Human populationINSTRUCTOR : Dr. Patricia Muir, Professor of Botany & Plant Pathology and Director, Environmental Sciences Undergraduate Program, Oregon State University
OFFICE: 1096 Cordley Hall
OFFICE PHONE: 737-1745
E-MAIL ADDRESS: muirp@science.oregonstate.edu (Click on the highlighted version to send me e-mail)
OFFICE HOURS AND OTHER WAYS TO COMMUNICATE :
I encourage you to contact me with questions or comments at virtually any time. I can be reached at the addresses and number given above. Please read the section on means of communication by clicking on "communicate," above. This includes information on how to use the Discussion Board for BI301, which will be a way for us to have "virtual discussions."
TEACHING ASSISTANT: (To be announced -- click on "Instructor" for information)
Click INDEX to jump to the master index for the course web site, that simply lists links for items of interest, without including lots of descriptive words.
COURSE DESCRIPTION:
This is a Baccalaureate Core Synthesis course in the Contemporary Global Issues category. Contemporary Global Issues courses must:
---Emphasize elements of critical thinking;
---Focus, from a historical perspective, on the origin and nature
of critical issues and problems that have global significance;
---Emphasize the interdependence of the global community;
---Use a multidisciplinary approach and be suitable for students
from diverse fields; and
---Include written composition.
In this Synthesis Course, we will examine selected human impacts on ecosystems in depth, including management of agricultural and forest resources, altered air quality, and changes in global climate. . I selected these topics because each has: (1) global causes and implications, (2) complex scientific, social and ethical underpinnings, and (3) consequences for the natural world as well as for human societies. Further, there aren't single "right answers" to questions about causes or severity of, or solutions to, these problems. This requires that you learn to evaluate data, sources for those data, and policy options to reach your own conclusions regarding the issues we discuss. The history of, causes, approaches to investigating, and potential solutions for each issue will be discussed from scientific, social and ethical perspectives. For each environmental problem, we examine how human activities are transmitted through linkages among air, land, water, and the biota. Our discussion will not focus on effects on human health (except in that human health is linked closely to the healthy functioning of ecosystems). While we do discuss some legislative and regulatory approaches to solving the problems, these are not a primary focus of the course.
OVERALL COURSE OUTCOMES:
You will be able to:
(1) Demonstrate in writing your appreciation of the concept that
the effects of human activities are transmitted through linkages
among air, land, water, and the biota, such that the consequences
of human activities are often wide-reaching and difficult to predict.
(2) Explain relationships of selected environmental problems to
social, economic, political, and ethical issues, at scales ranging
from local to global.
(3) Make predictions about the probable future of human populations
in various nations based on the demographic parameters that currently
apply to them.
(4) Explain the scientific underpinnings of debates about conventional
versus organic agriculture, stratospheric ozone depletion, global
climate change, and management of forests in the Pacific Northwestern
U.S. You will be able to discuss the causes, impacts, and potential
solutions for each of these issues or problems.
(5) Describe the strengths and weaknesses of observational, experimental,
and modeling approaches for studying human impacts on ecosystems.
You will demonstrate in writing that your understanding of these
methods has fostered an inquiry approach to problem solving that
can be generalized to problems beyond those addressed in this
course.
(6) Demonstrate in writing your ability to think critically about
environmental issues as you evaluate the truth of statements from
the media and other sources about the topics we discuss in class.
(7) Distinguish between the roles of scientific information and social values in environmental decision making.
COURSE APPROACH:
Because enrollment in this course is fairly large, most class meetings will be lecture format. However, I welcome (and encourage) you to participate by asking questions during lecture. Discussion should be an important part of this course, since many of the topics that we address are complex and controversial. Unfortunately, such discussion is nearly impossible in lecture, owing to our size. I hope we will be able to conduct discussions in spite of our size, through use of the Discussion Board feature in Blackboard. Click on "communication " for more information about these "virtual" discussions.
My lectures provide you with both basic concepts and a large number of numerical "facts." I am most interested in your mastering the concepts, and I view the factual material as necessary documentation. Ten or twenty (or even two!) years from now, I hope that you will remember the concepts, and that you will know where to go to look up the facts. My exams reflect that philosophy, in that they focus on mastery of concepts (including application of concepts to new situations) rather than regurgitation of facts.
TEXT:
In an effort to reduce paper use -- and save you money! -- all of the required readings are posted in the Course Documents section of the Blackboard site for this course. A calendar for reading assignments is given below.
Click on "course topics" above to see a detailed list of topics that we'll cover this term, along with links to notes on each topic.
STUDY GUIDES AND SUPPLEMENTARY READINGS:
I have created a study guide and a list of supplementary readings for each unit of the course. The web version of the study guides contains links to portions of the web notes where each topic is first, or primarily, discussed -- this is a great help when you are preparing for exams or quizzes! The readings, largely from the primary literature, are strictly optional, and expand upon what is covered in lecture and the readings packet. You can look at the study questions and list of supplementary readings for each unit by clicking on the study guide of interest below:
Human population
Agricultural issues
Air quality issues
Global climate change
Stratospheric ozone depletion
Biodiversity and forestry issues.
COURSE SCHEDULE:
NOTE: This schedule is subject to change, as some topics may take more (or less) time than I have allotted. I will notify you if changes are necessary.
