Extended Syllabus and comments

Transcription

1 Extended Syllabus and comments for the courses Environmental Science for the Baltic Sea Region and The Baltic Sea Environment 2003 The Baltic University Programme 2003 Lars Rydén

2 2 Teachers Guide for Baltic University Environmental Science Contents I. INTRODUCTION 1. Background The Baltic University Programme Baltic University courses in environmental science The environmental science project The teachers guide 2. What is environmental science? Environmental science the holistic view Levels of environmental science education The four Ms: Monitor - Map - Model - Manage 3. Teaching environmental science Problem based education Using or reading? the book How the book structure support studies Other resources The task of the teacher - organising learning 4. Organisation of the course The course context Level/Size/Pre-requirements, registration etc. Material University agreement for receiving course material Examination and diploma 5. The Baltic Sea Environment and the Environmental science courses The Baltic Sea Environment course A short course in Environmental Science (the credits option) 6. ECTS Documents ECTS document for the Environmental science course ECTS document for the Baltic Sea Environment course II. PLANNING THE COURSES 1. Planning the Environment Science course About the planning Week 1. Introducing environmental science and the Baltic Region Week 2. How the world works - Geology and Ecology Week 3. Environmental impact 1 Landscape and biology Week 4. Environmental impact 2 Atmosphere and air Week 5. Environmental impact 3 Material flows and chemical pollution Week 6. Environmental impact 4 The totality of environmental impact Week 7. Environmental engineering Week 8. Instruments for managing the environment - economy, law and ethics Week 9. Environmental policy-making and international cooperation Week 10. Environmental management Tools and strategies

3 Teachers Guide for Baltic University Environmental Science 3 2. Planning the Baltic Sea Environment course About the planning Week 1. Introducing environmental problems and the Baltic Sea Region Week 2. Biology and ecology of the Baltic Sea Week 3. Material flows and chemical pollution Week 4. Policy instruments for protecting the Baltic Sea environment Week 5. Strategies and technologies for managing the Baltic Sea environment 3. Planning the short Environmental Science course About the planning Week 1 How the world works - geology and ecology Week 2 Environmental impact 1 biology and landscape Week 3 Environmental impact 2 atmosphere and air Week 4 Environmental policy economy, law and ethics Week 5 Environmental management and environmental engineering III. Proposed students group work 1. Basic environmental protection and biodiversity 2. Environmental policy and international cooperation 3. Environmental management 4. Modelling and prediction

4 4 Teachers Guide for Baltic University Environmental Science

5 Teachers Guide for Baltic University Environmental Science 5 I. INTRODUCTION

6 6 Teachers Guide for Baltic University Environmental Science

7 Teachers Guide for Baltic University Environmental Science 7 1. Background 1. The Baltic University Programme The Baltic University Programme is a co-operative network of universities in the Baltic Sea region. The Programme, which started in 1991, is co-ordinated by Uppsala University, Sweden. Today more than 170 universities or other institutions of higher learning in 14 countries take part. Some 1,200 researchers and teachers at the universities active within environmental science but also humanities and social sciences have participated since its beginning. The Programme has a co-ordination secretariat at Uppsala University. National centra have been established in Åbo, St Petersburg, Tallinn, Riga, Kaunas, Kaliningrad, Minsk, L viv, Nitra, Lodz, Hamburg, Copenhagen and Umeå. The Programme strives to create truly international university courses of relevance for the countries in the Baltic Sea Region with a focus on sustainable development. The Programme has today activities in four fields: education using modern communications and information technologies on issues of common concern for the region, an outreach program in cooperation with public and educational TV companies for broadcasts to the general public, research cooperation on a regional basis and a co-operation with municipal and regional administrations. The educational activities of the Programme consist of undergraduate courses, graduate courses and courses for competence development of professionals. All courses are highly interdisciplinary and problem-oriented. They are in English but in several cases translated into Russian, Polish and Latvian. The undergraduate courses treat environmental science, societies and cultures in the region and sustainable development. The graduate courses specialise on issues such as water management, environmental management and, community development. 2. Baltic University courses on environment The Baltic University Programme started in 1991 with offering the course The Baltic Sea Environment at some 70 universities in the region. The course was offered over satellite TV with 10 two hours broadcasts that later became available as videotapes. For each of these a 35 page booklet was produced as study material. Over the period 1992 to 1995 this course was printed in a second edition, and another four TV broadcasts were made. Later the course has been translated into Russian and Polish. The Baltic Sea Environment course was a thematic, general introduction to environmental issues with a focus on the Baltic Sea itself. It has been offered at many universities as a 7.5 ECTS credit course, although at many places it was less. No special university studies were required to register for the course at most universities. The course is still offered. Courses on a master level in the environmental field have later been developed within the Programme. These include water management (from 1999), community development and urban planning (from 2002) and environmental management (to be offered from 2004). Each of these consists of several partial courses to make up a total of 15, 15 and 30 ECTS credits respectively. The emphasis on sustainability studies is strong. A basic course on sustainable development (A Sustainable Baltic Region) has been offered from The environmental science project The course Environmental Science has been developed by the Baltic University Programme to provide a comprehensive description of environmental science in the Baltic Sea region. It is the result of the efforts of a large number of individuals active within the Baltic University, and a number of experts who were invited to join the project as the project proceeded. The book Environmental Science was initiated in It was planned as a development of the material used in the Baltic Sea Environment course. The first manuscripts were written in The content of the book continuously expanded and was updated to live up to the goal to produce a book, which gives students a holistic understanding of environmental issues.

