8/27/12 GREEN EXPLORATIONS: ACROSS THE LANDSCAPE, CAMPUS, AND COMMUNITY POLI 121/ENVR 121: Class Hours: Classroom: SYLLABUS-IN-PROGRESS M 2:30-4:30 & W 3:15-4:30 102 Green Quad Learning Center David Whiteman, 777-2093, 106 Green Quad Learning Center, whiteman@mailbox.sc.edu Office Hours: M 1:15-2:15, W 2:003:00, & by appointment Autumn Perkins (Graduate Assistant), 777-6400, 109 Green Quad Learning Center perkinta@email.sc.edu Office Hours: M 1:00-2:15 & 4:30-5:30, W 1:30-2:30, and by appointment PREFACE: “Green Explorations” is an interdisciplinary seminar, primarily for first-year students, designed to allow them to (1) explore their physical and intellectual environment and then (2) engage with those in their university and local community in creating projects to increase sustainability. Environmental studies is a natural topic for an interdisciplinary approach, since environmental issues transcend traditional disciplinary boundaries, encompassing physical, political, organizational, social, and cultural aspects that affect all humans and other species. The “Green Explorations” seminar will allow students new to the university to explore their immediate physical environment as well as explore how the “environment” as a concept is used within a broad range of humanities and social science disciplines. The seminar will also allow students to build on these new understandings by undertaking their own research/advocacy project, in collaboration with key stakeholders within university and community organizations. Overall goals of the seminar are to: 1 1. Provide students with a “green learning environment” within which they can explore the holistic and interdisciplinary nature of environmental studies. 2. Empower students with the tools they can take into the rest of their academic career and into future leadership roles (knowledge, problem-solving techniques, desire to make a difference). 3. Create on-going connections between members of the university community and the local community to support and encourage environmental sustainability. Provide a model for additional efforts to “green the curriculum” so that the theme of environmental sustainability can be integrated with existing curricular and research experiences offered to students. 4. COURSE OBJECTIVES/LEARNING OUTCOMES: This course provides an interdisciplinary introduction to the field of environmental studies. We will be exploring in four different ways. 1. Exploring the Community. We will explore our physical environment, taking field trips into the environment around Columbia. Upon successful completion of the course, students will be able to identify and integrate the key features of the politics, geography, geology, and natural history of the Midlands region. 2. Exploring the Disciplines. We will explore what the concepts of “green” and “environment” mean in a variety of disciplines, reading and discussing major books and articles central to environmental thought and practice. Students will be able to identify and compare concepts of “green” in the humanities, sciences, and social sciences. 3. Exploring Action. In preparation for “Green Engagements,” we will be exploring opportunities for action in response to the problems we encounter this semester. Students will be able to identify the primary avenues for green action in the Midlands, 2 contrast the range of strategies used by major organizations, and design their own action projects. 4. Exploring Ourselves. We will undertake our own individual explorations—both written and physical—by working out our ideas on the relationship between humans and the environment in regular blog writings. Students will be able to identify their own position on environmental issues and understand how their position fits within the larger context of on-going debates in the field of environmental studies. Taken together these explorations will give us an introduction to the questions, issues, methods, and subject matter covered within the interdisciplinary field of environmental studies. COURSE FORMAT: This course is an experiment in two ways. First, we are attempting to merge the exploration of places, the exploration of disciplines, and our personal explorations. Second, we are experimenting with the evaluation scheme, offering multiple avenues for students to make their way through the course. Class meetings will include field trips, guest speakers, and discussions. Field trips will be taken once or twice a month. A university bus will provide transportation. Our classroom is an “electronics-free zone,” so please have all cell phones, computers, and other electronic devices turned completely