Class Schedules

Minnesota, the land of 10,000 lakes, is also home to numerous streams and rivers. In this course we will examine the nature of these aquatic ecosystems; exploring their ecology, geology and chemistry. We will also investigate human impacts through such practices as agriculture, urbanization and industrialization, on these important ecosystems. Students will complete projects exploring various aspects of local waterbodies, especially the Mississippi, Minnesota, and St. Croix Rivers. Three lecture hours each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:

Distribution Requirements:

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:

Distribution Requirements:

Course Materials

Human beings have an unprecedented ability to shape the environment around them, yet the environment powerfully shapes both individuals and species. Two main questions run throughout this course: 1. How does language influence the way we think about and perceive nature, which in turn influences the way we interact with and shape nature? 2. How has our environment shaped the Language faculty and individual languages? To answer these questions, we'll start by asking, what is language and what is nature? Then we'll turn to the way that our environment has impacted the evolution of Language. Next we'll look at indigenous knowledge as it is encoded by language and the Linguistic Relativity Hypothesis, which says that language influences the way we perceive the world. With this as background, we'll look at the language of environmental discourse. Next, using the metaphor of ecology, we'll examine languages as if they were organisms and analyze the ecosystems that sustain them. Knowing what makes a healthy language, we'll look at endangered languages and the connections between linguistic diversity and biodiversity.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials

Germany is famous today as a worldwide leader in discussions about environmental sustainability, green politics, and renewable energy. The term "sustainability" is in fact the translation of the much older German word "Nachhaltigkeit." In this course, we will explore the development of ecological consciousness in the German-speaking world, with a focus on the relationship between environmental movements and broader cultural and intellectual traditions of thinking about nature. Through the study of visual art, literature, film, scientific texts, and philosophical writings, we will discuss topics such as: the political and theoretical underpinnings of eco-activism in Germany; the specter of disaster in the German environmental imaginary; influential scientific, literary, and philosophical attempts to challenge the division between the human and the nonhuman; and eco-architecture and related efforts to envision and create alternative modes of human-nonhuman coexistence. Taught in English. No previous knowledge required.

General Education Requirements:
Internationalism

Distribution Requirements:
Humanities

Course Materials

This course studies the economics of public policy toward the environment. We begin by examining the problem of market failure in the presence of externalities and public goods. Then, we consider public policy responses to these market failures, including command-and-control regulations, tax and subsidy incentives, marketable pollution permits, voluntary programs, and information as regulation. We consider these policies in contexts such as local pollution, climate change, threats to biodiversity, environmental justice, international trade, and development. In addition, we learn how to measure the costs and benefits of pollution control.  By the end of the semester, you will learn how economists think about environmental problems, understand the advantages and disadvantages of a range of environmental policies, be able to conduct a cost-benefit analysis, and have a complete economic analysis of an environmental problem. Counts as a Group E elective for the Economics major. Prerequisite(s): ECON 119 or ECON 129. C- or higher required for all prerequisites.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course introduces you to the study of human-environment interactions from a geographic perspective, with a special emphasis on agriculture. We will examine environmental issues in a variety of geographic contexts (developed and developing countries) and the connections between environmental problems in different locations. Beyond agriculture, we will also examine other sectoral issues in relation to agriculture or as stand alone environmental concerns. These themes include: human population growth, consumption, biodiversity, climate change, and environmental health. We will be trying on a number of theoretical lenses from geography's broad human-environment tradition (such as physical geography, cultural ecology, commodity chain analysis, political ecology, resource geography, the human dimensions of global change, hazards geography and environmental justice). In other words, I not only want us to explore a range of environmental issues, but also to grapple with theory and how this informs our understanding of the human-environment interface.

General Education Requirements:
Internationalism

Distribution Requirements:
Social science

Course Materials

"Of all the strange beasts that have come slouching into the 20th century," writes James Twitchell, "none has been more misunderstood, more criticized, and more important than materialism." In this course we will trace the various twists and turns of America's vigorous consumer culture across the twentieth century, examining its growing influence on American life, its implications for the environmental health of the world, and the many debates it has inspired.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

Poor and minority populations have historically borne the brunt of environmental inequalities in the United States, suffering disproportionately from the effects of pollution, resource depletion, dangerous jobs, limited access to common resources, and exposure to environmental hazards. Paying particular attention to the ways that race, ethnicity, class, and gender have shaped the political and economic dimensions of environmental injustices, this course draws on the work of scholars and activists to examine the long history of environmental inequities in the United States, along with more recent political movements-national and local-that seek to rectify environmental injustices.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

Since the development of the first atomic weapon, nuclear power has come to define the American and global political and cultural landscape. Fantasies of annihilation and ruin not only define the contemporary political imaginary but also obscure the past and delimit notions of time, space, and futurity  Join us as we trace contemporary U.S. history and environmental policy and the stakes of "wastelanding" through art, culture and activism.

