunity to work with a newly developed Internet-based, collaborative network that
links classrooms to agricultural practitioners worldwide (www.conservationbridge.org).
Examinations of 'real-world' case studies in sustainable development will prepare students to
research specific questions posed by the collaborating practitioners.
Course Requirements and Student Assessment
This course is highly interactive and its success depends on adequate preparation and active
participation in class discussions, on electronic discussion boards, within case study working
groups, and during VCs. Extensive out-of-class work is expected. Specific requirements are:
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Attendance (10%): We expect you to attend all classes. Each class period is worth about 06.3%
of your final grade for the course. Because arriving late to class is disruptive, arriving more than
5 minutes late will count as an absence for attendance purposes (you may still earn credit for
participation).
Participation (10%): Active participation in class discussions, discussion boards, and
videoconference preparation teams is critical to the success of this class. This is a measure of how
much you contribute to the class, for example, in the form of asking questions, and contributing
to discussions. We want everyone to be involved often, but quality of contributions is more
important than just quantity. Contributions to class may also be in the form of appropriately
calling attention to additional relevant articles, studies, etc. Of course, to receive credit for
participation, you must attend class. Unlike some other classes you may have attended, this 10%
is not a freebie.
Required Readings (20%): We will assign several readings each week. They will primarily be
review and opinion articles from the current literature that provide background for class
discussions and case study analyses. If people do not read, discussions are inefficient and boring,
so we will assign short writing assignments or quizzes for each reading.
Reflective essays (30%) A reflective essay on the four GS VC case studies is required.
These will be about 2-3 pages in length (double-spaced) and should present solutions, as
you see them, to the dilemmas described in the case studies. You may draw on the
assigned readings, in-class and discussion board discussions, videoconferences, and oneon-one discussions with fellow students and faculty members in defending the solutions
you present. In addition, you should use other references as appropriate. These will be
due the second Tuesday following the respective VC session.
VC Presentation (10%): This will be graded based on the quality of the presentations and
responses to questions and comments made during the VCs. While the presentations will be a
group effort, each student will be graded individually.
International Student Group Project using Conservation Bridge (20% group grade):
Student groups from two GS schools will prepare and conduct a coordinated ISG VCs on specific
conservation cases (10%). A final report will provide a written response to case study questions
posed by the participating practitioners (10%).
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