ENVS 295: SL: Adaptation to Climate Change
Spring 2013
Amy L. Seidl, PhD
office hrs Wed, 9:00-11:00, Th 8:30-9:30
for an appt. contact Sue Bean, 656-4055
office location Bittersweet, 151 S. Prospect
amy.seidl@uvm.edu
T/Th 1:00-2:15 pm
Perkins 300
Sam Hubert, TA
Shubert@uvm.edu
Course Overview
We have entered a new geologic age: the Age of Warming. Every species and ecosystem is now affected by
the consequences of climate change; human communities as well. Some systems are in flux while others head
toward extinction. Still others are adapting.
Carbon mitigation has been the dominant response to global warming in the 35 years since the term was first
coined. But the blunt fact is this: global warming will continue throughout the next century regardless of our
ability to reduce emissions, including immediate cessation. Therefore, while mitigation will minimize the pace
and extent of climate change, adaptation will be the process by which organisms, including humans, will adjust
and persist beyond the Age of Warming.
In this course we will consider adaptation in both ecological and human systems. In Part I, we’ll examine how
ecological systems--in their myriad forms--are responding to climate change. Ecological and evolutionary
concepts of selection, resilience, plasticity, and ecosystem health will be emphasized. In addition, we’ll use
case studies to examine specific ways in which biological evolution is unfolding. These cases will help us
decipher, and perhaps generalize, what our human ecological future may look like.
In Part II, we’ll examine how human communities have adapted and will adapt to climate change. We’ll
consider how ancient people, from the American southwest to the Arctic, adapted, or failed to adapt, to
landscape changes brought about by previous climate events. We’ll also discuss how emerging technologies
and approaches in agriculture, energy generation, infrastructure, and building design are expanding human
adaptive capacity and can be framed as climate adaptation strategies. In addition we’ll consider how
innovations and emerging social movements are expanding human adaptive capacity.
In Part III, during the last third of the semester, we’ll apply these concepts to a service-learning project. We’ll
be working with the Institute for Sustainable Communities (ISC) and their Vermont Resilient Plan. Here,
we’ll work with ISC staff to identify emerging ideas of resilience and climate adaptation, and how to build in a
post-Irene context. Our work and research will result in poster strategies given at a strategy meeting that ISC
will hold with public and private stakeholders across the state.
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Course Objectives
To understand contemporary issues in climate science and the role adaptation plays as a response.
To explore the ecological and evolutionary implications of global warming on natural systems.
To explore the cultural implications of global warming on socio-ecological systems.
To apply an adaptation framing, using service learning pedagogy, to the pragmatic efforts of civil society to
manage climate risk, decrease vulnerability, and build resilience to climate change.
Assessment
Diverse assessments will be used in this course: short essay quizzes based on the readings; reflection exercises
and assignments; research and writing an annotated bibliography; group service learning project with
presentation; and discussion/participation. The course is structured for upper level engagement, is based on
readings from the primary literature, and assumes a collaborative inquiry in the classroom. While lectures by
the instructor comprise approximately half the class time, an equal amount will be allocated to discussion,
guest lectures, viewing alternative media, and conducting a service-learning group project.
Quizzes: There will be three quizzes given throughout the semester. I will provide a couple of prompts, based
on the readings for that week, and ask you to respond in short essay form. My wish is for these quizzes to be
mutually beneficial; they will encourage you to read the assigned readings, to test your ability to integrate and
communicate what you’ve learned, and to prepare for discussion.
Reflection Assignments: There will be three written reflection assignments throughout the semester, which
will be centered on the Service Learning part of the course. Students will be expected to critically reflect on
their experience, integrating course material with their research relating to the Vermont Resilience Plan. The
intent of these reflections is to allow for a deeper understanding of how the Service Learning process is
unfolding and to understand its relevancy in both academic and empirical terms. It is also a chance for students
to consider their personal development throughout the semester. Each reflection will have a prompt that
focuses on different stages of the Service Learning process.
Annotated Bibliography DUE 2/28: The purpose of this assignment is to deepen your familiarity with climate
adaptation/resilience and to prepare you to engage as a kind of “climate consultant” with the Institute for
Sustainable Communities. After reading notes from ISC’s stakeholder meeting, students will choose an area or
“emerging idea” that relates to resilience as an adaptive strategy, e.g., flood hazard and fluvial erosion
mitigation, alternative/adaptive agriculture, distributive energy systems, alternative tourism. These topic areas
will become the basis for your annotated bibliography. In addition, Laurie Kutner, Environmental Librarian,
has set up a class library guide for us http://researchguides.uvm.edu/envs295spring2013.
