Environmental and Natural Resources Policy. ENR 4000 (3 credit hours), Spring Kottman Hall 103, Tue and Thur 8:00am-9:20am

Transcription

1 Environmental and Natural Resources Policy ENR 4000 (3 credit hours), Spring 2012 Kottman Hall 103, Tue and Thur 8:00am-9:20am Instructor: Joe Bonnell, ; 367 B Kottman Hall Office hours by appointment Teaching Team: Pranietha Mudliar, mudliar.1@osu.edu Office hours by appointment Two other class members: (with phone / ) Course Description Course Bulletin: Conceptual and historic development, implementation, and evaluation of environmental and natural resources policy. This class covers a very broad topic: environmental and natural resource (ENR) policy. We will first cover some basic concepts and review the history of conservation and environmentalism in the US from the late 19 th century to today. Then we ll quickly transition into an overview of public policy and how policy is made. We ll look at the many institutions and actors who make, implement, and influence environmental and natural resources policy and their roles in the policymaking process. In the latter weeks of class we ll focus on landmark US policies and explore what they tell us about how and why we institute policies to manage and regulate how we interact with our environment. Along the way, you ll learn about and apply various approaches to analyzing these policies. GE Expected Learning Outcomes This course fulfills GE category Social Science, subcategory Organizations and Polities, with the following expected outcomes: 1. Students understand the theories and methods of social scientific inquiry as they are applied to the study of organizations and polities. 2. Students understand the formation and durability of political, economic, and social organizing principles and their differences and similarities across contexts. 3. Students comprehend and assess the nature and values of organizations and polities and their importance in social problem solving and policy making.

2 Course Goals 1) Students will have knowledge of broad historic cultural trends in our national approach to environmental and natural resources management. 2) Students will have knowledge of landmark US ENR policies and key amendments to those policies. 3) Students will have an appreciation for the impacts of ENR policies on society, the environment, and their own lives 4) Students will have an understanding of the social and political forces that influence the policy-making process 5) Students will have a basic understanding of the role of government (three branches; local, state, federal) in making and implementing ENR policies Learning Objectives a. The successful student will be able to describe historical trends in the development of ENR policies. b. The successful student will be able to identify dominant cultural values associated with various "movements" in conservation, natural resource management, and environmental protection and the individuals and/or events that shaped those movements. a. The successful student will be able to name several landmark US ENR policies and identify major features and goals of those policies. b. The successful student will be able to distinguish various standard public policy tools utilized in landmark US ENR policies (e.g., regulations versus incentives). a. The successful student will be able to identify and apply a variety of criteria to evaluating environmental policies. b. The successful student will be able to articulate arguments for and against various ENR policies from a philosophical, economical, social, and environmental perspective. a. The successful student will be able to describe and outline the basic public policy making process. b. The successful student will be able to identify various forces that influence the policy-making process. c. The successful student will be able to articulate a variety of approaches utilized by interest groups to influence policymaking. d. The successful student will be able to articulate various roles that scientists and science-based information play in the policy-making process. e. The successful student will be able to articulate the forces that influence public opinion and how public opinion shapes environmental policy. a. The successful student will be able to describe and differentiate the respective powers of the executive, legislative, and judicial branches of government in relation to the development, implementation, and enforcement of ENR policy. b. The successful student will be able to identify the primary agencies charged with implementing federal and state ENR policies. c. The successful student will be able to formulate pros and cons of national versus state and local policy approaches to ENR management. d. The successful student will be able to give examples of public participation in environmental policy making and implementation and articulate pros and cons of public participation. Course Requirements 2

