Science, Literature, and the Environment
Biol/Engl 210
Spring 2009
3 Credits
TIME: Thursdays 6-8:30pm
INSTRUCTORS: Dr. Jette Morache
Office: Shields 112
Telephone: 732-6802
Email: jmorache@csi.edu
Office hours: MWF 11-12; T 2-3
R 2:30-3:30
LOCATION: Shields 102
Dr. Jan Simpkin
Office: Shields 213E
Telephone: 732-6840
Email: jsimpkin@csi.edu
Office hours: MTWF 2-3, R10:30-11:30
COURSE DESCRIPTION:
Why do we wonder about the natural world? What draws us to explore and ask questions? In this Biology and
English course we consider how science and literature connect in the search for explanations. Field trips to
Idaho’s Silver Creek Preserve, Utah’s Bear River Migratory Bird Refuge, and Yellowstone National Park
provide rich experiences for our classroom discussions. Reading and writing increase our understanding.
With a focus on regional ecosystems, we explore how scientific/imaginative thinking express human, animal,
plant, and landscape interrelationships. You can take this course for either Biology or English credit,
depending upon which best fulfills your major or elective course credits.
Current debate rages over just what kind of world we want to inhabit in the future. Much of today’s literature
and focus in science is aimed at an understanding of the world around us. Western author, William Kittredge
writes, “A mythology can be understood as a story that contains a set of implicit instructions from a society to
its members, telling them what is valuable and how to conduct themselves if they are to preserve the things
they value.” Kittredge explains that both the artist and the scientist offer society guidelines for identifying its
values. Thus, it is our responsibility as citizens to develop our own environmental literacy and to analyze our
personal mythologies. With this focus in mind, this course explores historical and current thinking about our
world. We investigate literature that parallels issues and topics in environmental science, with the goal of
developing each participant’s personal environmental ethic.
REQUIRED TEXTS AND MATERIALS:
 Weekly Reading Selections available as PDF files on Blackboard or handouts
 Refuge: an Unnatural History of Family and Place, Terry Tempest Williams
 Book of Yaak, Rick Bass
 Notebooks: Standard-sized and pocket-sized
COURSE OBJECTIVES:
1. Become familiar with basic ecological concepts
2. Become familiar with American environmental literature and its close relationship with the sciences
3. Become familiar with natural history of the areas around southern Idaho
4. Develop an environmental ethic based upon clear, consistent principles of science and aesthetics
5. Develop a sense of place in the local and regional environment
6. Strengthen communication abilities: reading, writing, and group discussion
CLASS PROCEDURES: This is an interactive and discussion-oriented course that depends upon your
presence and prepared participation in class! We will all share ideas and writing with each other throughout
the semester. Thus, each of us is responsible for raising ideas and observations from our assignments and
field trips to generate thoughtful class discussions. We don’t have to agree with each other, but we are all
responsible for creating an encouraging and friendly learning environment, using respectful language and tone
(even when agreeing to disagree). Though this course does not follow a traditional lecture format,
presentations by guest speakers and occasional mini-lectures offered by your professors present valuable
opportunities for note-taking.
2
In addition to two formal essays, you should expect a balance of regular assignments that will include the
following:
 Outside Activities: These assignments will consist of a variety of activities designed to help you
illustrate and understand concepts that we discuss in class.
 Discussion Board: These postings call for thoughtful, specific, paragraph-length responses to
assigned readings in Blackboard’s Discussion Board (thus, our discussion continues both face to face
and in cyberspace).
 Journals: On a weekly basis, keep a concept journal in longhand that includes your individual
combination of in-class freewriting, reading notes, reflections on concepts in our reading selections and
discussions, presentation notes, and field observations (always bring your concept journal to class).
You will also keep a separate scientific field journal for all field trips.
SKILLS:
 Reading: The famous American writer Henry David Thoreau reflected that reading “requires training
such as athletes” undergo, explaining that “books must be read as deliberately and reservedly as they
are written.” Both scientific and literary disciplines require the willingness to spend time reading and
thinking when one’s mind is alert, developing close reading abilities. Close reading means paying
attention to concepts, noting word choices, images, and idea relationships. Especially in the sciences,
attention to content and critical analysis of hypotheses advanced is vital. Reading in this way can be
compared to paying attention to both details and the big picture of one’s surroundings when walking
outside. Close reading skills are extremely useful in all walks of life. We expect you to annotate
reading selections (i.e. mark passages) in preparation for class discussion.

