ENR Society and Natural Resources (3 credits) The Ohio State University School of Environment and Natural Resources Spring 2014

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1 ENR Society and Natural Resources (3 credits) The Ohio State University School of Environment and Natural Resources Spring 2014 Instructor TA s Lecture Ajay Singh Lauren Bates T-R 11:10-12:30 KH 333A Sarah Fries Kottman Hall Rm103 Societynaturalresources@gmail.com Office hours: T-R 12:30-1:30 p.m. in Kottman 333A ENR 2300 draws on theories and concepts from the social sciences to examine how human societies interact with ecosystems and environmental resources. The course is organized around three main theoretical approaches, which are applied to examine three particular environmental challenges 1) structural functionalism and management of the spotted owl, 2) conflict and social dilemmas applied to ocean fishing, and 3) symbolic interactionism in the reintroduction of the gray wolf to Yellowstone National Park. The main concepts of each theoretical approach are introduced and then applied to examine human dimensions that influence how we understand and work to resolve such environmental challenges. As a General Education (GE) course, ENR 2300 fulfills the requirements for the Social Sciences: Human, Natural, and Economic Resources. GE Social Science are designed to develop student understanding of the systematic study of human behavior and cognition; the structure of human societies, cultures, and institutions; and the processes by which individuals, groups, and societies interact, communicate, and use human, natural, and economic resources. Human, Natural, and Economic Resources Expected Learning Outcomes: Students understand the theories and methods of social scientific inquiry as they apply to the study of the use and distribution of human, natural, and economic resources and decisions and policies concerning such resources. Students understand the political, economic, and social trade-offs reflected in individual decisions and societal policymaking and enforcement and their similarities and differences across contexts. Students comprehend and assess the physical, social, economic, and political sustainability of individual and societal decisions with respect to resource use. Course objectives At the conclusion of this course, students will be able to: Describe key concepts and variables of three theories of social scientific inquiry structural functionalism, social dilemmas, and symbolic interactionism Apply concepts from these theories to understand the complexity of coupled human and natural systems and potential policy and management responses to environmental challenges ENR 2300 Page 1 of 9

2 Identify and explain the multiple factors and processes that influence the behaviors and decisions of individuals, society, and organizations Examine the psychological and social factors that influence their own perspectives on today s environmental challenges and potential responses Course format and expectations Class sessions will consist of two weekly class sessions. These sessions will include a variety of instructional strategies including participatory lectures, discussions, and small group activities. Students are expected to attend class sessions prepared (defined as having read and reflected upon readings and course content PRIOR to the class session for which they are assigned) and actively participate in classroom activities. Class sessions will frequently involve the use of clickers and all students are required to bring their own clicker to class (clickers can be purchased from the OSU Bookstore or through an online retailer) Due to problems experienced previously, clicker apps for smartphones will not be allowed. Starting on 1/16/14, students should bring their clickers to class every day. All students must register their clicker following the instructions provided on the course home page on Carmen prior to 1/16/14. Students who fail to do so will lose points for the subsequent in-class activities. Readings There is no textbook for this course. Required readings for this course are listed in the schedule and posted on the course Carmen website. Readings are to be completed prior to the class period for which they are assigned. Grading A total of 1000 points are possible for this course. Grades are based on total points earned by each student. Grade ranges are based on the following breakdown. A 93% C+ 77% A- 90% C 73% B+ 87% C- 70% B 83% D+ 67% B- 80% D 60% E < 60% Grading Policy Grades will be assessed by one member of the Instruction Team. If a student believes the grade given does not reflect the quality of the work submitted the student can appeal the grade. To appeal the grade the student will submit a written explanation to the Instruction Team within 7 days of the posting of the grade identifying the assignment and detailing reasons why the assignment should be re-assessed. Appeals will be rejected if the student does not provide sufficient reasons why an assignment should be re-assessed. If approved the appeal is submitted a different instruction team member will assess the assignment. An average of the two grades will be the final grade. If the difference between the grades is larger than 15% a third member of the instruction team will assess the grade. The highest two of the three grades will be averaged to calculate the final grade for that assignment. ENR 2300 Page 2 of 9