8 8 Teachers Guide for Baltic University Environmental Science In various stages of completion the book has been discussed and redesigned by teachers in the Baltic Sea region. This includes teachers conferences in Turku, Finland in the fall of 1999, in Ustron, Poland in March 2000, and in Tvärminne, Finland in November About 80 researchers and teachers in 12 countries have contributed. All of this has been edited to fit into the 25 chapters that make up the book. 4. The teachers guide The main aim of this guide is to support teachers at the universities who are responsible for planning the course Environmental Science or continue with the Baltic Sea Environment course. As environmental science in its entire width is not an established academic discipline, teaching this course will be a great challenge. This guide provides general information on how the course is organised, what it contains and gives some ideas how to plan and study it. 2. What is environmental science? 1. Environmental science the holistic view There is a considerable variation in how environmental science is delineated. Some point to the study of the so-called physical system: the rocks and soil, atmosphere, and water of the Earth. Of course, this is the environment in its most basic physical sense. Others emphasise the study of the life forms that inhabit the Earth, plants, animals and microorganisms, especially with reference to the systems they constitute, the ecological systems. There are also those who focus on the chemistry, the substances that we find on Earth, and how they flow in the large bio-geo-chemical cycles, and how they are necessary for life or become toxic to man and other living beings when their concentrations mount. In all these approaches man comes into the picture as a disturbing element and the nature of the disturbance is treated more or less in detail. Geologists and physicists look for example into greenhouse gases and the threat of climate change. Biologists may study the population increase of humankind and its consequences, while chemists investigate how people have changed the flow of many substances in the environment and its consequences. Here, however, we take a more basic position on the issue of definition of environmental science, that is: environmental science is the interface between society and nature, between people and their physical, chemical and biological surroundings. All these aspects are included in an interdisciplinary manner. About equal space is used for describing the natural environment and its changes, and how society reacts to the challenges posed by these changes, in economics, law, ethics, politics, etc. In many cases the influences of people on nature are devastating, but not always. There are also many beautiful and productive ways in which people and nature interact. We are both part of and make up the environment. A key objective in environmental science is to find ways to protect nature and reduce pollution. Thus, a considerable effort has been made, for each environmental threat, to discuss how to improve and manage the environmental situation. Environmental management is thus part of the study of environmental science. Sustainability is also introduced as a basic strategy to deal with the environmental dilemma. Thus, even if sustainable development and environmental science overlap we make a clear distinction between environmental science and the study of sustainability. The main difference is that environmental science deals with how the environment is influenced, often damaged, by return flows from society; this is often identical with pollution but not always. Sustainable development instead focuses on resource flow, how resources are extracted, how they are used in society and only in the end how they are returned to the surroundings.