off during class times. METHOD OF EVALUATION: Grading will be on a point system, with a maximum of 200 points. The scale is 180-200=A, 173-179=B+, 160-172=B, 153159=C+, 140-152=C, 133-139=D+, 120-132=D, 0-119=F. All points will be posted on Blackboard (on the site for POLI 121, section 001), and any questions about points must be raised within one month of posting. Evaluation will be based on six components: blog assignments (25 x 2 points each = 50 points maximum), a group teaching project (20 points), a campus action project (16 3 points), a group or individual action project (24 points), participation (60 points), community-building (12 points), and special projects (30 points). A total of 210 points are available. A. Blog writing assignments (50 points maximum) 1. 2. 4. B. Group Teaching Project (20 points maximum) 1. 2. 3. C. One basic requirement will be to keep a blog containing responses to the content and process of the course. Each class member may make up to 25 blog entries worth 2 points each. Entries must be in response to the assigned blog topic for each assigned reading. In order to get full credit, these entries must be at least 200 words long and must be posted (to the class blog site) by 9:00 a.m. the day of class. A maximum of 1 point will be awarded for blogs less than 200 words or blogs posted by the following class period. No credit will be given for entries posted more than one class late. Up to three blogs may be “open blogs” that are responses you have to the field trips, discussion, readings, outside events, or conversations outside of class. You are encouraged to use creative formats (upload sketches, interviews, photographs, music, video). Groups will be formed to plan one of the explorations (of the community or a discipline) during the last few weeks of the course. Groups will be responsible for documenting their arrangements and the class response, through the class blog. Points will be allocated according to (1) a written evaluation of group performance by each group member, (2) a written evaluation of group performance by the group as a whole, and (3) an evaluation by the instructor. Campus Action Project (16 points maximum) 1. Each student will be provided an option to be involved in an action project on campus for eight hours. 4 2. D. Group/Individual Campus/Community Action Projects (24 points maximum) 1. 2. 3. 4. E. Groups will be formed to either (a) work on an existing campus action project (including Sustainable Carolina and SAGE projects), (b) work on an existing community action project, or (c) create and implement a new action project to address some problem identified in our explorations. The project will include developing a plan for the action, making a public call for volunteers, taking action for eight hours, making a public presentation about the action, submitting project documentation, and evaluating the action. Proposals will include (a) identification of a need, (b) stakeholder analysis and situational analysis, (c) research of target audience, and (d) research & development of a communications strategy. Points will be allocated according to (1) a written evaluation of peer and group performance by each group member, (2) a written evaluation of group performance by the group as a whole, and (3) an evaluation by the instructor. Participation (60 points maximum) 1. 2. 3. F. Points will be allocated according to (a) peer evaluation, (b) supervisor evaluation, and (c) an evaluation by the instructor. Attendance for each class meeting will count as two points (26 classes x 2 points = 52 points). Students arriving late or leaving early will receive one point. Quizzes, worth two points each, will be given four times at the beginning of class, covering the reading assigned for that class and the previous class (4 quizzes x 2 points = 8 points). These quizzes should provide a starting point for class discussion and ensure that you are keeping up with and thinking about the reading. Community-Building (12 points maximum) 5 1. 2. To help us build a learning community, individuals or groups will plan and arrange community-building events (dinners, hiking, biking, canoeing, bowling, picnics, trips to the zoo, cultural events, parties, etc.). Planning and arranging an event is worth 4 points (divided by the number of planners). To receive credit, events (a) must be posted to the blog and announced to the class at least three days in advance, (b) must last at least one hour, and (c) must involve at least six people. Attending an event is worth 4 points. Only 8 points may be earned after the third week of the course, and only 4 points may be earned after the sixth week. 3. 