General Education Requirements:

Distribution Requirements:
Humanities

Course Materials

What is the history and evolution of environmental thinking and writing?  How have writers shaped the ways we understand our relationship with the natural world?  This course explores these questions, drawing in roughly equal measure on 'classic' texts from the humanities, social sciences, and natural sciences.  The ideas introduced by these classic texts are still present, implicitly and explicitly, in much of today's environmental discourse. This course will use a selection of books and papers that have had a major impact on academic and wider public thinking - primarily but not exclusively in the USA.  Through engaged discussion, we will trace the impact of each text, beginning with the context in which it was written and ending with its influence on our contemporary understandings of the environment.  In addition, we will seek to understand the characteristics of 'classic' texts that hold attention, encourage new ways of thinking, and facilitate social change. Prerequisite(s): Permission of the instructor or two of the following: ENVI 133, ENVI 240, ENVI 215, ENVI 234,  ENVI 170.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

What is the history and evolution of environmental thinking and writing?  How have writers shaped the ways we understand our relationship with the natural world?  This course explores these questions, drawing in roughly equal measure on 'classic' texts from the humanities, social sciences, and natural sciences.  The ideas introduced by these classic texts are still present, implicitly and explicitly, in much of today's environmental discourse. This course will use a selection of books and papers that have had a major impact on academic and wider public thinking - primarily but not exclusively in the USA.  Through engaged discussion, we will trace the impact of each text, beginning with the context in which it was written and ending with its influence on our contemporary understandings of the environment.  In addition, we will seek to understand the characteristics of 'classic' texts that hold attention, encourage new ways of thinking, and facilitate social change. Prerequisite(s): Permission of the instructor or two of the following: ENVI 133, ENVI 240, ENVI 215, ENVI 234,  ENVI 170.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

The world is becoming more and more urban, with over 80% of the US population and half of the world's population living in cities. This trend (and the environmental problems it creates) will only increase throughout the 21st century, yet ecologists are just beginning to understand humans as organisms that influence their environment. Cities are hubs of activity that influence the physical structure, climate, element and energy cycling, and plant and animal communities within the urban footprint. However, these urban environments are influential well beyond their perceived borders. Urban environmental scientists are expanding their focus from ecology in cities, where they studied urban plants and wildlife, to the ecology of cities, where they consider human-biological interactions with increasing attention to the complex interplay among people, society, and environment. Importantly, this course acknowledges how the lived experiences of urban dwellers varies tremendously, both within and across cities. This course examines current developments in urban ecology and looks at the role it can play in planning and managing urban environments to create equitable futures for all.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course introduces students to the science and the art of negotiation to address environmental problem-solving opportunities. Through the lens of negotiations and organizational behavior we will examine challenges that arise in environmental policy-making, natural resource management, and community decision-making. Students will develop a personal set of negotiation skills through participation in weekly simulations while simultaneously building and defining a portfolio of effective communication and leadership capabilities.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Energy Justice builds on the concepts of environmental and climate justice, with a focus on the visible and invisible infrastructures that produce, deliver, maintain and transform our economies and societies. We will chart social movements that have responded to both fossil fuel extraction (pipelines) and the transition to renewable energies. The course will also focus on citizen science as a tool for revealing injustice and promoting justice, such as the work of the Public Laboratory for Open Technology and Science, a non-profit that develops open source, Do It Yourself tools for community based environmental analysis. Students will work in small groups to support research for a local energy client. Students will also develop an independent research project over the semester using the Storymaps platform. This course can substitute for ENVI/POLI 335. Ideally, students will have had ENVI/POLI 215: Environmental Policy and Politics as a prerequisite.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Ecology and environmental science are increasingly using 'big data' to expand and refine research questions. We will examine, analyze, and interpret datasets that represent a wide range of ecological topics and approaches, including nutrient cycling, hydrology, climate change, human and animal migration, satellite remote sensing, and biodiversity. The course will examine recent literature and apply novel analyses using open-access data and code every week. We will build skills in R programming, science communication, data visualization, and critical examination of literature. The course is project-oriented and students will work independently and in small groups to dive deeply into large data using R/RStudio, and produce original analyses and results. Three lecture hours and three hours of laboratory each week. Prerequisite(s): BIOL 170; and STAT 112 or STAT 155

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

Ecology and environmental science are increasingly using 'big data' to expand and refine research questions. We will examine, analyze, and interpret datasets that represent a wide range of ecological topics and approaches, including nutrient cycling, hydrology, climate change, human and animal migration, satellite remote sensing, and biodiversity. The course will examine recent literature and apply novel analyses using open-access data and code every week. We will build skills in R programming, science communication, data visualization, and critical examination of literature. The course is project-oriented and students will work independently and in small groups to dive deeply into large data using R/RStudio, and produce original analyses and results. Three lecture hours and three hours of laboratory each week. Prerequisite(s): BIOL 170; and STAT 112 or STAT 155