3 The Student: In order for the interactive learning environment to be successful, each student must accept responsibility for preparing for each class session by completing assigned readings and taking the time to reflect upon them. Assigned readings will be posted on the course Carmen website. An inclass quiz based on the readings and/or class discussions will be given for some class sessions. Students are expected to thoughtfully participate in class discussions. Each student's contribution is helpful to increase our understanding of topics. Discussions will occur in an atmosphere of mutual respect, where everyone can feel comfortable expressing his or her views. Every student will participate in a group writing assignment that will be explained in class. Each member of the group will evaluate the participation of the other group members. Working in teams and small groups is an essential part of most professional jobs today so how you interact with your peers is a good indication of how well you will adapt to a typical work environment. There will be one midterm exam plus a final exam. They will consist primarily of multiple choice and short essay questions designed to test understanding of the readings and class discussions. The Instructor and Teaching Team: My primary role as instructor is to facilitate your learning, not just about the topic, but also how to learn, how to communicate what you have learned, and how to apply what you have learned. I will also provide a structure for the course and a way to logically proceed through the diverse topics. I will prepare lectures, bring in guest speakers, and lead discussions to help clarify topics and draw out main ideas, and I will help students fit together concepts from a variety of readings and from each other's experiences. Outside of class, I will be happy to meet with you for office hours, by appointment. Feel free to contact me to set up a mutually agreeable time. As part of the instructional team, the Teaching Associate will have primary responsibility for facilitating online discussion groups and in-person recitations for those who prefer that format. Your TA will also lead some classroom sessions. The TA will be a first point of contact for students with questions. She will help with the grading, discussion management, logistical items, and other duties that arise. Course Texts There is one required text for this course: Kraft, M.E. (2011). Environmental Policy and Politics. (5 th ed.). Pearson Education, Inc. Other course readings and discussion forums will be posted on the Carmen course website. Grading Policies Course grades will be based on a student s point total. Points can be earned as follows: Maximum No. of Points Item 3

4 30 In-class quizzes (Four total with 1 free drop) 50 Participation in classroom discussion and online discussion forums 100 Midterm Exam (Feb. 7) 50 Group writing project 100 Final Exam (date to be announced) 330 Total possible Final grades will be assigned based on a student s point total. Letter grades correspond to the following minimum point percentages: B+ = 87% C+ = 77% D+ = 67% A = 93% B = 83% C = 73% D = 63% A- = 90 % B- = 80% C- = 70% D- = 60% A NOTE ABOUT IN-CLASS QUIZZES To check understanding of reading and encourage reading before the class session, and to foster participation in class, students will have opportunities to earn points from an in-class quiz on some days. Students are allowed to delete their lowest quiz score for the term, counting the remaining scores toward the final grade. Missed quizzes cannot be made up. If a student misses more than one quiz and has a prior excused absence for an academic obligation (such as a conference) or a documented family or health emergency, then the missed quiz(es) will not count for or against the course grade. EXAMS The two exams will be equally weighted. Each will cover approximately one half of the course material. In fairness to other students, and to the instructor, exams must be taken at the assigned time and date. However, in cases of documented emergencies (medical or family), we will work out an alternate arrangement if you notify me before the test is administered. LATE ASSIGNMENTS Late assignments will not be accepted without prior instructor approval. Availability of Accommodations If you have a documented disability, please register with the Office for Disability Services (ODS). After registration, make arrangements with me as soon as possible so that they can be implemented in a timely fashion. All discussions will remain confidential. If you have any questions about this process please contact ODS at (614) A Note on Academic Dishonesty: 4