9 Teachers Guide for Baltic University Environmental Science 9 2. The four stages of the environmental process Environmental science is clearly problem-oriented, and part of a policy process. A political scientist would say that the process starts with identifiying a problem. Next that the policy instruments used to address the problem is identified, and then implemented, which leads to environmental management. Finally the result or the whole process may be evaluated. In the book and the course syllabus this way to percieve environmental science is reflected. However there is also a need for a background how the non-problematic environment is working. This has to be added before problem description. The book thus consists of four parts. - Part A gives the background. Basic facts of geology, ecology and chemical flows, as well as an introduction to the area, are presented in this part. - Part B treats environmental impacts. This corresponds to problem identification in the policy process. It deals with impacts on landscape, biology, nutrient flows, atmosphere, and chemistry. The economic activities that lead to these impacts are as well as the consequences for individuals and ecosystems in toxicology, eco-toxicology, interaction, distribution, and longevity of the impacts. - Part C describes how society deals with the environmental problems. Economics, law, information, education and ethics are important components of policy-making. They are the instruments for environmental action and policy-making undertaken by society. International co-operation is an especially relevant and has a long tradition in the Baltic Sea region. - Part D finally describes how the tools are implemented using various management tools. Also environmental engineering could be seen as part of this process, even if it now is included in part C of the book. Also the course plans are outlined in the same way. The environmental science course follows the book. The Baltic Sea Environment course also follows this outline but there is one week of introduciton instead of two; there are two weeks of environmental impacts instead of two; and there is one week on environmental policy and one week of environmental management instead of two each. The fourth component in the policy process, evaluation, is not explicitly mentioned here. However the evaluation is in many ways a reiteration of the process looking at the probelm again after the management implementation, to see if there has been an improvement. 3. The four Ms: Monitor - Map - Model - Manage We may also see this in a more techncial way. From the recognition of a problem we may use for almost any problem or issue - the four Ms to be described below. The problem may be related to acidification, reduction of biological diversity, radioactivity, bad health etc. They may all be put into the same frame. When the problem is identified we are already in stage one: to measure and monitor it. This may be rather trivial, like ph in a lake or radioactivity on soil. It may be more difficult such as cancer or other public health problems. A long-term programme for measurement in an area is montoring. Data from monitoring is in next step collected and displayed in a systematic way most clearly on a map. This gives direct information on the extent of the problem and may allow a first analysis. Amounts over an area may be summed up to give total values of emissions or pollution. Maps may be produced as time sequences to see how an environmental problem changes with time. This stage is to map the problem. If enough data are available one may continue to try to model the phenomenon. Modelling require that causes are identified, at least in a formal way, and that quantitative relationships are established. If this can be done a more detailed analysis can be made and predictions of environmental impacts on other places that those measured can be calculated. A good enough model will allow you to predict which are the most crucial changes to be made to reduce the problem and also identify to which level those causes have to be reduced. Once we know exactly what we want to achieve we may develop tools to manage the problems. These are either legal tools. Allowed levels are established and requested by law. Another way may be to use economic tools. Pollution is fined or taxed in a way so that it is sufficiently reduced.

10 10 Teachers Guide for Baltic University Environmental Science Implementation of the requests, calls for a long series of possibilities, some technical, others social or even ethical. Most environmental problems can be discussed and worked on using this four stage procedure. Four some problems they are just recognised as such. Then we may not come very far in the sequence. For other well recognised and studied problems we might come all the way to the identification on acceptable levels and how to achieve them. 4. Levels of environmental science education Different gorups of sstudents need to go into the subject to different degrees. Competence, skills and professional carriers in the field of environmental science is here understood as divided into four levels: awareness and basic understanding. This group of students have a general education, which in the best case should be available for everyone that studies at a university, and be part of greening the curricula. Students interested in environmental issues may be inspired to further study or to change their own lives (lifestyle changes) or be alert on political changes. A particular concern is to make better known the situation of the Baltic Sea itself. - Environmental awareness in other disciplines. Issues of environment are introduced in a major own disciplines. Thus to chemistry courses a component of basic knowledge on the environment and specifically on environmental chemistry may be added. The same may be done for geography, biology, engineering, and even economics and law studies. Future specialists, trained in these disciplines, will be able to take environmental issues into consideration. - Generalists or the environmental scientists. The environmental scientist or environmental generalist students will in their future professional carrier be able to work as responsible for environmental questions in a local, regional or national administration. They may also have a similar role in a company or in any organisation. They will have the competence to identify environmental problems to set up a management plan and to order from specialists what is needed, such as monitoring schemes, cost benefit analysis, etc. They need a broad basic training in environmental science. - Specialists. These are engineers, lawyers, economists etc that have a specialisation in environmental science. This will require up to two years of environmental studies in addition to the basic training in their major discipline. The environmental science course will support education on all these levels. It was however in the first place developed for level three, the generalists. These will need to have a broad understanding of environmental issues without being able to execute all that is required themselves. They should have what may be called a competence to order what is required, ordering competence. For the first level only part of the course is needed. See below on the new version of the Baltic Sea Environment. For the second level the environmental science book may be used with an emphasis on the discipline. For the fourth level the environmental science course is excellent as an introductory course in a master program.