4. G. Special Projects (30 points maximum) 1. 2. Exploring the Green Quad (15 points maximum). Attending an event at Green Quad is worth three points each. Service Learning (12 points maximum). Participating in a service learning event (sponsored by the Green Quad or related to sustainability) is worth two points per hour. Other Projects (variable points). Students may propose other projects (such as community action, public education, etc) associated with the goals of the course. Course Evaluation (4 points). As the final blog for the course, students may write a 500-word evaluation of the course: what worked for them, in what way did it work, and what could be improved. 3. 4. RESOURCES: All of us bring knowledge and information to this course, from the things we have done, the people we have talked to, and the material we have read. One of our initial tasks is to assess our collective knowledge and resources before we make firm decisions about what additional resources we may need. In terms of human resources, many individuals in the local and university communities are available to serve as resources for both substantive and procedural aspects of the course. 6 Specific reading assignments are listed on the course outline. Students are responsible for completing the assigned reading prior to the class period. All reading materials will be available on the Blackboard site. One recommended book is: Colin Beavan (2009). No Impact Man: The Adventures of a Guilty Liberal Who Attempts to Save the Planet and the Discoveries He Makes About Himself and Our Way of Life in the Process. New York: Picador. All assignments are subject to change–students will receive email notification of any chagnes. 7 TOPICS, READING, AND ASSIGNMENTS: WEEK 1: 8/27 LEARNING GREEN: Introduction to Course and Green Learning Communities Distribute blog hand-out. Blog#1 (due 8/29): Why are you in this course? What do you think of “green values”? What surprised you the most about the readings? Blog#2 (due 9/5): Blog to introduce yourself to the class, including a picture of yourself, a picture of some place that you like, a brief summary of your life thus far, and a summary of your academic interests and career plans. Be creative! 8/29 EXPLORING THE DISCIPLINES #1: Philosophy, “Introduction to Green Values” Reading: Pepper, “Defining Environmentalism” (P) 10-17; Merchant, “Introduction” 1; “Principles of the Left Green Network.” Blog#3 (due 9/5): What reactions do you have to the “No Impact Man” experiment? Which of the suggested changes to yourself and the world are most and least attractive to you? How likely would you be to participate in a “No Impact Experiment”? WEEK 2: 9/5 EXPLORING THE DISCIPLINES #2: Education, “Green Pedagogy” Reading: David Orr, “Ecological Literacy” (P) 85-95. Blog#5 (due 9/12): For each website, describe the specific program that you find most interesting and explain why you find it interesting. Plus, create one question for Michael Koman, based on the USC website. WEEK 3: 9/10 EXPLORING THE DISCIPLINES #3: Film Studies, “No Impact Man” Reading: Colin Beavan, No Impact Man, chapter 7; “No Impact Man Project” website (sections on “Change Yourself,” “Change the World,” and “No Impact Experiment”); “No Impact Man” blog. Blog#4 (due 9/10): Using the reading material for today as well as previous reading on green values (and referring to specific aspects of that material), write a blog entry outlining the goals and specific 8 characteristics of a green learning community. would you know one if you saw one? 9/12 How EXPLORING THE DISCIPLINES #4: Philosophy, “Environmental Ethics” +Action Project Guest speaker: Professor Kathy Robinson????, Philosophy. Readings: Norton, “The Environmentalists’ Dilemma.” Blog#9 (due 9/26): The article is organized around three levels of certainty and consensus about particular aspects of climate change. Based on your prior exposure to this issue, discuss one or two items that surprised you. Was there an item with "strong agreement" that you thought was more controversial? Was there an item "not well understood" that you considered to be more certain? WEEK 4: 9/17 EXPLORING THE COMMUNITY #1: Sustainability on Campus Guest speakers: Carter Cox & Malte Weiland, Sustainable Carolina Readings: Analyze three websites: (1) the Green Quad website, (2) the USC campus sustainability website and (3) the national campus sustainability website (by the Association for the Advancement of Sustainability in Higher Education--AASHE). Blog#6 (due 9/17): What is the problem with the Gills Creek Watershed? Who is trying to help it and in which ways? How aware are/were you of your own watershed? Does it have any similar problems to Gills Creek? 