Climate Change and the Environmental Impact of Humans
HONR 1331W ACE, Section 01, CRN 22189
Monday/Wednesday, 1:30-02:50pm, Chemistry & Forensic Science 101
INSTRUCTORS
DR. MARCUS GILLESPIE
Office: LDB 336 and LDB 200
Email: marcusg@shsu.edu
Phone: 4-1233 and 4-1945
Office Hours: by appointment
DR. MONTE THIES
LDB 115D
woodrat@shsu.edu
4-3746
by appointment
DR. PATRICK LEWIS
Office: LDB 103
Email: pjl001@shsu.edu
Phone: 4-3397
Office Hours: by appointment
DR. JEFF CRANE
AB 4, 408
jlcrane@shsu.edu
4-4443
T/Th 1-3pm
DESCRIPTION:
Like all species, humans interact with their environment, using resources and creating waste. Unlike
most species, we are globally distributed and possess the capacity to radically transform the biosphere.
Data from a variety of disciplines increasingly suggests that our impact may be broad, long-term, and
have disastrous ramifications for thousands of species, including our own. These predictions are not
universally supported, however, and many contradictory arguments are well-framed and compelling.
For example, while most scientists support the hypothesis that we are driving the current increase in
average global temperatures, some suggest that the documented changes are normal fluctuations
caused by natural processes. And while it is irrefutable that thousands of species go extinct every year,
some point out that extinction has always been a normal part of a species’ life cycle and that our role
in these extinctions is nebulous. In this course, you will examine the scientific evidence regarding
climate change and its consequences, as well as various forms of human impact on the environment,
such as that associated with population growth, food production, and energy use. You will also
participate in civic-oriented projects related to environmental restoration and/or sustainable
agriculture.
COURSE OBJECTIVES:
 Understand the science behind global climate change;
 Understand the complexities of ecosystems;
 Become familiar with the impact of humans on the planet;
 Place human impact on the environment in historical context;
 Examine how our view of climate change and pollution is influenced by our culture; and
 To see how we can make positive changes in the environment and limit pollution of all kinds.
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ASSIGNMENTS
Section Grades: 10% per section = 40%
Each section of the course is unique and how the instructors will grade your progress in each section
may vary as well. On the first day of each new section, the instructor will explain how grades for that
section will be determined. As the course is primarily a discussion course, you can anticipate being
graded on activities such as your participation, leading discussions, reviews of papers, books or films,
or giving brief presentations to the class. Each of the three sections of the class will count as 10% of
your overall course grade, for a total of 40%.
Journal Grades: 5% per section = 20%
You will be asked to keep a journal for the duration of the course. While what you put in the journal
may vary from section to section, minimally you will record a summary of each class with your
thoughts on the day’s discussion. Instructors will give you their specific requirements for each section,
and journals will be turned in and graded at the end of each section. Each of these end-of-section
journal grades will account for 5% of your total course grade. The three journal grades will, therefore,
collectively account for 20% of your overall course grade.
ACE Project Grade: Reflection papers on 2 civic engagement activities, each paper is worth 10% = 20%
This course is designated an Academic Community Engagement (ACE) course. ACE is a teaching method
that combines community engagement with academic instruction. The requirement for ACE courses is
that we perform activities in the community that relate to the topic of the course, and that these
engagements are part of the course grades. Our activities will be described below. Following each
activity you will be required to write a paper reflecting on the project. These papers should include
brief descriptions of the project, what was learned, the possible long-term and short-term impacts of
the project, how the project ties into the course material we present, and any opinions you may have
regarding the value of the project. Papers should be 5 pages, double-spaced, with standard margins
and 12 point fonts. These papers will collectively account for 20% of your final course grade.
Exams: 10% for Midterm and 10% for Final = 20%
A midterm and final will be given (see schedule). The midterm will be primarily short answer and
multiple choice questions and will be administered during regular class time. The midterm will test how
well you have learned the background material presented in the first half of the course. The final will
be essay and will be a take home exam. It will require you to use the information you have gained
during the course and to pull together ideas presented during the entire semester.
Course grades will be assigned on a standard 10‐percentage point scale (90% = A, 80%‐89% = B, etc.).
Readings: Readings will generally be posted on Blackboard. Unless otherwise stated, it is your
responsibility to print these articles in advance and have them read by the date given by the instructor.
Greg Craven, What’s the Worst That Could Happen? 2009. Penguin Press, ISBN 9780 399 53501 7
James Hoggan, Climate Cover-Up: The Crusade to Deny Global Warming. 2009. Greystone Books, ISBN
1553654854
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Civic Engagement: In this course, you will not only learn knowledge and skills, but also actively use them to
make a difference in our community to improve the quality of life. This experience, it is hoped, will help you see
yourself as a positive force in this world and deepen your understanding of your role as a citizen. One of our
course objectives is to see how we can make positive changes in our environment and limit negative
environmental impacts. We plan, therefore, to have two activities: 1) we will undertake a trip to the Galveston
to assist in the planting of marsh grasses. This will be an over night trip where we will camp. Transportation will
be provided; 2) as one of the major sources of pollution is our food, the second activity will be volunteering on a
local organic farm. See the schedule to make sure you can participate in these weekend activities as they are an
integral part of this course.