Students are requested to subscribe to the Daily Climate list serv
http://wwwp.dailyclimate.org/newsletter/subscribe and read more broadly on the subject of climate change
adaptation throughout the semester.
Service Learning Project DUE 4/2 (draft) and 4/9 (final): “Service-learning is a form of experiential education
in which students engage in activities that address human and community needs together with structured
opportunities intentionally designed to promote student learning and development” (Jacoby, 1996). The key
elements of service learning for our course include service preparation (annotated bibliography, lectures in
biological and cultural adaptation), establishing a partnership (Institute for Sustainable Communities), and
preparing to conduct learning goals together (framing the concept of resilience to include climate adaptation).
In general, our service-learning project will give students the opportunity to act as “climate adaptation
consultants” who work with ‘emerging topics’ in study groups will be made up of 3 students. Groups will be
responsible for preparing a poster for the ISC and for compiling their findings in a 2-4 page summary report.
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Class participation: The course is 25 students. This is large enough to hear a diverse set of opinions and small
enough to engage in productive discussion. Sometimes we will hold class-wide discussions; other times we
will use a café style approach where small tables of discussion rotate members. In either scenario, your
participation is of the utmost and it is expected that you come having read the readings, having taken notes on
them, and prepared to apply what you’ve read to the discussion at hand.
Grading
Quizzes (3)
Reflection Assignments (3)
Annotated Bibliography
Service Learning Project
Class Participation & Attendance
20%
20%
25%
25%
10%
100 points
100
125
125
50
__________
500
TOTAL
Readings
Many of the course readings will come from the primary literature, i.e., peer-reviewed scholarly pieces on
climate adaptation and biological/cultural responses to climate change, but there will also be more lay/creative
nonfiction pieces as well. All readings will be available as a packet of readings. See Sue Bean in the
Bittersweet Building to purchase one. Some on-line articles and publications may also be assigned.
Course Schedule and Topic Outline
PART I. ADAPTATION
AND BIOLOGICAL
EVOLUTION
Jan 15
Course Introduction
Jan 17
Adapting to a Carbonated
World:
The Current Science of
Climate Change
REVIEW ON LINE Climate Change 101: Understanding and
Responding to Global Climate Change, Pew Center on Global
Climate Change and the Pew Center on the States series. 2008.
http://www.pewclimate.org/global-warmingbasics/climate_change_101
REVIEW ON LINE Intergovernmental Panel on Climate Change
2007 Report
http://www.ipcc.ch/publications_and_data/publications
_ipcc_fourth_assessment_report_synthesis_report.htm
Jan 22
Adapting to a Carbonated
World:
Adaptation and Mitigation
Orr, D. 2009. Baggage: The case for climate mitigation.
Conservation Biology 23.
Pielke, R. et al. 2007. Lifting the taboo on adaptation. Nature 445.
Klinenberg, E. 2013. Adaptation: After Sandy, how can cities best
survive? New Yorker Magazine, January 7, 2013.
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REVIEW ON LINE Hansen, J. et al. 2008. Target atmospheric
CO2: Where should humanity aim? Open Atmospheric Science
Journal 2.http://pubs.giss.nasa.gov/abs/ha00410c.html
Jan 24
Anthropocene/ Age of
Warming
Steffen, W. et al. 2007. The Anthropocene: Are humans now
overwhelming the great forces of nature? Ambio 36.
Stager, C. 2011. Deep Future: The Next 100,000 Years of Life on
Earth. Chapters 1-3. St. Martins Press, NY.
Levy, S. 2011. Once and Future Giants. Section 6:
The Big Heat –Melting Ice and Moving with the Times. Oxford
University Press, Oxford, UK.
Jan 29
Anthropocene/ Age of
Warming
QUIZ #1
Solomon, S. et al. 2009. Irreversible climate change due to carbon
emission. Proc. National Academy Sci. 106, no.6.
Thomas, C. et al. 2004. Extinction risk from climate change.
Nature 427.
Jan 31
Adaptation in Natural
Systems: Biological Evolution
and the History of Adaptation
DETERMINE EMERGING TOPICS OF RESILIENCE
Norberg, J. et al. 2012. Eco-evolutionary responses of
biodiversity to climate change. Nature Climate Change 1588.
Institute for Sustainable Communities: Inventory of ResilienceBuilding Activities October 2012
(on Blackboard under Course Materials AND on Reserve
in Bailey-Howe)
Feb 5
Feb 7
Adaptation in Natural
Systems: Biological Evolution
in Flowering Plants
FORM SL GROUPS
Adaptation in Natural
Systems: Biological Evolution
in Insects
BEGIN ANNOTATED BIBLIOGRAPHY ASSIGNMENT
Franks, et al. 2007. Rapid evolution of flowering time by an
annual plant in response to climate fluctuation. Proc. National
Academy Sci. 104, no. 4.
