RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE. ENVI-102: Environmental Science and Sustainability

Transcription

1 I. Basic Course Information RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE ENVI-102: Environmental Science and Sustainability A. Course Number and Title: ENVI-102: Environmental Science and Sustainability B. New or Modified Course: New Course C. Date of Proposal: Semester: Spring Year: 2014 D. Sponsoring Department: Science & Engineering E. Semester Credit Hours: 4 F. Weekly Contact Hours: 6 Lecture: 3 Laboratory: 3 G. Prerequisites/Corequisites: None H. Laboratory Fees: Yes I. Name and Telephone Number or Address of Department Chair: Margaret Czerw [email protected] II. Catalog Description Prerequisites or Corequisite: None This is an interdisciplinary lecture and laboratory course that uses a scientific approach to analyze the biophysical, social, political, and economic causes and consequences of environmental problems. Students will also be encouraged to explore how these concepts and issues relate to their own lives, from both global and local perspectives. Students will study existing solutions and develop concepts and designs for their own potential solutions to common environmental problems documented on campus, at home, or in the surrounding community. Students will gain hands-on experience and build skills in environmental science and research through field work, group projects inside and outside the classroom, and service learning opportunities. The course will use campus sustainability as an overarching framework to introduce students to the theory and practice of environmental science. Students cannot receive credit for both ENVI 101 and ENVI 102. III. Statement of Course Need This course is a comprehensive introduction to understanding the environment and the effects of human activities on it. In the general absence of basic environmental curricula in the public education system, this is the first course that many students are taking on OAA/je 1 7/8/2014

2 this subject. By focusing on basic aspects of human life (e.g., food, energy, air, water, etc.), the course is likely to be relevant and meaningful both to students engaged in formal environmental programs of study, as well as the general student body. The course introduces environmental issues in the context of the various scientific, political, economic, cultural and philosophical dimensions in which these issues are embedded in the real world. From this vantage, students are not only likely to get a better sense of the complexity of these issues, but of the various causes and consequences that need to be addressed in order to devise solutions to them. Through the laboratory portion of the course, students will employ a scientific approach to understand and address environmental, social and economic aspects of sustainability in places and landscapes familiar to them, including the RVCC campus, their own homes, and the surrounding community. Students will develop basic skills in data collection and analysis by measuring indicators of environmental, social and economic health This will enable students to understand and apply methodologies related to documenting environmental issues; these types of skills are transferrable to a wide range of fields and professional endeavors. This laboratory will introduce students to the practice of sustainability, including identifying and analyzing suitable indicators of environmental and societal health, exploring existing best practices and developing conceptual frameworks and designs for solutions. IV. Place of Course in College Curriculum A. Free Elective B. This is an introductory laboratory course required for both the Environmental Science A.S. and for the Liberal Arts (Environmental Studies Option) A.A. C. This course is designed to transfer as a laboratory course in environmental science and/or sustainability; for New Jersey schools go to the NJ Transfer website, For all other colleges and universities go their individual websites. V. Outline of Course Content A. Introduction to Environmental Science a. Defining Environment b. Relation to Physical and Biological Sciences c. Relation to Social Sciences and Humanities d. Science vs. Other Ways of Knowing e. Campus Sustainability as a Framework for Environmental Science Theory and Practice B. Air Pollution a. Air Quality and Atmospheric Science b. History of Air Pollution and Regulation c. Major Categories of Air Pollutants 1. Leaded Gasoline 2. CFC s and the Ozone Layer OAA/je 2 7/8/2014

3 C. Water Pollution a. The Water Cycle and Fresh Water Scarcity b. Major Categories and Causes of Water Pollutants c. Case Studies 1. Surface and Ground Water Quality in U.S. 2. Ocean Pollution 3. Tap Water vs. Bottled Water d. Other Water Issues 1. Droughts and Water Scarcity 2. Floods 3. Dams and Water Diversion D. Waste and Recycling a. Human Waste and Natural Systems b. Solid Waste Management c. Where Your Garbage Goes 1. Garbage Barges and Landfills 2. Recycling 3. Incineration 1. Paper vs. Plastic Bags 2. Life Cycle Analysis 3. Marine Plastic Debris E. Toxic Waste, Toxins and Toxicity a. Types of Toxins b. Determining Toxicity c. Hazardous Waste Management 1. E-Waste 2. Love Canal and Bhopal 3. Household Products and Consumer Safety F. The Built Environment a. Shelter, Architecture and the Environment b. Conventional vs. Sustainable Building Materials and Methods c. Case Studies 1. Vinyl Siding and PVC 2. Old Growth Redwoods and Deforestation 3. Pressure-Treated Wood 4. LEED and Forest Product Certification Systems G. Agriculture and Food a. Traditional Agriculture b. The Green Revolution and Industrial Agriculture c. Organic Agriculture and Other Alternatives 1. Pesticides in Your Food 2. USDA Organic Standards and Product Labeling H. Transportation OAA/je 3 7/8/2014