9/19 EXPLORING THE DISCIPLINES #6: Geography, “Climate Change” Guest speaker: Professor Greg Carbone, Geography Readings: Royal Society, “Climate Change: A Summary of the Science, September 2010.” 9/22 Fall Equinox Celebration! WEEK 5: 9/24 EXPLORING THE COMMUNITY #2: Rocky Branch Creek Watershed Guest Speaker: Allan James, Geography Readings: Gills Creek Watershed Association Website; Gills Creek Strategic Plan; Joy Woodson, “Panel Plans to Clean up Watershed;” Carrie DeVier, “Effects of Nonpoint Source Pollution.” 9 Blog#7 (due 9/19): Think of a history class you have had in high school or college. How might environmental history, especially what Ted Steinberg calls "nature's agency," change the way you view a key event, process, ideology, or famous person from the past? Do you agree with Steinberg that the field still seems to be on the margins of the histories we find in textbooks? 9/26 EXPLORING THE DISCIPLINES #4: History, "Constructing ‘Wilderness'?" Guest Speaker: Tom Lekan, History Readings: Ted Steinberg, “Down to Earth: Nature, Agency, and Power in History.” Blog#8 (due 9/24): Norton draws a distinction between two groups within the environmental movement. He sometimes calls them the Aggregators vs. the Moralists or the followers of Pinchot vs. the followers of Muir or the Anthropocentrists vs. the Biocentrists. Briefly describe the two groups. Do you identify yourself with either group? Or would you want to resist drawing this distinction? Please explain and justify your answer. WEEK 6: 10/1 EXPLORING ACTION #1: Campus Action 10/3 EXPLORING ACTION #2: Campus Action Post your reflections on your week of campus action. Blog#10 (due 10/8): What is culture-jamming? What are its forms? What do you think of it as a tool for activism? Be sure to use specific examples for the readings and the Adbusters website. For an extra point, find an example on youtube.com. Sustainable Carolina: Alpine Tour Course (6:30-8:30) 10/5 CONSERVATION VOTERS OF SOUTH CAROLINA Green Quad Learning Center, 10:30-3:30. WEEK 7: (CAMPUS SUSTAINABILITY WEEK) 10/8 EXPLORING THE DISCIPLINES #7: Environmental Communication Films: “Food, Inc.,” “The Story of Stuff,” “Green Police,” Culture Jamming. Readings: Marilyn Bordwell, “Jamming Culture;” website for Adbusters; Whiteman, “Unleashing the Power of Activist Documentaries;” website for “Blue Vinyl.” 10 Blog#11 (due 10/10): Write a blog entry with (1) one or more ideas for other exploring a discipline (either a new one or one we have already covered), (2) one or more ideas for something you'd like to explore in the community, (3) a summary of an article that you would like everyone to read, and why you think everyone should read it. 10/10 EXPLORING ACTION #3: Local Student Organizations Guest speakers: SAGE, Eco-Reps, Net Impact, SETA, Student Government (Secretary for Environmental Affairs), Student Senate (Chair of the Environment Committee), Student Sustainability Fund (Chair), Outdoor Recreation (Sustainability Coordinator). Readings: TBA. Blog#12 (due 10/15): (1) What is the Clean Water Act? (2) Do a search for a Clean Water Act violation in your home area. What did you find? What was the problem? How did it affect the environment? How did it affect humans? What was the punishment? (3) Find your local or nearest waterkeeper. What is their individual website? How do you feel about the organization's mission? Do you feel like it is necessary? GTP: Group Teaching Project introduction 10/10 CAMPUS SUSTAINABILITY DAY WEEK 8: 10/15 EXPLORING THE COMMUNITY #3: Bob Guild’s Tour of Columbia Controversies. Readings: River Alliance website; Three Rivers Greenway webpage; Columbia Organic Chemical, Superfund site & hearing notice; EPA national Superfund site locator. Blog#15 (due 10/24): According to Parms, what topics do activist documentary films focus on? According to Whiteman, in what ways do documentary films have political impact? Describe two specific examples, one from one of the articles by Whiteman and the other from the "Reports from the Road" about Blue Vinyl. AP: Action Project assignment & brainstorm project options. 