Bradshaw, W. and Holzpfel, C. 2008. Genetic response to rapid
climate change: it’s seasonal timing that matters. Molecular
Ecology, 17.
Bradshaw, W. and Holzpfel, C. 2007. Tantalizing timeless.
Science, 316.
Feb 12
Adaptation in Natural
Systems: Biological Evolution
in Mammals and Birds
QUIZ #2
Reale et al. 2003. Genetic and plastic response of a northern
mammal to climate change. Proc. Royal Society of London B,
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Series B, 270.
Ward, D. 2009. Change in abundance of Pacific Black Brant
wintering in Alaska: Evidence of a climate warming effect?
Arctic 62, no. 3.
Feb 14
Feb 19
Resilience, Thresholds and
Adaptive Capacity in
Ecological & Socio-ecological
Systems
CHECK-IN ON ANNOTATED BIBLIOGRAPHY
ASSIGNMENT
Resilience Thresholds and
Adaptive Capacity in
Ecological and Socioecological Systems
QUIZ #3
Walker, B. and D. Salt. 2006. Resilience Thinking: Sustaining
Ecosystems and People in a Changing World. Island Press,
Washington. Chapters 1-4, pp. 1-110.
Meadows, D. 2008. Thinking in Systems. Chelsea Green Press,
Vermont. Chapters 1 & 6.
PART II. ADAPTATION
AND HUMAN CULTURAL
EVOLUTION
Feb 21
Cultural Evolution and
Adaptation
IN-CLASS Film: Beasts of the Southern Wild
Diamond, J. 2005. Collapse: How Societies Choose to Fail or
Succeed. 2008. Chapter 4: The Ancient Ones: The Anasazi and
Their Neighbors. Pp. 136-156.
Feb 26
Cultural Evolution and
Adaptation
McAnany, P. and N. Yoffee (eds). 2010. Questioning Collapse:
Human Resilience, Ecological Vulnerability, and the Aftermath of
Empire. Chapter 5. Cambridge, New York.
Feb 28
Cultural Evolution and
Adaptation
ANNOTATED BIBLIOGRAPHY DUE
Rogers, D. and Ehrlich, P. 2008. Natural selection and cultural
rates of change. PNAS.
Wade, N. 2010. Human culture as an evolutionary force. New
York Times, March 1, 2010.
Mar 5
Spring Break
No readings assigned.
Mar 7
Spring Break
No readings assigned.
Mar 12
Regional Climate Models and
Predictions
BEGIN POSTER PRODUCTION
Guest Speaker: Andy Nash, NOAA/National Weather Service,
Burlington, VT
Mar 14
Adapting Infrastructure
Systems
Johnson, S. 2010. Chapter 1. The adjacent possible. Natural
History of Innovation.
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Akerman, J. and M. Hojer. 2006. How much transport can the
climate stand? Sweden on a sustainable path in 2050. Energy
Policy 34 (14).
READ ON LINE Pope, C. 2011. Solar power off the grid:
Energy access for the world’s poor. Yale e360. On-line article
published January 2, 2012.
http://e360.yale.edu/feature/solar_power_off_the_grid_energy_ac
cess_for_worlds_poor/2480/
OPTIONAL: ON LINE Farrell, J. and Morris, D. 2009. Energy
self-reliant states: Homegrown renewable power.
www.newrules.org/energy/node/2526
Mar 19
Adapting Infrastructure
Systems
REFLECTION #1
READ ON LINE Simpson, M. 2011. Oyster River Culvert
Project Analysis.
http://www.prep.unh.edu/resources/pdf/oyster_river_culvertprep-10.pdf
Collins, M. 2009. Evidence for increasing flood risk in New
England since the late 20th Century. Journal of American Water
Resources Assoc. 45(2).
Mar 21
Adapting Infrastructure
Systems
CHECK-IN POSTER PRODUCTION
Mar 26
Adapting Food Systems
Howden, S. Mark. 2007. Adapting agriculture to climate change.
Proc. National Academy Sci. 104, no. 50.
Lotter, D.W. et al. 2003. Performance of organic and
conventional cropping systems in an extreme climate year.
American Journal of Alternative Agriculture.18, no. 3.
Mar 28
Adapting Food Systems
Field Trip to Ben Falk’s Whole Systems Design, Moretown,
VT
PART III. RESILIENCE
AND SOCIETY
Apr 2
Service Learning Projects
RESILIENCE POSTERS DUE
CLASS CRITIQUE
Apr 4
Service Learning Projects
REFLECTION #2
Bedsworth L. and E. Hanak. 2010. Adaptation to climate change:
A review of challenges and tradeoffs in six areas. Journal of
American Planning Association 76 (4).