11 Teachers Guide for Baltic University Environmental Science Teaching environmental science 1. Problem based education Problem based education, PBE, has become a model for studies in many different disciplines. The method is project oriented and meant to be close to the situation that the students will encounter in professional life. The students are presented with a real problem by the teacher. The cooperate in small teams, have access to libraries, etc, as they work to describe, analyse, and suggest solutions to the problem. PBE is not so often used as the only method of education. In addition there are also traditional methods to introduce new parts of the subject. PBE has been evaluated in several larger studies. In one of them, physicians with a traditional education and those with a large component of PBE were compared. The results suggested that both groups had equivalent theoretical knowledge, but those with PBE experience could better manage new situations in their professional life.. We will suggest in this teachers guide that a component of problem-based education is valuable for the course in environmental science. The field itself has, more than most fields, developed as a series of problems that were first identified most often by scientists and later analysed and managed using various political, technical and economic tools. We will therefore suggest a number of problems and questions to be discussed and studied by the students. 2. Using or reading? the book Universities are often conservative in education, and lecturing is a dominating form of teaching. There are many reasons for this. Lack of resources is one. Students may also ask for lecturing, which is more comfortable for them. Another reason is that teachers have all lectures prepared since before and changing requires time, which may be lacking. Also the administration may in the first place ask for lecturing, since it is what they pay for at least formally. However it may on good grounds be questioned if listen to lectures is the only or best way to learn. Reading books is a basic component is all studies. Even the most detailed lecture series will not be able to present everything that is found in a good textbook. However the habit, or perhaps skills, of reading books has been hampered by the lack of good textbooks. The production of the Baltic University Environmental Science textbook is a major effort to fill that gap. The book can certainly be read from beginning to the end. But we do not expect that it will be done by all students. Therefore it is important to stimulate the students to use the book without this requirement. The exercises and problems are therefore made in such a way that in most cases it will be possible to solve them by using the book, and finding the right places. This will hopefully make students acquainted with the book and stimulate further readings. 3. How the book structure support studies Each chapter have features to support students when studying the book. The chapters have a uniform design. They all have one broad text column and a margin. The margin contains in short form summaries, explanations, and additional information and illustrations. The margin may also be used for personal notes. Chapter introductions. Each chapter has an introduction that gives the background to the issues raised in that chapter. It also serves as a summary of the main elements of the chapter. Table of contents. A table of contents appears at the beginning of each chapter. The reader may go back to the list of headings and boxes and check that each of them has been covered and understood. Review questions. After each chapter there are review questions for students to use after having read the chapter. The questions refer to all main parts of a chapter. There is also a glossary of important terms. It provides help both when rehearsing important concepts and for developing English language skills.

12 12 Teachers Guide for Baltic University Environmental Science The chapters have four kinds of boxes. The review boxes summarise the main findings in an area. The case studies boxes exemplify the questions raised in the chapter. The cases are taken from the Baltic Sea area and are provided by scientists in the region. The outlook boxes give short overviews of mostly global issues. They set the situation in the Baltic Sea region in a global perspective. They show if the problems in the region are typical for the world as a whole, or which are the main concerns in other countries. The methods boxes give short descriptions of important methods in each of the areas. The method boxes are mostly from the natural sciences, but a number of methods in technological and social science are also summarised. References and literature. At the end of each chapter is a list of references and literature. The list includes all literature referred to in the chapter, especially for quantitative data. But there are also a number of basic sources for each of the 25 chapters, and the list can thus provide a basis for further studies. Web site addresses. Each of the chapters has a list of web addresses where additional information related to the topic of the chapter can be found. In many occasions data in the chapters have been retrieved from one or several of these web sites. If so the address is given in the figure caption. 4. Other resources Several other resources have been developed to add to the book in education. First of all there is a web site, a homepage, of the book. This site will contain information for each chapter. It will have all web addresses in the end of the chapters and their updates. Important new data and updating of data is planned to be there as well. There will be links to important databases. Links to news services may be very useful for teacher to construct topics for new studies and exercises. At present video material available from Baltic University are the series from the Baltic Sea environment course. However new videos are planned. A language course called English for Environmental Science will be released in It will use texts from the book to study English in a systematic way. It is a medium level English-English course consisting of a textbook, and audio and video cassettes. 5. Different forms of teaching Environmental science is often much more interesting if it is accompanied with studies in the field. It is thus recommended that student groups either themselves or together with teachers or assistants visit sites in the field to learn about ecology, environmental impact etc. 6. Environmental science is multidisciplinary which may require teachers team It is clear that environmental science draws on a number of disciplines from natural sciences to social sciences and even theology if ethics is considered. It is clear that not always a single teacher will be able to teach this variety of subjects. It is thus a good idea to form teams that will deliver the course. Even if not all specialities will be part of such a team - it is very unlikely that it is possible to find all of them - also contributions from a few will contribute to a better understanding of the multitude of dimensions that make up environmental science, and make the studies more interesting. 7. The task of the teacher - organising learning When a course has large components of problem-based education the teachers has not only the role of being lecturer. He or she must be the organiser of the studies. The question is how to find the best way to let the students learn. In this teachers guide we will point to lectures, group work, Internet based searchers, and other methods. In the best case the university surrounding should provide a proper environment and resources for the students. It may not always be possible to do that, but a good book is the best beginning.