Writing:
 Writing-to-Learn for Discussion Board postings helps you to be an active reader and organize your
thoughts, so you are ready to engage in the dynamics of class discussion. Writing-to-Learn is
somewhat more composed than “off-the-top-of your-head” free-writing but certainly less composed
than an essay. Discuss how notable concepts and elements of the reading selection relate to
the possible meanings (avoid simply summarizing the selection or focusing upon your personal
likes, dislikes, or memories). We are looking for intellectual engagement in responding to the
reading selections with specific references to passages in the selections. In other words,
we’re not looking for a single “right” answer (multiple interpretations are possible), but
interpretations need to be connected to concepts and facts in the readings. Responses that pose
questions and explore possible meanings are the most successful. Your postings must be
readable—legible and coherent with the complete sentences, capitalization, and correct spellings of
Standard American English—but not polished. Reading your postings gives us insight into the
class’s perceptions of the reading selections.
 Essays are well-composed and polished, word-processed on a computer. From your English 101
prerequisite class, you should be able to write clearly, distinguishing your voice from source
passages to support your interpretations: paraphrasing, quoting, and documenting accurately.

Data: Collection and interpretation of data are central to scientific study. Objectivity is the goal, though
scientists also rely on experience and insight when analyzing data. These activities aren’t always
intuitive; the best way to become confident and proficient is to practice so we will do just that this
semester.
GRADING:
Your course grade will be based on the following:
1. Two polished essays (3-4 pages, MLA or CSE format)
2. Discussion Board postings, Assignments
3. Participation in classes and field trips
4. Concept Journal
5. Field journal
25%
25%
30%
10%
10%
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FIELD TRIPS: Dates will be discussed
Silver Creek Preserve (Saturday trip)
Bear River Migratory Bird Refuge (Saturday trip)
Yellowstone National Park (Friday-Sunday trip)
PARTICIPATION:
-You must take part in the field trips; you must go to Yellowstone, and you must go on at least one of
the day trips (we strongly prefer that you to attend all three trips). We will determine dates early so
that you may plan accordingly. You must follow all policies of the College of Southern Idaho, including
the ban on consumption of alcoholic beverages.
-You must attend class. Because we meet only once per week, missing even one class means you
will lose out on a large amount of information.
We reserve the right to require that you drop the course if you miss more than two class periods
or fail to go on fieldtrips. Alternatively, you will receive an “F” in the course.
COMMUNICATION: E-mail is the primary source of written communication with all CSI students. Students
automatically get a CSI e-mail account when they register for courses. Messages from instructors and various
offices such as Admission and Records, Advising, Financial Aid, Scholarships, etc. will be sent to the students’
CSI accounts (NOT their personal e-mail accounts). It is the students’ responsibility to check their CSI email accounts regularly. Failing to do so will result in missing important messages and deadlines. Students
can check their CSI e-mail online at http://students.csi.edu. Student e-mail addresses have the following
format: username@students.csi.edu. At the beginning of each semester, free training sessions will be offered
to students who need help using their CSI e-mail accounts.
AMERICANS WITH DISABILITIES ACT (ADA): The ADA and Section 504 of the Rehabilitation Act require
“reasonable accommodations” for students on college campuses who have diagnosed disabilities or believe
they have a disabling condition needing accommodations for learning access. Students must self-disclose a
disability prior to requesting accommodations. If you have requests for accommodations from your
instructor(s), contact each instructor and/or the Coordinator of Disabled Student Services, CSI Advising
Center, 732-6260. For Learning Disabilities requests, contact LD Coordinator at the Academic Development
Center, 732-6530.
OUTCOMES AND ASSESSMENTS:
1) Outcome: To become familiar with basic ecology and environmental issues
Assessment: Reading selected works and demonstrating understanding in written assignments
2) Outcome: To become familiar with the genre of American environmental literature
Assessment: Reading selected works and compiling bibliographies of related works
3) Outcome: To improve writing skills, particularly journal field notes and essays
Assessment: Improved evaluations of written assignments throughout the semester
4) Outcome: To develop and justify a personal environmental ethic
Assessment: Comparison of beginning and end of semester writing about ethics and local/regional
environmental issues
5) Outcome: To develop oral communication skills
Assessment: Successful participation in and leadership of discussions
COURSE EVALUATION: As part of Outcomes Assessment at CSI, students are asked to evaluate all of their
courses at the end of the semester. You will use online forms, available at http://evaluation.csi.edu . User
information is provided at the site. These evaluations are important; we take your comments seriously when
planning future improvements for the course. Please take a few minutes at the end of the semester to
evaluate this course and provide constructive suggestions for course improvement. It is much appreciated.