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Apr 9
Service Learning Projects
PRESENT REVISED RESILIENCE POSTERS TO ISC
Apr 11
Adaptation and Disaster
Mitigation
Solnit, R. 2009. A Paradise in Hell: The Extraordinary
Communities that Arise in Disaster. Chapter 1-3. Viking Press,
NY.
Apr 16
Adaptation and Disaster
Mitigation
Solnit, R. 2009. A Paradise in Hell: The Extraordinary
Communities that Arise in Disaster. Chapter 1-3. Viking Press,
NY.
READ ON LINE Lemonick, M. 2011. Florida County’s band
together to ready for warming effects. Yale e360. Accessed on-line
January 13, 2012
http://e360.yale.edu/feature/florida_counties_band_together_to_prepa
re_for_effects_of_global_warming/2483/
Apr 18
Adaptation and Disaster
Mitigation
Wilbanks, T. and Kates, R. 2010. Beyond adaptation to climate
change:
Embedding adaptation in responses to multiple threats and stresses.
Annals Assoc. Amer. Geographers 100 (4): 719-728.
Apr 23
Environmental Pragmatism
REFLECTION #3
McKibben, B. 2010. Eaarth: Making Life on a New Planet.
Chapter 4. Basic Books, New York, NY.
Apr 25
Environmental Pragmatism
Seidl, A. 2011. Finding Higher Ground: Adaptation in the Age of
Warming. Chapters 6-8. Beacon Press, Boston, MA.
Apr 30
Closing Remarks and Course
Evaluations
No readings assigned.
Course Guidelines
1) Reading -- You will benefit the most from the assigned readings if you read them before the lecture on the
topic. The reading serves as background for the lectures, which will cover additional material as well as
underscoring the ideas in the reading. Taking notes on key points or highlighting the texts can be helpful for
quiz and discussion review.
2) Lectures -- You are expected to attend all lectures and arrive on time. Lectures will begin promptly at 1:00;
announcements will generally be made at the beginning of the class. Please make every effort to arrive on
time to be respectful to your classmates and the professor. If you arrive late, please minimize disturbance to
others. To minimize distraction, please do not eat food or chew gum in class. Cell phone use is not permitted
in any UVM class, including this one. Please respect the instructor and guest speakers by giving them your
full attention. Please do not make work for others by leaving your trash behind.
Course Grading
All written work and exams will be graded on a point basis, and grading curves will be announced in class. In
general, we will follow these standards for grading:
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A+
A
AB+
B
B-
98-100%
93-97%
90-92%
88-89%
83-87%
80-82%
C+
C
CD+
D
D-
78-79%
73-77%
70-72%
68-69%
63-67%
60-62%
F
below 60%
Course Policies
1) Cell phones – UVM does not permit cell phone use in class. This means cell phones should be turned off
during class. Texting is not allowed either. When you are in class you are expected to pay attention to the
course material that is being discussed. You should not be carrying on side conversations with other students
in the room or with others in cyberspace. Much of a college education is aimed at developing your attention
and concentration so your mind is capable of more complex thinking challenges. Learning how to minimize
distraction is an important skill for developing your mind.
2) Laptops in class – Some people have specific needs for the use of a laptop computer to take notes in class.
This is the only permissible use of laptops in class. Checking email, Facebook, or playing e-games should be
done outside of class time. If you require the use of a laptop for lecture class, please see the professor for
permission.
3) Absences -- Attendance will be taken on a regular basis, and unexcused absences will factor into your final
grade. Even if you are feeling under the weather, make an effort to come to class and keep up with the course.
Absences are not “excused” unless they are personally cleared with the professor. I expect you to make it a
commitment to attend every class, both for your own personal learning, and to contribute to the community of
learners in your lab section.
4) Academic Honesty -- All students are expected to follow the academic guidelines issued by the University
of Vermont. Dishonesty can become a bad habit if you let it be part of your academic schooling. Don't
rationalize unethical behavior. In your writing assignments and exams, your written words should be your
own. If you draw on other sources, they should be cited properly to give adequate credit. If you are having
trouble in school or in the class, come and talk with me. Let the professor or your advisor help you before it is
too late and you are tempted to turn to self-degrading compromises. Work that appears to be plagiarized will
be given no credit and students will be asked to meet with the instructor to explain the situation. Plagiarism at
UVM is grounds for academic suspension; don’t do it. (UVM’s Code of Academic Integrity is available on
line at www.uvm.edu/cses/.)
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