13 Teachers Guide for Baltic University Environmental Science Organisation of the course 4.1 The course context The Baltic University course on Environmental Science is an undergraduate 10 Nordic/Baltic credit course (15 ECTS credits). It is offered by universities in the Baltic University Network in the entire Baltic Sea region. The course is supported by the Baltic University Programme through teachers conferences, student conferences, and possibilities to arrange audio, video and computer conferences using information and communications technologies. Study groups are encouraged to organise at least one such conference with students in another country. Information on the universities that offer the course, as well as other developments, will be available on the Baltic University Programme Website. Within the network, common international exams are regularly offered. Teachers can get online support through the system of mentors in the network. Students who pass the common international exam are offered an international diploma. The Environmental Science course is an excellent background for studying both undergraduate and graduate courses in the Baltic University Programme on sustainable development. 4.2 Level/Size/Pre-requirements, registration etc. The course does not require other university studies but it is recommeneded that students have some studies in relevant fields, such as natural sciences in biology, geology, geography, chemistry etc, or social sciences especially law and economics. The course has been given 10 Nordic credits, or 15 ECTS credits, which correspond to approximately ten weeks of full time studies. Students are to register at their own university which takes on the responsibility for offering, planning and advertising the course. Each university will find its own way to recruit students. At universities using a credit system, the courses ought to be equivalent to 10 academic credit points in the Nordic system, equivalent to 15 credits in the ECTS system. This corresponds to about ten weeks full time study. However very few universities are expected to organise the studies at full time and it will be offered rather once or twice a week. 4.3 Material University agreement for receiving course material Universities in the eastern part of the region which are interested in offering the course, will be provided with the material needed free of charge when signing a letter of agreement, specifying the conditions and details of the co-operation with the Baltic University Programme. The agreement letter is available through the secretariat in Uppsala, and on the webpage. Universities in the western part will obtain material at cost price. Materials will be distributed from the national Baltic centers as well as from the secretariat in Uppsala. Universities in the west can order the material from the secretariat in Uppsala or from their local book store. The course material is designed to be accessible to a wide range of interested students without special knowledge of the subject. We recommend you to stress this when announcing the course, as it is an advantage to have an interdisciplinary group of students. 4.4 Examination and diploma The examination of the course will be done at each university separately. The requirements for a passed include

14 14 Teachers Guide for Baltic University Environmental Science - taking part in all group work and seminars - taking part in all excursions - making one seminar presentation - taking part in the written exam The Baltic University Programme Secretariat will provide course groups with common questions for a written examination at the end of the course. Our suggestion is that your department add to the examination with questions covering issues of your particular local topics. The written exam should preferably consist of one half of the questions common for the entire region, and one half made up locally. Students who take part of the course and successfully pass the examination will receive a diploma. The diploma will be signed by the Baltic University and the university arranging the course. At present this diploma does not have any formal status, but is a document testifying to successful participation in this international course. 5. The Baltic Sea Environment and the Environmental Science courses 1. The Baltic Sea Environment course The new book and material may also be used for teaching the older Baltic Sea Environment course. We will in the future see this as a course that is focusing on the Baltic Sea itself, while the new environmental science course is more general. The book can be used, depending on the local design of the course, for selected 10 or 15 modules (chapters). (The last one if full semester is used and teaching is organised as a weekly cycle, with 3 contact hours a week. If the course is more condensed in time, there is a possibility to use suggested parts as joint modules, especially these from the part B). When using the new book, the following parts should be included: A. The background - The Baltic Sea region and its geography, societies, and ecology. 1. Chapter 4 The Baltic Sea Region 2. Chapter 5 The Baltic Sea 3. Chapter 6 Life in the Baltic Sea (For students lacking proper background, selected parts in chapters 2 and 3 is recommended for selfstudies) B. The major environmental threats 4. Chapter 9 Eutrophication 5. Chapter 10 (parts) atmospheric changes Chapter 11 and Air pollution (parts) 6. Chapter 12 Metal flows (parts) and Chapter 13 Industrial pollutants 7. Chapter 14 Toxicology 8. Chapter 15 Distribution, interaction and longevity of environmental impact C. Environmental policy 9. Chapter 19 Ecological economics (parts) 10. Chapter 20 Environmental Law 11. Chapter 23 International cooperation (parts) D. Environmental management 12. Chapter 17 Water management and Chapter 18 Solid waste management (parts) 13. Some parts of chapter 24 environmental management may be added