Academic Dishonesty: Students are expected to maintain complete honesty and integrity in the academic
experiences both in and out of the classroom. Any student found guilty of dishonesty in any phase of academic
work will be subject to disciplinary action. The University and its official representatives may initiate disciplinary
proceedings against a student accused of any form of academic dishonesty including, but not limited to,
cheating on an examination or other academic work which is to be submitted, plagiarism, collusion and the
abuse of resource materials.
Classroom Rules of Conduct: Students will refrain from behavior in the classroom that intentionally or
unintentionally disrupts the learning process and, thus, impedes the mission of the university. Cellular
telephones must be turned off and put away before class begins. Inappropriate behavior in the classroom shall
result in a directive to leave class.
Visitors in the Classroom: Unannounced visitors to class must present a current, official SHSU identification card
to be permitted in the classroom. They must not present a disruption to the class by their attendance. If the
visitor is not a registered student, it is at the instructor’s discretion whether or not the visitor will be allowed to
remain in the classroom.
Americans with Disabilities Act: It is the policy of Sam Houston State University that no otherwise qualified
disabled individual shall, solely by reason of his/her handicap, be excluded from the participation in, be denied
the benefits of, or be subject to discrimination under any academic or Student Life program of activity. Disabled
students may request assistance with academically related problems stemming from individual disabilities by
contacting the Director of Counseling Center in the Lee Drain Annex or by calling (936) 264-1720. Students who
have disabilities that may prevent them from fully demonstrating their abilities should contact the instructor as
soon as possible to discuss accommodations necessary to ensure the students educational opportunity. All
disclosures of disabilities will be kept strictly confidential. NOTE: no accommodation can be made until you
register with the Counseling Center.
Religious Holidays: Section 51.911(b) of the Texas Education Code requires that an institution of higher
education excuse a student from attending classes or other required activities, including examinations, for the
observance of a religious holy day, including travel for that purpose. A student whose absence is excused under
this subsection may not be penalized for that absence and shall be allowed to take an examination or complete
an assignment from which the student is excused within a reasonable time after the absence. University policy
861001 provides the procedures to be followed by the student and instructor. A student desiring to absent
himself/herself from a scheduled class in order to observe (a) religious holy day(s) shall present to each
instructor involved a written statement concerning the religious holy day(s). This request must be made in the
first fifteen days of the semester or the first seven days of a summer session in which the absence(s) will occur.
The instructor will complete a form notifying the student of a reasonable timeframe in which the missed
assignments and/or examinations are to be completed.
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Tentative Schedule
Date
16-Jan
23-Jan
28-Jan
30-Jan
4-Feb
6-Feb
11-Feb
13-Feb
18-Feb
20-Feb
25-Feb
27-Feb
1 Mar
4 Mar
6-Mar
11-13-Mar
18-Mar
20-Mar
25-Mar
27-Mar
1-Apr
3-Apr
8-Apr
10-Apr
15-Apr
17-Apr
20-21 Apr
22-Apr
24-Apr
29-Apr
1 May
Topic
Intro/ Intro to Climatology
The Atmosphere
Energy and Temperature
Pressure , Winds, and Moisture
Climate Types
Nature of Science
Climate Change
Population and Agriculture
Ecological Principles I
Ecological Principles II
Nutrient Flow & Food Chains
Biodiversity & Biomes
Far Out Farms
Vertebrate Life History
Evolution & Ecological Succession
SPRING BREAK
Midterm
Colonial Land Use
Colonial Changes to Environment
Land and Resource Use-Mark Rev
Early “Environmental” Protests
Early Conservation Measures
Fisheries/Forestry-Science/Tech
Aldo Leopold and the Land Ethic
Biodiversity Crisis
Diet and Climate
Weekend Trip to Galveston*
Inconvenient Truth
Discuss films
Resilience to climate change
Class Wrap
FINAL
Assignment
Instructor
All
Gillespie
Gillespie
Gillespie
Gillespie
Gillespie
Gillespie
Gillespie
Thies
Thies
Thies
Thies
Thies
Thies
On the Termination of Species
Oil We Eat & Crisis at the End of Our Forks
Plant marsh grass
Watch GGWH online
article
Why Care? Turn in second reflection paper
Turn in final exam
Crane
Crane
Crane
Crane
Crane
Crane
Crane
Lewis
Lewis
Lewis
Lewis
Lewis
Lewis
#If you are unable to attend this activity you must schedule an alternative day with the farm
operators.
*If you are unable to attend this activity we must know immediately. An alternative activity will be
scheduled for you to be completed in April.
Please note that the syllabus is tentative. Assignments and grading scheme are subject to change at
the discretion of the instructor. Changes, should they be needed, will be announced in class and posted
on Blackboard. There will be no extra credit under any circumstances.
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