5 In the university setting, academic dishonesty is one of the most serious offenses a student can commit. Often the student isn't aware of exactly what constitutes academic dishonesty. In addition to consulting the procedures created by the OSU Committee on Academic Misconduct, ( Here are some basic guidelines: 1. Cheating on an exam: Unless specifically allowed by the instructor, you may not look at someone else's work, allow someone else to look at your work, or refer to notes or other materials during the exam. 2. Plagiarism: You should be aware of what constitutes plagiarism, because it can have serious consequences. Plagiarism means using someone else's ideas or words (even in a short phrase) without indicating where you got them. If you use someone else's idea, in your own words, you must include a citation to indicate where you got the idea. If you use someone else's words, you must put quotes around them and include a citation to indicate where they came from. Plagiarism includes copying another student's paper or ideas. Course Outline (The schedule of topics is subject to change. Reading assignments will be posted on Carmen). Session Topics Learning Objectives (see table of course goals and objectives above) Session 1 Overview of course content and syllabus. (Jan 8) Session 2 (Jan10) Session 3 (Jan 15) Session 4 (Jan 17) Session 5 (Jan 22) Session 6 (Jan 24) Session 7 (Jan 29) Session 8 (Jan 31) Session 9 (Feb 5) Session 10 (Feb 7) Session 11 (Feb 12) Introductions. Introduction to environmental and natural resources policy (basic concepts). Carrot or stick? How does ENR policy affect our lives? History of conservation and the environmental movement and landmark policies. The policy making process: a model. Policy tools. Role of government and politics in policy making. Executive, legislative, judicial branches; federal, state, local governments. Governmental agencies (federal, state, local). Case examples of how agencies implement ENR policies. Pluralism and democracy: The role of special interest groups Role of non-governmental environmental organizations in policy-making. Revisiting policymaking process: External factors that influence the process. Guest speaker: Keith Dimoff (OEC). The role of public opinion and social movements. Who influences public opinion and how? How does public opinion influence policy-making? Public participation in policy making. Arnstein s levels of participation. Challenges associated with public participation. Critiques. Case study: Ecosystem management. The role of science and scientists. How knowledge shapes the policy-making process. 1.a., 1.b., 2.b. 1.a., 1.b., 2.a. 2.b., 4.a. 4.b., 5.a. 5.b., 5.c., 2.b. 4.b., 4.c. 4.b., 4.c. 4.b., 4.e. 5.d. 4.a., 4.b., 4.d. 5

6 Session 12 (Feb 14) Session 13 (Feb 19) Session 14 (Feb 21) Session 15 (Feb 26) Session 16 (Feb 28) Session 17 (Mar 5) Session 18 (Mar 7) Session 19 (Mar 19) Session 20 (Mar 21) Session 21 (Mar 26) Session 22 (Mar 28) Session 23 (Apr 2) Session 24 (Apr 4) Session 25 (Apr 9) Session 26 (Apr 11) Session 27 (Apr 16) Session 28 (Apr 18) Final Exam How do we evaluate the effectiveness of environmental policies? Tools for policy analysis (Part 1) Tools for policy analysis (Part 2). Risk analysis and risk perception. Mid-term exam Ethical and philosophical considerations. Anthropocentric and ecocentric perspectives on ENR policies. Environmental justice. Water policy (Part 1): NPDES (command and control) Water policy (Part 2): Nonpoint source pollution (voluntary and incentive-based). Case study: Grand Lake St Marys (agriculture, recreation, nutrients and harmful algal blooms). Water policy (Part 3): Watershed management: multiple strategies (stakeholder involvement; assessment and target-setting; voluntary measures; pollutant trading) Air policy (Part 1): Implementation of environmental policies (setting standards) Air policy (Part 2): Implementation of environmental policies (monitoring) Solid and hazardous waste: Role of private sector in waste management Endangered species act Energy policy (Part 1): The dilemma exploiting existing sources vs. exploring new sources. Impacts and payoffs of energy alternatives. Energy policy (Part 2): Shale gas. Shaping public opinion and influencing policy. Climate change: The role of science and politics in policy-making. International policy-making. Public land management policy (Part 1): Wilderness policy. Public land management policy (Part 2): Extractive use on public land (e.g., rangeland, mining, timber) Sustainable development. What is it and should government use environmental policy to promote it? Case study: Urban sprawl and regional land-use planning: Public good versus private property rights. 3.a., 3.b. 3.a., 3.b. 1.b., 3.a., 3.b. 2.a., 2.b., 5.b. 2.a., 2.b., 5.b., 5.c. 2.a., 2.b., 4.e., 5.d. 2.a., 2.b., 5.b. 2.a., 2.b., 4.b., 5.b. 2.a., 2.b., 3.b., 5.b. 2.a., 2.b., 3.a., 3.b., 5.b. 2.a., 2.b., 3.a., 3.b., 5.b., 5.c. 2.a., 2.b., 3.a., 3.b., 1.b., 4.b., 5.b. 2.a., 2.b., 4.b., 5.b. 2.a., 2.b., 3.a., 3.b., 4.b., 5.b. 5.c., 4.e., 3.a., 3.b. 6