15 Teachers Guide for Baltic University Environmental Science 15 These chapters are focused on the Baltic Sea itself and cover the basic impact categories of the sea, as well as how societes deal with this. Compared to the old booklet series Part A corresponds to booklets 1, 2 and 4 Part B corresponds to booklets 3, 5, and 6 Part C corresponds to booklets 7, and 8 Part D corresponds to booklets 9 While previous booklet 10 is not part of this course any longer since it is covered by the SBR course or as Chapter 25 in the new course. The selected chapters constitute about 50 % of the whole book, which fits with the document that the BSE course (7.5 ECTS credits) is about half of the new course environmental science (15 ECTS credits). The number of pages, about 450, is little more than the old material of about 350 pages. 2. A short course in Environmental Science (the credits option) If the students have studied the Baltic Sea Environment course it is possible to study the rest of the material in an equal size short Environmental Science course. The two courses together will then correspond to the full 15 ECTS credits course but divided in two equal size blocks. The general lay-out of such a course would be the following A. The background environmental science and how the world works 1. Chapter 1 The environmental dilemma 2. Chapter 2 How the world works the material flows 3. Chapter 3 Ecology B. The major environmental threats 4. Chapter 7 Landscape change 5. Chapter 8 Biology change; parts of Chapter 9 eutrophication 6. Chapter 10 Atmospheric changes and Chapter 11 Air pollution (parts) 7. Chapter 12 Metal flows (parts); 13 Industrial pollutants (parts) 8. Chapter 14 Toxicology; 15 Distribution, interaction, longevity of environmental impact C. Environmental policy instruments and international cooperation 9. Chapter 19 Ecological economics; Chapter 20 Environmental Law (parts) 10. Chapter 22 Environmental politics; and 23 International cooperation (parts) 11. Chapter 21 Environmental behaviour and ethics D. Management and technology of environmental protection 12. Chapter 16 Environmental engineering ; 17 Water management (parts) 13. Chapter 18 Soil and Solid waste management 14. Chapter 24 Environmental management; Chapter 25 Sustainable Development The distribution of the material between the two courses would be approximately the following: Chapters BSE SES Week 1 Intro to Baltic Sea Intro to the subject 4, 5, 6 1, 2, 3 Week 2 Pollution of the BS Env impact, biology & landscape 9, 10 (basic), 11(parts) 7, 8, (13), (14), (15)

16 16 Teachers Guide for Baltic University Environmental Science Week 3 Chemical pollution Env impact, air & atmosphere 12, 13, (14), (15) 10, 11 (parts), (15) Week 4 Policy inst for protect. Env politics 19 (parts), 20, 23 (parts) 19 (parts), 21, 22, 23 (parts) Week 5 Strategies and technol Technologies for env protection 17, 18 (parts), 24 (basic) 16, 18 (soil), 24 (most), 25 Number of main chapters 8 10 Number of divided chapters 8 9

17 Teachers Guide for Baltic University Environmental Science The ECTS documents 1. ECTS documents for Environmental Science, 15 ECTS credits Course title: Environment Science Course number: Year/semester: Course level: basic Hours: contact hours (for example: 20(30) h lectures, 30(40) h seminars, 40(50) h group work) Credit points: 15 ECTS-credits (10 Nordic credits) Required student background: basic knowledege in natural sciences Language of instruction: English Responsible university/department: Teacher/moderator: Address: Telephone: Fax: Prerequisites: Sufficient knowledge in English, for communication and writing of exams Status of the course in the study programme: part of the (environmental studies) programme Aim and contents: The course gives an interdisciplinary overwiev of the environmental science with special regard for the situation in the area of the Baltic Sea Basin, its physical and biological resources, human impacts, and management for the future. Technical, economic and legal tools and future solutions to environmental problems are discussed in a regional perspective. The English language will be used in teaching and in communication with other study groups in the Baltic Sea countries to maintain international and regional aspects of the course. Teaching methods and aids: Lectures, seminars and group work where the course literature, relevant parts of the book Environmental Science and other resources, and videos are used. Contacts with other study groups in the region. Regional and national (local) study resources, guest lectures etc. Hyperlinks with appropriate topics in the main book chapters. Study questions, practising through quizzing, role plays or case-studies should facilitate the studies, encourage reflection and mobilize self-education. Mode of assessment: Active participation in seminars where literature and video material are analysed. Student s report on contacts with BUP-students and/or other forms of activity in the region (correspondence, participation in international BUP-students meetings etc.). Written exam, including international questions (common for the whole region) and local questions. Comments and remarks: If the course is conducted according to this scheme, the students will be awarded an international diploma issued by the Baltic University Programme Secretariat at Uppsala University. The complete list of course material is presented on the web-page:

18 18 Teachers Guide for Baltic University Environmental Science 2. ECTS document The Baltic Sea Environment, 7.5 ECTS credits Course title: The Baltic Sea Environment Course number: Year/semester: Course level: basic Hours: contact hours (for example: 10(15) h lectures, 15(20) h seminars, 20(25) h group work) Credit points: 7,5 ECTS-credits (5 Nordic credits) Required student background: basic knowledege in natural sciences Language of instruction: English Responsible university/department: Teacher/moderator: Address: Telephone: Fax: Prerequisites: Sufficient knowledge in English, for communication and writing of exams Status of the course in the study programme: part of the (environmental studies) programme Aim and contents: The course gives an interdisciplinary overwiev of the environmental situation in the area of the Baltic Sea Basin, its physical and biological resources, human impacts, and management for the future. Special emphasis is given to the Baltic Sea itself. Technical, economic and legal tools and future solutions to environmental problems are discussed in a regional perspective. The English language will be used in teaching and in communication with other study groups in the Baltic Sea countries to maintain international and regional aspects of the course Teaching methods and aids: Lectures, seminars and group work where the course literature, relevant parts of the book Environmental Science and other resources, and videos are used. Contacts with other study groups in the region. Regional and national (local) study resources, guest lectures etc. Hyperlinks with appropriate topics in the main book chapters. Study questions, practising through quizzing, role plays or case-studies should facilitate the studies, encourage reflection and mobilize self-education. Mode of assessment: Active participation in seminars where literature and video material are analysed. Student s report on contacts with BUP-students and/or other forms of activity in the region (correspondence, participation in international BUP-students meetings etc.). Written exam, including international questions (common for the whole region) and local questions. Comments and remarks: If the course is conducted according to this scheme, the students will be awarded an international diploma issued by the Baltic University Programme Secretariat at Uppsala University. The complete list of course material is presented on the web-page:

19 Teachers Guide for Baltic University Environmental Science 19 II. PLANNING THE COURSES

20 20 Teachers Guide for Baltic University Environmental Science

21 Teachers Guide for Baltic University Environmental Science Planning the Environmental Science course 1. Introduction About the planning The syllabus is a detailed schedule for how to organise the Environmental Science course with lectures, readings, films, Internet sessions, seminars, group work etc. The week - Time organisation over the academic year The course is spread out over ten weeks full time with all of the 50 days scheduled. This would be required for a full time course schedule, as it is often done at Scandinavian universities. If the course is offered over a longer period, the syllabus is just spread out over the period. Thus for a course delivered over a full academic year one would need one day a week to follow at least the main intentions of this syllabus. This would correspond to 20 %. If the course is say half time, 50 %, it would thus require about 2.5 days a week. Contact hours and student hours The distribution of time between contact hours, when a lecturer or an assistant is present, and only student hour, is about 50 % in this schedule. Time division between a senior teacher, having lectures and over-viewing student presentations, and work in group under instruction of an assistant is about 50 % again. In this schedule there is thus about 8 contact hours for lecturers per week or a total of 80 hours for the entire course, and the same amount for an assistant, while the rest is independent work by the students. This distribution can of course be adjusted. Distribution of time between lectures, group work and presentations Relatively little time is scheduled for lectures, although no precise amount is given. There is no possibility for the teacher to lecture about all details in the course. However, each chapter in the textbook is given a lecture time, which may be one hour or more. This will amount to about 4-6 lecture hours per full week of studies. More time is give for students to work with problems and group work. Each of these are given time for presentations and discussions. Most of these are oral, but at least one written report is recommended for each student over the course. For preparation of some of these presentations teacher s assistant time is recommended. Equipment On many instances the viewing of videotapes, or TV programs, is recommended. Thus a video recorder is needed. In other places studies require access to Internet, which then will be required. Internet will also allow the students to use the website of the textbook. Finally Remember this syllabus is a proposal to be used as a starting point when organising the course. It is not required, and obviously one has to adapt to existing possibilities. However, if the course should be an ECTS course, the ECTS document, less precise than this syllabus, need to be followed.

22 22 Teachers Guide for Baltic University Environmental Science Week 1 Introducing environmental science and the Baltic Region - Discovering the environmental dilemma - The Baltic Sea basin nature, history, and economy - The Baltic Sea First week is used to introduce environmental science using Chapter 1, as well as the Baltic Sea region (Chapter 4) and the Baltic Sea (Chapter 5). Students starting to use the material, should best get a possibility to visit the web site of the book. Some of the TV films from the Baltic Sea Environment series are useful. It is recommended that students are given the tasks of making small presentations, such as of the countries of the region, or of parts of the Baltic Sea, either sub basins or bottoms. Coasts etc. These presentations can be made using the material in the book, and do not need to be based on lectures. Many parts of the region and the Sea are shown in the TV series and short parts of that can be used to add colour to the presentations. These rather simple presentations have the function of making students more comfortable talking to the group. MATERIALS: Environmental Science book, especially Chapters 1, 4 and 5. TV series the Baltic Sea Environment Videotape 1 on the region and the Sea Interview with Sören Jensen is in Videotape 6. Internet: Web site of the book and links COURSE PLANNING EXAMPLE Monday Tuesday: Wednesday: Thursday: Friday: Morning: lecture on environmental science history Afternoon: self study Reading: ES Chapter 1 TV excerpts: Interview with Sören Jensen Morning: Lecture: Presentation of the region; discussions Afternoon: student group work on the region Reading: ES Chapter 4 TV excerpts: From BSE 1 Morning: Preparation for the seminars Afternoon: student groups make country presentations Morning Lecture: Presentation of the Baltic Sea Afternoon: student group work Reading: ES Chapter 5 TV excerpts: From BSE 1Preparation for seminar Morning: Preparation for the seminars Afternoon: student groups make Baltic Sea presentations

