Resources and Risks: Humans and the Physical Environment

15-30

Lecture only

Private four-year institution, primarily undergraduate

This course fulfills a general education requirement in the natural sciences and is primarily intended for non-science majors. Students are required to have completed one lab science class (general education or in any natural science discipline); as a result, the majority of students enrolled tend to be at the Sophomore or Junior level. Within the general education curriculum, this course is specifically intended to address quantitative reasoning and written communication skills.

This course draws upon the earth and environmental sciences to explore interactions between humans and the physical environment, with an emphasis on the natural and human forces that shape processes at the earth's surface. As part of this course, students critically evaluate:

• How the physical environment both supports and constrains human activity
• How these human activities, in turn, impact natural processes occurring at the earth's surface,and
• The potential hazards and risks associated with resource management practices

The course does not have an associated lab, however throughout the semester, class sessions are used for activities/short demonstrations on campus and computer-based activities (e.g., Google Earth). Students also engage in a variety of activities (e.g. role play, debate, jigsaws) to explore both the scientific and the social considerations behind resource management decisions.

Upon successful completion of this course, students will be able to:

• Explain the distribution of natural resources and evaluate environmental concerns related to their extraction, use, and disposal.
• Evaluate the potential impacts and risks associated with resource management practices
• Interpret quantitative information (tables, graphs, maps) and draw appropriate conclusions
• Critically evaluate news media accounts of resource conflicts and the probabilities and risks of environmental hazards.

One of the goals of this course is to help students develop skill in applying scientific information in support of land use/management decisions in their own communities. Nearly every class topic uses a case study or specific example as a launching point for discussion and analysis. Class sessions often include collaborative learning approaches (e.g., jigsaw, fishbowl, debate, role play). Students also use Google Earth and on-line databases to help relate class discussions to their home communities.

Unfortunately, there are no silver bullets when it comes to resource extraction. As citizens, we often need to make difficult decisions that strike a balance between our need for resources and the risks incurred by their extraction and use. One of the goals of this course is to provide students with a framework for critically evaluating the risks and benefits associated with different management options and to develop skill and confidence in using scientific information to support and defend their own conclusions.

Assessment takes a number of forms. The course has three mid-term and a final exam. Questions are largely short answer or short essay format. As the semester progresses, questions increasingly require students to apply concepts to real world/hypothetical situations and to integrate concepts from previous units. Students submit responses (typically 1.5-2 pages) to readings based on resource issues, case studies, or contemporary events. Prompts become increasingly complex and application based as the semester progresses. Students also prepare two case studies based on issues that they have some personal connection to (e.g., an issue facing their home community, that impacts a family member, or that is of particular concern to them). Students also choose one popular press book from a list of options and critically evaluate the underlying management issues and risks as well as the author's perspective on these issues using the frameworks developed in class.

Introduction to Environmental Geology (4th Ed.) by Edward Keller, Pearson Prentice-Hall, 2008, 661 p.
Additional readings are drawn from news sources, case studies, and scientific writings pitched at an appropriate level. These readings change depending upon current events.

Students also choose one popular press book from a list of options and critically evaluate the underlying management issues and risks as well as the author's perspective on these issues. The book titles vary to reflect issues in the news and the interest/background of the students.