10/17 EXPLORING THE DISCIPLINES #9: English, “Environmental Literature, Ecopoetry” Guest Speaker: Cassie Premo, English Readings: Steele, “Our Small & Wild Hearts;” Selections of Eco-Poetry. Blog#14 (due 10/22): What interested you most about the River Alliance organization? What is a Superfund Site? Summarize the background of the Columbia Organic Chemicals plant. Briefly describe an environmental controversies in your home town (or use the EPA locator to describe a Superfund site near your home). What is one question you have for Bob Guild? [FALL BREAK 10/18-10/19] 11 WEEK 9: 10/22 EXPLORING THE COMMUNITY #4: Sustainable Midlands and Conservation Voters of South Carolina. Reading: Websites for both organizations. Blog#17 (due 10/31): Brian Helmuth brings a biological perspective to the question of climate change. Drawing on his two articles, write a blog about (1) how this perspective affects what he focuses on related to climate change and (2) what he wants to communicate to citizens and politicians. the reading assignment, you can focus on-just ignore all the footnotes! 10/24 EXPLORING THE DISCIPLINES #10: Environmental Communication Film: “Food Inc.” Readings: Parms, “Capturing Controversy: A Look at Activist Filmmaking;” Whiteman, “Documentary Film as Policy Analysis; Whiteman, “Using Grassroots Documentary Film for Political Change;” Whiteman, “From the Ground Up.” Blog#16 (due 10/29): Using the information in their websites, evaluate the goals and strategies of Conservation Voters of South Carolina and Sustainable Midlands. For each organization, (1) explain which project you find most interesting and (2) list one question that you would like to ask the representative that we talk to. GTP: Group Teaching Assignment & brainstorm topics. WEEK 10: 10/29 EXPLORING THE COMMUNITY #5: City Roots Sustainable Farm Reading: Website plus TBA. Blog#13 (due 10/17): Choose one of the four options for the blog assignment listed in “Selections of Eco-Poetry.” GTP: Create groups & group time. 10/31 EXPLORING THE DISCIPLINES #11: Biology/Marine Science Guest speaker: Brian Helmuth, Director, Environment and Sustainability Program Readings: Helmuth, “Triaging the Train Wreck of Climate Change;” Helmuth, “All Climate Change is Local: Understanding and Predicting the Effects of Climate Change from an Organism's Point of View.” Blog#18 (due 11/5): For the Group Teaching Project, describe three topics that you would like to have us cover in the last five class periods. For the Group/Individual Action/Research Project, describe two ideas you have for potential topics. GTP: Group time (10/31) & tentative proposal due (11/2) WEEK 11: 11/5 WORKDAY: TEACHING PROJECT AND ACTION PROJECT Readings: Assignments for Group Teaching Project and Group/Individual Action/Research Project. Blog#19 (due 11/7): For the Group Teaching Project, find and summarize one article that might be appropriate as reading for your assigned project team. For the 12 Group/Individual Action Project, describe the idea from class that you like the best, or add a new one. AP: preliminary proposal due. 11/7 WORK DAY: TEACHING PROJECT AND ACTION PROJECT Readings: TBA Blog#20 (due 11/12): Based on the WHO conference website and the Rio Declaration, discuss how we could apply two of the actions outlined in the declaration to our local setting. GTP: final proposal due (11/9). WEEK 12: 11/12 EXPLORING THE DISCIPLINES #13: Public Health Guest speaker: Deborah Billings. Readings: World Health Organization, World Conference on Social Determinants of Health; Rio Political Declaration on Social Determinants of Health; Case Study: The Green Area of Morro da Policia. Blog#21 (due 11/14): The articles cover several topics of having a Green Lifestyle--how do you think they relate to each other? Give specific examples. In what ways can you have a Green Lifestyle? After reading these articles, have you become more interesting in having a greener lifestyle? 11/14 STUDENT EXPLORATIONS #1: TBA Readings: Adbusters; Hillary Mayell, “As Consumerism Spreads, Earth Suffers, Study Says;” Alex Williams, “Buying Into the Green Movement;” “MBSR – Mindfulness Based Stress Reduction Program.” Blog#22 (due 11/19): TBA WEEK 13: 11/19 STUDENT EXPLORATIONS #2: TBA Readings: TBA Blog#23 (due 11/26): TBA AP: Progress report due, including a detailed Final Proposal WEEK 14: 11/26 STUDENT EXPLORATIONS #3: TBA Reading: TBA Blog#24 (due 11/28): TBA 11/28 STUDENT EXPLORATIONS #4: TBA Readings: TBA Blog#25 (due 12/3): TBA WEEK 15: 12/3 STUDENT EXPLORATIONS #5: TBA 13 Readings: 12/5 TBA EXPLORING ACTION #6: Class Action Presentations 14 INSTRUCTIONS FOR BLACKBOARD: All assignments, readings, and grades for students in all sections of the course will be under the Blackboard site for POLI 121, section 001. In order to receive email through Blackboard, you must make sure the email address listed in the system is the one that you use. Use the following instructions to check on your address: Go to the Blackboard site (http://blackboard.sc.edu/). Login. Go to “My USC.” Go to “Personal Information.” Go to “Edit Personal Information.” Change your email address