3 Assessment tasks Grades will be based on performance on the following activities: Attendance and Participation (50 points; 5%) Your knowledge and experiences are key to this class being successful. Your attendance at lectures is required. You are also expected to be an active participant in class and Carmen activities. Regular attendance is necessary, but is not sufficient on its own. Participation will be recorded throughout the semester and counted towards the course grade. Beginning in week 3, we will use a variety of in-class activities to encourage and assess participation, often through the use of clickers (described above). Students will earn credit for those activities they participate and must be in class on the given days to earn credit. One unexcused absence is permitted; each additional unexcused absence will result in a loss of participation points. To receive an excused absence, students must contact the instruction team at least 12 hours prior to the class session they will miss. Absences due to illness will require a letter or from a physician or physician s assistant. Quizzes (50 points; 5%) Throughout the term, unannounced quizzes will be given in class to assess student learning. Quizzes will be brief and require the use of clickers. Quizzes will be based on prior lectures and readings to date (including the readings assigned for that day). Carmen Discussion and Assignments (150 points: 50 points x 3 assignments; 15%) Throughout the semester, students are expected to post to their assigned discussion board regarding the topic for that week. In week 2, each student will be assigned to a team (team assignments will be announced in class and posted on Carmen). Separate discussion sections will be created for each team on Carmen and students will post a minimum of one original response and comment on at least two posts of classmates for each topic. The purpose of the online discussion is to create a collaborative learning experience. The Instruction Team will assess comments and posts for relevance to course material, spelling and grammar, and are expected to follow the guidelines for course conduct described below. Original discussion posts are due on Tuesday and follow-up comments to your group members are due on Thursday or as assigned in the syllabus and the assignment description. All postings are due before class on the days noted in the course schedule. Grades will be assessed for each post and averaged to determine the grade for each assignment (see assignment descriptions for detailed grading information). There will be a team assignment for each case study (Spotted owl, open ocean fishing, wolf reintroduction). Students will be required to participate in the development of team assignments and follow the instructions on the assignment description. Team evaluations will be required after each case study to assess student participation. A team grade will be assessed for the Spotted Owl and Fishing case studies. See assignment descriptions for detailed information on how grades will be assessed. Exams (750 points or 75%; Exams 1 and 2: 200 points x 2 exams = 400 points; Final exam = 350 points) The course will include three exams. The first two will be completed at the conclusion of our first two case studies. The final exam will cover material from case study three as well as that from the previous sections. Exams will include true / false, matching, multiple choice, and short answer questions. They will be completed in class as noted in the course schedule. ENR 2300 Page 3 of 9

4 Course Conduct While class sessions will involve an active and enthusiastic exchange of ideas, participants are expected to demonstrate respect for one another at all times. Disrespectful comments, interactions or behavior towards classmates or the instruction team will not be tolerated and may result in a loss of points or other academic penalties. If disrespectful or disruptive behavior is not corrected the student will be asked to leave the class or removed from the course. Students should demonstrate behavior that is acceptable in the professional workplace. While not an exclusive list, the following behaviors are expected: Attend class on time and remain the entire period. Come prepared and participate in class discussion and activities. Strive to build constructive relations with other students and the instructor/ta s. Avoid disruptive actions such as coming to class late, reading unrelated material, surfing the web, browsing unrelated material, reading newspapers in class, sending or receiving text messages, or responding to peers in a disrespectful manner in class or on discussion boards. Demonstrate respect for the instructor and your classmates by turning cell phones OFF. Reading and/or responding to text messages are NOT appropriate behaviors during class. Laptop computers may NOT be used during class as they commonly result in a distraction to the user and nearby students. DO bring a notebook and pencil/pen to take notes. We will discuss this in greater depth during our first class session. Academic Integrity Academic integrity is essential to maintaining an environment that fosters excellence in teaching, research, and other educational and scholarly activities. Thus, The Ohio State University and the Committee on Academic Misconduct (COAM) expect that all students have read and understand the University s Code of Student Conduct, and that all students will complete all academic and scholarly assignments with fairness and honesty. Students must recognize that failure to follow the rules and guidelines established in the University s Code of Student Conduct may constitute Academic Misconduct ( Academic misconduct will not be tolerated. Students are expected to be honest and ethical in their academic work. Academic misconduct is defined as an intentional act of deception in one of the following areas: cheating: use or attempted use of unauthorized materials, information, or study aids; fabrication: falsification or invention of any information; assisting: helping another commit an act of academic dishonesty; tampering: altering or interfering with evaluation instruments and documents; or plagiarism: representing the words or ideas of another person as one's own. You must write in your own words. Cutting and pasting blocks of text from sources is plagiarism. You may quote from source material, but the quote must be brief (i.e., less than a couple of sentences), enclosed within quotation marks, and cited in the text and reference section in APA format. Ask in advance if you are uncertain regarding the appropriate use of material from other sources. Penalty for academic dishonesty may result in an F grade for the course and additional University disciplinary action. ENR 2300 Page 4 of 9

5 Students with Disabilities Accommodations will be made for university-approved learning or other disabilities. Students are required to register with the Office of Disability Services (ODI) in order to qualify for special accommodations. Notify the instructor during the first two weeks of the semester to discuss appropriate accommodations. Students who do not notify the instructor within the first two weeks of the semester AND register with ODI will not be given special accommodations. See university policies for more information. ENR 2300 Page 5 of 9