23 Teachers Guide for Baltic University Environmental Science 23 Week 2 How the world works Geology and Ecology - Turnover of matter and energy - Ecology and ecosystems - Life in the Baltic Sea The second week introduces the basic of how an undisturbed environment is working, both physically, that is geologically, (Chapter 2) and biologically (Chapter 3). The ecological material is divided into basic and terrestrial in Chapter 3 and marine and the Baltic Sea in Chapter 6. The geological part is well illustrated in film BSE 1 and the marine environment in film BSE 6. Also here the students may well work independently in many ways. Watching the films, making small presentations on the issues and study the material. Again this second week is introductory and small presentations of basic material is recommended as a way to support studies. Materials:Environmental Science book, especially Chapters 2, 3 and 6.TV series the Baltic Sea Environment Videotape 1 on the region and Videotape 2 on Life in the Baltic Sea. Internet: Web site of the book and links Course planning example Monday Morning: lecture on Planet Earth and the large biogeochemical flows Afternoon: self study Reading: ES Chapter 2 TV excerpts: From TV film BSE 1 Tuesday: Wednesday: Thursday: Friday: Morning: Lecture on Basic ecology; discussions Afternoon: student group work on the terrestrial ecology of the region and the biomes (zones) Reading: ES Chapter 3 Morning: Preparation for the seminars Afternoon: student groups make presentations of each of the biogeochemical flows (carbon, nitrogen, phosphorus) and Morning Lecture: Presentation of Life in the Baltic Sea Afternoon: student group work Reading: ES Chapter 6 TV film: From BSE 2 Preparation for seminar Morning: Preparation for the seminars Afternoon: student groups make Baltic Sea ecology presentations

24 24 Teachers Guide for Baltic University Environmental Science Week 3 Environmental impact 1 Landscape and biology - Changing landscape forest, wetland, infrastructure - Changing biology hunting, agriculture, biodiversity - Changing nutrient flows eutrophication The third week looks carefully into impact on landscape, biology and nutrients, all of which are tightly interconnected. They are introduced in chapters 7, 8 and 9 in the textbook. Students may from this week start to work with problem areas which include questions on management. Four example seminar tasks are worked out for this period. There is also an example of a small research task that may be used in time allows. Materials: Environmental Science book, especially Chapters 7, 8 and 9. TV films from BSE series, BSE 3, and Internet: Web site of the book and links Course planning example Monday Tuesday: Wednesday: Thursday: Friday: Morning: lecture on the landscape changes in the Baltic Sea region Afternoon: self study Reading: ES Chapter 7 TV excerpts: From TV films in the BSE series (landscape in BSE 1, wetlands in BSE 3) Morning: Lecture on biological changes, biodiversity; Afternoon: student group work on the landscape and biology in the region. Reading: ES Chapter 8 Morning: work in student teams with problems related to biology and biodiversity. Internet access! Afternoon: student groups make presentations of the result of the group work in the morning; discussions Morning Lecture: lecture on nutrient flows and eutrophication Afternoon: student group work Reading: ES Chapter 9 TV film: From BSE 3 Preparation for seminar Morning: Excursions to a site where, e.g., landscape change can be demonstrated. Afternoon: student groups seminars related to eutrophication

25 Teachers Guide for Baltic University Environmental Science 25 Week 4 Environmental impact 2 Atmosphere and air - Impact on atmosphere climate change - Impact on atmosphere ozone depletion - Impact on air pollution and acid rain - Impact on air radioactivity In the fourth week some of the most serious global environmental impacts are in the centre. Since the atmosphere is the same all over the globe the distribution of impacts. Since climate change is especially important it deserves a special study in this week. The topics are covered in chapters 10 and 11 in the textbook. Students may from this week start to work with the issues of quantitative environmental management, including modelling and prediction. The climate change may be the most well known case of environmental modelling and prediction, but it is rather complex. The distribution and impact of air pollution is easier to deal with and the concept of critical load introduces the understanding what would be a reasonable target for environmental management. Materials: Environmental Science book, especially Chapters 10 and 11. Internet: Web site of the book and links Course planning example Monday Morning: lecture on the atmosphere and atmospheric change, especially the enhanced greenhouse effect, fossil fuel and energy policies Afternoon: self study Reading: ES Chapter 10Internet site: UNFCC Tuesday: Wednesday: Thursday: Friday: Morning: Lecture on atmosphere and atmospheric change, ozone depletion Afternoon: work in student teams with problems related to climate change, energy and fossil fuel. Internet access! Reading: ES Chapter 10 Morning: student groups make presentations of the result of the group work in the morning; discussions Afternoon: Introducing air pollution and acidification; Reading: ES Chapter 11 Morning: Lecture on quantitative environmental management,that is monitoring, mapping, modelling management, with examples from air pollution. Reading: ES Chapter 11 Afternoon: Student group work on modelling Morning: Lecture on radioactivity Film on Chernobyl accident or equivalent; Discussion Afternoon: student presentations on previous group work