to the one you use. Enter your phone numbers. Click “Submit.” Click “OK.” Go to “Set Privacy Options.” Indicate which items will be accessible–ideally at least email and phone numbers. Click “Submit.” And you’re done. 15 EXPLORING THE DISCIPLINES #8: Environmental Science, “Clean Water Act” Guest Speaker: Erich Miarka Readings: EPA Clean Water Act summary; EPA Violation History website; Waterkeeper Alliance website. EXPLORING THE COMMUNITY #6: State Government Guest speaker: Gene Hogan, Senate Agriculture and Natural Resources Committee, and Catherine Vanden Houten, State Energy Office, plus Cary Chamblee (?) Readings: “Surface Water Withdrawal, Permitting, Use, and Reporting Act” (S.452); Sierra Club position on Water Permitting; State Energy Office website (including stimulus tab); US Department of Energy website. What is your reaction to S. 452 and the Sierra Club position? From their general website, describe two programs of the State Energy Office that you find interesting, and explain why. EXPLORING THE DISCIPLINES #12: Law, “Environmental Law” + Group Time Guest speaker: TBA, Law Readings: TBA Film Studies/Activist Film, “Roots in the River” Guest Speaker: Betsy Newman, Congaree National Park * EXPLORING THE DISCIPLINES #12: Green Economics Guest speaker: Jason Murray, Economics and School of the Environment Readings: TBA Plus Biomass Plant. Plus Green Building–including tour of the Green Quad (with Jason and perhaps a student). EXPLORING THE DISCIPLINES #11: Political Science, “Environmental Justice” Guest speaker: Professor Todd Shaw. Reading: Simpson, “Public Hazard, Personal Peril: The Impact of Non-Governmental Organizations in Environmental Justice Claims” EXPLORING ACTION #5: Campus Operations Guest speakers: Michael Koman (Sustainability Director), Laura Pergolizzi (Recycling), Tommy Fallaw (Landscaping and Grounds), Tom Syfert (Environmental Health & Safety), Ben Coonrad (Campus Planning and Construction). Readings: Campus Climate Action Plan, + TBA. 10/13*EXPLORING ACTION #3: Community-Based Social Marketing 16 Readings: McKenzie-Mohr & Smith, Fostering Sustainable Behavior, “Introduction” and either “Commitment,” “Prompts,” or “Norms;” find one reading relevant to your teaching group topic. What is community-based social marketing? What example (from “Commitment” or “Prompts” or “Norms”) did you think was most effective? What potential reading did you find for your teaching group? For each organization or project, explain what aspect you find most interesting, and why. Then, choose the one you like most or least and evaluate its goals and strategies EXPLORING THE DISCIPLINES #8: Music, “Green Music” Guest speaker: Meira Warshauer, Symphony No. 1 “Living, Breathing Earth” Also, Paul Dickinson, “Music for Worms and Compost” Readings: Warshauer article, +TBA What is "green music"? From the readings, describe what the range of "green music" might be (using specific examples)? List one question that you have for our guest composer on Monday. 9/21 EXPLORING ACTION #2: State-wide Environmental Organizations Speakers: John Ramsburgh, Sierra Club Debbie Parker, Program Director, Conservation Voters of South Carolina Reading: website for each organization. Blog#8 (due 9/23): 9/14 EXPLORING THE COMMUNITY #2: Congaree National Park. Guest speakers: Tracy Swartout (Park Superintendent) and Fran Rametta (Naturalist). Reading: Willian Cronon, “The Trouble with Wilderness.” Blog#6 (due 9/16): What does Collins consider to be the largest contributor to greenhouse gases (GHG)? What are specific examples he provides of ways in which our society can reduce GHG emissions? What is your reaction to the article? 9/30 EXPLORING ACTION #3: Environment in Elections (student-designed) Readings: Selections from “On the Issues” (“Environment” and “Energy and Oil”) and the websites for Bob Barr (Libertarian Party), John McCain (Republican Party), Cynthia McKinney (Green Party), Ralph Nader (Independent), and Barack Obama (Democratic Party). Blog#11 (due 10/5): Your blog may be either (1) your reaction to the “Take Action” section of the website, in light of the “green” review (referring to specific actions) or (2) your thoughts about the potential value of the film as an educational tool, in light of the lesson plans in the Study Guide (referring to specific lessons)? EXPLORING ACTION #1: National Student Organizations 17 Readings: Websites for Power Vote, Power Shift, Energy Action Coalition, & Green Corps. Blog#5 (due 9/14): Write a blog entry on one or both of the following topics: (1) In Cronon's analysis of the role of wilderness and the frontier in American culture and society, how and why does he turn romantic and nationalist views of frontier and wilderness on their head? (2) What are the implications of Cronon's essay for the environmental movement? Is he an apologist for the forces of development, as some critics have claimed? 