6 Course Schedule (Subject to change) Date Topic Readings/Assignments 1/7 Course Introduction Course overview, organization, lectures Liu et al. (2007; recommended) What is human society and how do human societies interact with ecosystems and natural resources? What are the social sciences? Individual, Community, Polity What do humans have to do with environmental conservation? Coupled human and natural systems 1/9 Wicked problems-science and values in environmental decision-making Understanding society Paradigms used in this class Structural-functional, Process, and Social construction Mascia, M. et al. (2003) Allen and Gould (1986) Wallace and Wolf (1999) Rittel and Webber (1973; optional) 1/14 Case study 1: Spotted owls and old growth (Structural Functionalism) Introduction to case and theoretical approach Structural-Functional Human-Ecosystem Models Social worlds & the natural world Economy (Adaptation), Community (social Integration), Culture (Pattern maintenance), Polity (Goal attainment) 1/16 Video Bill Moyers, The Politics of Trees Watch and Debrief video Lewis (1994) pp. 3-5 Carmen discussion board introduction post due by 1/14 at 11:59 p.m. Lewis (1994)-Community, pp /21 Community - Social integration Social conventions, social norms Justice, law, and the judicial role Complicating factors human and natural systems 1/23 Culture Pattern maintenance Cognitive Hierarchy Value orientations (Biocentric Anthropocentric) Natural Resource Philosophies (Utilitarian, Conservation, Preservation) Brown (1995) Heywood (1996) due Lewis (1994) Vaske and Donnelly (1999) Culhane (1981) ENR 2300 Page 5 of 9

7 1/28 Economy Adaptation Markets & Commodities $ values (tangibles) Goods public, private Non-commodities (public goods) no $ values (intangibles) 1/30 Polity Goal attainment Public powers federal, state Federal/state property Eras of public ownership 2/4 Economy and Polity Property Takings, regulatory takings Property rights and responsibilities 2/6 EXAM I Covering all material from Course Introduction and Case Study 1 (through 2/4) Lewis (1994) Lehman (1995) Cortner & Moote (1999) Carruthers and Ariovich (2004) Please bring scantron and #2 pencil 2/9 Position papers due on Carmen at 11:59 p.m. 2/11 Case study 2: Ocean fishing and Social Dilemmas Introduction to case and theoretical approach Prisoner s Dilemma Tragedy of the Commons What is the tragedy? Hardin, G Anderies and Janssen (2013) pp /13 Video Empty Oceans, Empty Nets (Video for case study 2) Watch and Debrief video Post management decision 2/18 Tragedy / Drama of the Commons Property regimes (Private, State, Common, Open Access) Komorita & Parks (1996) Post Management Decision 2/20 Social dilemmas-characteristics The games people play Self interests, Collective interests, Interdependence Anderies and Janssen (2013) pp Post management decision ENR 2300 Page 6 of 9

8 2/25 What is the role of government? Anderies and Janssen (2013) pp 3-23, Post management decision 2/27 What makes social dilemmas so challenging? Avoiding the rush to ruin Managing social dilemmas Technical solutions Structural solutions Behavioral solutions Anderies and Janssen (2013) pp Heberlein (1974) due Post management decision 3/4 Wrap up Case Study 2: Ocean fishing today Application of Social Dilemmas approach to current issues Walsh (2010) Time Magazine Walsh (2011) Time Magazine 3/6 EXAM II Covering all material from case study 2 (3/4/2014) Please bring scantron and #2 pencil 3/10-3/14 SPRING BREAK 3/18 Case study 3: Reintroduction of the wolf and symbolic interaction Introduction to case and theoretical approach Symbolic Interaction reality, social objects, symbols NO CLASSES Charon (1992) pp /20 Video National Geographic Return of the Wolf Watch and Debrief video 3/25 Symbolic interaction and Social construction of nature Symbolic Interaction application to restoration of wolves 3/27 Deconstructing the conflict How is reality socially constructed? Sociology of everyday life M. A. Wilson (1997) pp due 4/1 Amenity development and changing character of rural landscapes Krannich and Petrzelka (2006) 4/3 Social constructions of nature Frames, claims, and groups Nisbet, M. (2009) pp Carmen discussion response to classmates due ENR 2300 Page 7 of 9

9 4/8 Update on the wolf current status, continuing conflict Chadwick, D Wolf Wars. 4/10 Social science and wolf management Bruskotter, J. et al due 4/15 Wrap up case study 3 Symbolism in other environmental challenges 4/17 Human dimensions of the environment Kennedy and Thomas (1995) pp Carmen discussion board postings/comments due 4/29 FINAL EXAM Please bring scantron and #2 pencil Final exam is cumulative with emphasis on material from the third case study See final exam schedule for times ENR 2300 Page 8 of 9

SYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017

College of Food, Agricultural, and Environmental Science School of Environment and Natural Resources SYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017 Course overview Instructor