You can see which sections of the web notes were covered (actually covered, not just planned for coverage) on a given date in class by clicking calendar here. This will allow you to get information covered in lecture (and more than that, actually), should you need to miss class for some (good) reason.
You may jump to notes by clicking on the highlighted topics, below.
Week: Dates: Topic(s)
1: 1/4 - 1/8
2-5: 1/11-2/5 (No class Monday 1/18 -- MLK Day)
6: 2/8 - 2/12
6: 2/12 -- Midterm
7 - 8: 2/15 - 2/26
9: 3/1- 3/5
10: 3/8 - 3/12
Final Exam— Tuesday March 16, 2:00 p.m., in the usual classroom
READING ASSIGNMENTS:
Many of the reading assignments include material that will not be covered in lecture, and most of the lectures contain much material that is not covered in readings. This allows me to broaden your foundation in the subjects far more than I could if we only had our three hours per week. Further, the subjects that we discuss are controversial, and it is useful for you to be presented with a diversity of approaches to the subjects. I do not spend much time in lecture discussing readings, but I am happy to answer questions on them, either in or out of class. One small writing assignment is based on readings; quizzes and exams focus on material covered in lecture, but major concepts from the reading are also fair game.
Week: Dates: Assignment(s)
All assigned readings are available in the Course Documents section of the Blackboard site.
1: 1/4 - 1/8 (Note that this looks like a lot for one week, but they can be spread over the first couple of weeks -- many are general context.)
"Green Destiny: Universities Leading the Way to a Sustainable Future"
"Science and Environmental Policy: Making them Compatible"
"The Tragedy of the Commons"
"Human Domination of Earth's Ecosystems" (Note: 25 word summary of this due on Wed. Jan 14; see section on "Grading," below; more information will be given in class.)
"Transitions in World Population"
"Population Policy Options in the Developing World"
2-5: 1/11 - 2/5 (I'll give guidance in class on how to distribute these across these weeks)
"Feeding Nine Billion"
"Forecasting Agriculturally Driven Global Environmental Change"
"Environmental, Energetic, and Economic Comparisons of Organic and Conventional Farming Systems"
"Crop Scientists Seek a New Revolution"
"Can Crop Transgenes be Kept on a Leash?"
"Genetically Engineered Organisms and the Environment" (Just read the Executive Summary)
"Should Cows Chew Cheatgrass on Commonlands?"
"Can Cows and Conservation Mix?"
6: 2/8 - 2/12
Nothing assigned (midterm this week) -- you could jump ahead to next week's if you feel the urge....
7 - 8: 2/15 - 2/26
"Modern Global Climate Change"
"Recent Climate Change Compared to Predictions"
9 - 10: 3/1-3/12
"Global Warming is Changing the World"
"The Challenge of Long-term Climate Change"
"Climate Change: the Political Situation"
"IPCC 2007 - Physical Science Basis: Summary for Policy Makers" [Only for those interested in more details than I offer in class...]
"New Forestry Principles from Ecosystem Analysis of Pacific Northwest Forests"
Quizzes (in-class, 10-minute) will be given in class on Fridays of weeks 2, 4, 5, 7 and 8. We will drop the score from your lowest quiz, so each of the four retained quizzes will total 8% of your grade, and these quizzes will, collectively, constitute 32% of your final grade.
Exams: There will be one midterm on Friday, Feb. 12 and a final exam on Tuesday March 16 at 2:00 p.m. Last year's exams and keys to them are available via the highlighted links (above). The sample exams contain links to portions of the web notes where topics are first, or primarily, discussed. Be forewarned, however, that course content and exam format change from year to year, so use old exams only to indicate the types of questions to anticipate.
Informal writing assignments:
Resource use reduction project: To be described in class, but basically this asks you to keep track of reductions in your use of selected resources over the week of Jan. 17 - 23. You will turn in a table in which you catalog your use on Monday January 25.
"Participation:" The participation (or "Communication") score simply requires that you communicate at least once with me or our TA or the class. You can do this by e-mail to the TA or me, by talking with one of us on the telephone or in person, or by posting a comment to the Discussion Board.
Outside event: Attend one event (lecture, discussion, field trip) related to class topics and turn in one paragraph describing it (I'll announce relevant possibilities over the BlackBoard site or by email in case you don't hear of things in another way). Due anytime before the beginning of finals week.
Policy on late work: late work will not be accepted unless you have made arrangements with me in advance of the due date.
-Statement Regarding Students with Disabilities
"Accommodations are collaborative efforts between students,
faculty and Services for Students with Disabilities (SSD). Students
with accommodations approved through SSD are responsible for contacting
the faculty member in charge of the course prior to or during
the first week of the term to discuss accommodations. Students
who believe they are eligible for accommodations but who have
not yet obtained approval through SSD should contact SSD immediately
at 737-4098."
-Link to Statement of Expectations for Student Conduct (i.e.,
policies on cheating)
http://oregonstate.edu/admin/stucon/achon.htm
Click on the "CONTENTS" box at the bottom of the page to return to the master directory for the BI301 home page. For general information on moving within and among these pages, click "Navigate," here.
This page is maintained by Patricia Muir at Oregon State University. Address questions or comments to me here: muirp@science.oregonstate.edu. Page last updated Oct. 14, 2009.