4 a. Physics and History of Transportation b. Fuel Efficiency Standards and Regulations c. Public Transportation and Other Alternatives 1. Electric Cars 2. Great American Trolley Car Scandal I. Climate Change and Alternative Energies a. Global Warming: Science and Politics b. Alternative Energies and Energy Conservation c. Case Studies 1. Light Pollution 2. Conservation Power Plants 3. Incandescent vs. Compact Fluorescent Lighting J. Campus Sustainability Framework a. Assessment Methodologies b. Use of Indicators c. Data Collection, Management, Analysis d. Stakeholder Consultation and Engagement e. Outreach and Communication K. Environmental Aspects of Sustainability a. Water Consumption and Stormwater Management b. Energy Usage, Transportation, and Greenhouse Gas Emissions c. Building Design and Materials d. Purchasing and Product Use e. Solid Waste Management and Recycling f. Landscaping and Green Space Management L. Social Aspects of Sustainability a. Healthy Lifestyles and Access to Health Services b. Diversity c. Student Engagement d. Volunteerism e. Education Curriculum Pertaining to Sustainability f. RVCC policies and Institutional Support for Sustainability M. Economic Aspects of Sustainability a. Student Finances, Tuition, Financial Assistance b. Financing for Campus Sustainability c. Participation in Local Economy d. Environmentally and Socially Responsible Investing N. Group Projects a. Stakeholder Consultation b. Data Collection and Analysis c. Development of Solutions and Recommendations d. Synthesis and Presentation O. Examination of Best Practices a. Guest Lectures b. Field Trips to Campus and Local Facilities OAA/je 4 7/8/2014

5 c. Service learning option VI. Educational Goals and Learning Outcomes A. Educational Goals Students will: 1. Understand general concepts and principles of environmental science and use them to identify, analyze and interpret important environmental problems in New Jersey and around the world in terms of their causes, consequences and solutions (GE-NJ 1, 3) 2. Evaluate different perspectives, opinions and statements about environmental issues in terms of their logic, content, scientific merit and biases, and formulate their own opinions based on information gathered in class (GE-NJ 3, 5) 3. Identify, analyze and assess ethical issues and situations related to the effects of human activities on the environment (GE-NJ ER) 4. Learn major historical changes in the effects of human activities on the environment, environmental awareness, laws and regulations, and the significance of the environment in understanding the causes and outcomes of major events in human history (GE-NJ 7) 5. Design and conduct environmental research or service projects that reflect critical and creative thought and effectively use the scientific method of inquiry to acquire scientific knowledge (GE-NJ 1, 3) 6. Communicate (orally and in writing) results and products from environmental science research and projects with others in a clear, logical manner (GE-NJ 1) 7. Use computer technology to organize, analyze, and prepare data for presentation (GE-NJ 4) 8. Determine when information is needed and be able to locate, evaluate, and use information. (GE-NJ IL) A. Learning Outcomes The student will be able to: 1. explain general concepts and principles in environmental science and their relationship to understanding and addressing local and global environmental problems 2. explain the complexity of environmental issues in their real-world context, including their various economic, political, cultural and philosophical dimensions 3. explain the concept of sustainability and the importance of considering environmental, social and economic issues in order to arrive at long term solutions to environmental and other problems 4. analyze and evaluate the behavior of individuals and institutions in terms of their intentions and consequences for the environment and society 5. analyze and evaluate solutions offered to address environmental problems 6. use existing library databases and collections, computers, stakeholder consultations, and other resources to work with peers in conducting research and presenting research results on a self-identified aspect of sustainability OAA/je 5 7/8/2014

6 7. with group members and input from peers, discuss research challenges and critically evaluate preliminary research results to make adjustments to methodologies or project objectives in order to ensure adequate results and application to identified sustainability issue 8. prepare written reports and/or poster presentations of environmental and sustainability research in a technical format 9. apply scientific concepts and theories to identification of research questions and methodologies and interpretation of results VII. Modes of Teaching and Learning Given the goals and outcomes described above, the following may be used in the course: A. lecture/discussion B. small group work C. guest speakers D. student independent research using qualitative and quantitative methodologies E. laboratory and field exercises F. field trips G. student oral presentations H. student collaboration I. experiential learning J. service learning VIII. Papers, Examinations, and other Assessment Instruments Assessment methods include: A. examinations B. laboratory reports C. presentations D. homework exercises E. self and peer evaluations F. required: research papers in which students take an ethical position on the effects of human activities on the environment (ER), identifying appropriate resources and using information effectively (IL) IX. Grade Determinants The following may include/may be required to determine the final grade: A. midterm and final examination B. research project deliverables and research paper (required) C. presentations D. service learning and reflection E. laboratory reports F. homework exercises G. self and peer evaluations OAA/je 6 7/8/2014

7 X. Texts and Materials The following types of course materials may be used: A. articles from scientific journals and periodicals B. technical reports from colleges, universities, trade associations, governmental agencies, and non-governmental organizations C. textbooks D. custom-made laboratory exercises E. books and book reviews F. films and documentaries G. internet databases H. library article databases I. laboratory equipment J. datasets on pertinent aspects of campus operations (Please Note: The course outline is intended only as a guide to course content and resources. Do not purchase textbooks based on this outline. The RVCC Bookstore is the sole resource for the most up-to-date information about textbooks). XI. Resources A. RVCC van and/or bus rental B. library databases and other library resources C. natural areas and built infrastructure on campus, at home, and in the surrounding community D. RVCC science laboratories, greenhouse and related supplies E. environmental monitoring equipment F. computers with Excel, ArcMAP (GIS), and SAS-JMP statistical software G. field guides, literature, films and documentaries from RVCC Library and Science and Engineering department OAA/je 7 7/8/2014