10/26 EXPLORING THE DISCIPLINES #10: Engineering, “Sustainable Design” Guest Speaker: Wally Peters, Mechanical Engineering Readings: Michael Pollan, “Power Steer.” AP: preliminary topics. Blog#18 (due 10/28): What are the factors that led to the disappearance of the bison? If you could change one aspect of the history of the west, in order to save the bison, what would it be? EXPLORING THE DISCIPLINES #13: Political Science, “Environmental Justice” Guest speaker: Professor Todd Shaw. Reading: Simpson, “Public Hazard, Personal Peril: The Impact of Non-Governmental Organizations in Environmental Justice Claims” Blog#25 (due 11/23): TBA EXPLORING THE COMMUNITY #4: “Exurban Sprawl and Open-Space Planning,”Geographic Information Systems (GIS) Guest speaker: Gregory Sprouse, Principal GIS Planner, Central Midlands Council of Governments Readings: Adam Rome, “Open Space,” in Bulldozer in the Countryside, chapter 4. EXPLORING THE COMMUNITY #6: City Hall. Guest speaker: Anne Sinclair, Chair, Committee on Climate? Melissa A. Smith Gentry, 545-3780, publicworks@columbiasc.net Director, Department of Public Works John Hartz Bob Coble, Mayor EXPLORING THE DISCIPLINES: Religious Studies, “Green Spirituality” Guest speakers, new woman in WOST/Religious Studies EXPLORING THE DISCIPLINES: Philosophy, “The Value of Nature” Guest speaker: Professor Alfred Nordmann. Readings: From Paul Gobster and Bruce Hull, Restoring Nature. Chapter 2: Katz, “Another Look at Restoration: Technology and Artificial Nature;” Chapter 3: 18 Light, “Ecological Restoration and the Culture of Nature: A Pragmatic Perspective;” Conclusion: Hull & Robertson, “Which Nature?” Blog#3 (due 9/10): Have you experienced restoration in your area? How do you feel about the nature restoration debate as presented by the authors? EXPLORING THE DISCIPLINES #2: Media Arts, “Environmental Film” Guest speaker: Professor Laura Kissel Films: Unfettering the Falcons, Cabin Field Readings: Clodagh Miskelly, “Locating Story: Collaborative Community-based Located Media Production EXPLORING THE COMMUNITY #3: “The Suburb-Industrial Complex: Street Cars and Inner-Ring Suburbanization” Reading: Adam Rome, “Levitt’s Progress,” in Bulldozer in the Countryside, chapter 1. Guest speaker: John Sherrer, Historic Columbia Foundation Blog#10 (due 10/3): TBA EXPLORING THE DISCIPLINES #11: History, “Disappearance of the Bison” Guest Speaker: Emily Brock, History Readings: Andrew Isenberg, “Destruction of the Bison: An Environmental History 17501920,” pages 123-163. Blog#19 (due 11/2): Using the reading, prepare an overview of your region's views on green living and nature. Please highlight two facts or pieces of information that you thought were the most interesting and how that differs from what you expected. EXPLORING THE DISCIPLINES #2: History, “What is Environmental History?” Guest speaker: Professor Tom Lekan. Reading: Worster, “Doing Environmental History” Blog#4 (due 9/12): What is environmental history? What sort of environmental research would you be interested in doing? How do you reconcile "cattle mounts" and wilderness? EXPLORING THE COMMUNITY #7: Art, “Green Art” Guest speaker: Jeni Wightman Readings: Wightman, http://afonline.artistsspace.org/view_artist.php?aid=3975 Buzz Spector, http://libecast.library.cornell.edu/items/buzz.html Blog#18 (due 10/31): What are your reactions to Jeni Wightman’s artwork? What links can you make to other topics/discussions from the course? EXPLORING THE DISCIPLINES #13: English, “Environmental Literature” Readings: Annie Dillard, “Living Like Weasels;” James Wright, “A Blessing;” William Stafford, “Traveling Through the Dark.” EXPLORING THE DISCIPLINES: Alternative Health (student designed) Readings: TBA 19 Blog#22 (due 11/14): TBA EXPLORING THE COMMUNITY#11: State Government Guest speaker: Trish Jerman (?) Readings: TBA Blog#22 (due 11/11): TBA EXPLORING THE DISCIPLINES: Green Economics (student designed) Guest speaker: Jason Murray, Economics and School of the Environment Readings: TBA Blog#23 (due 11/19): TBA 20 3 At least three of the other entries should be a “place blog.” As a way to ground our explorations in an actual physical spot, you will write blog entries exploring a place of your choosing on or near the campus. Four times during the semester— near the beginning of each month—you will visit this place and record your observations as well as reflect on specific questions. 21