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

Earth's climate has evolved with the planet itself as changing boundary conditions in the ocean, atmosphere, cryosphere and lithosphere have caused ice ages, periods of extreme warmth and mass extinctions. Information about these events is contained in the geologic record in the form of fossils and rock sequences, but also in lake and ocean sediments, ice sheets, cave deposits and tree rings. This course will provide an overview of variations in climate throughout Earth history while simultaneously examining the proxies and archives used to reconstruct those changes. We will also construct our own record of paleoclimate using cores from a local lake and a variety of laboratory techniques. Prerequisite(s): ENVI 240, ENVI 150 or GEOL 160 .

General Education Requirements:
Quantitative Thinking Q2

Distribution Requirements:
Natural science and mathematics

Course Materials

Earth's climate has evolved with the planet itself as changing boundary conditions in the ocean, atmosphere, cryosphere and lithosphere have caused ice ages, periods of extreme warmth and mass extinctions. Information about these events is contained in the geologic record in the form of fossils and rock sequences, but also in lake and ocean sediments, ice sheets, cave deposits and tree rings. This course will provide an overview of variations in climate throughout Earth history while simultaneously examining the proxies and archives used to reconstruct those changes. We will also construct our own record of paleoclimate using cores from a local lake and a variety of laboratory techniques. Prerequisite(s): ENVI 240, ENVI 150 or GEOL 160 .

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course introduces students to Rural Geography, a sub-discipline within Geography. Using a sustainable development framework this course emphasizes the linkages between human and physical landscapes through the evaluation of landuse and community change in rural areas throughout the US. We will explore the implications of demographic (including migration and immigration), economic, cultural, and environmental changes for rural environs using several case studies from across the US and Western Europe, including an overnight field trip to northern Minnesota and Wisconsin. Rural community strategies for adapting to and accommodating competing demands for water and landuse will be considered, including pressure for new housing developments, recreation opportunities (boating, fishing, hiking, biking), and conservation needs. Students will be exposed to theoretical and empirical approaches to rural development in different regional contexts, as well as problems associated with these development paradigms. We will explore the rapidly changing rural environments in a developed world context in order to deepen our understanding of the interconnectedness of human and physical systems more broadly.

General Education Requirements:
Writing WA
Internationalism OR U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

Varies by semester. Consult the department or class schedule for current listing.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

Varies by semester. Consult the department or class schedule for current listing.

General Education Requirements:

Distribution Requirements:

Course Materials

This course is an intensive internship experience (8-10 hours/week) with an environmental organization or business in the Twin Cities metro region. An internship is an excellent way for students to apply knowledge learned in the classroom and laboratory, to learn more in an environmental area, and to explore career options. Required for Environmental Studies majors. It is recommended that students complete this course during the fall of their senior year. Graded S/SD/N only. Prerequisite(s): Permission of instructor required. Corequisite(s): ENVI 490

General Education Requirements:

Distribution Requirements:

Course Materials

This Senior capstone seminar complements the internship experience by bringing together students to discuss common experiences and reflect on professional development challenges. Weekly assignments include reflective writing, mentor profiles, mock job interviews and meetings with ES alums and community leaders. Prerequisite(s): For Environmental Studies majors only. Corequisite(s): ENVI 489

General Education Requirements:

Distribution Requirements:

Course Materials

This is a course on the current status of the most promising alternative and renewable energy options from a primarily scientific and technological perspective. Current methods of electricity generation and transportation energy sources will be briefly reviewed (fossil fuels, nuclear fission, and hydroelectric), including discussion of their limitations and environmental consequences. The focus of the course will be on understanding the scientific basis of alternative and renewable energy sources, and their promise and technological challenges for wide scale implementation. Biofuels, wind, photovoltaics, concentrated solar power, hydrogen, nuclear fusion, and geothermal will be considered in depth.

General Education Requirements:
Quantitative Thinking Q2

Distribution Requirements:
Natural science and mathematics

Course Materials

Seasonal and annual patterns of temperature and precipitation influence the development, success and collapse of civilizations. Regional climate determines numerous things about how humans adapt to survive there, including the type of shelter needed, the length of the growing season, and the availability/scarcity of freshwater. Using a combination of scientific and historical records, this course will provide a brief introduction to the climate system and will then focus on how changes in climate affected several societies throughout history. In the latter part of the course we will discuss observed global warming in the modern world, what the potential benefits and consequences of it may be, and whether or not there are lessons to be learned from our ancestors.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Natural science and mathematics

Course Materials

This course provides an introduction to the materials and structure of the Earth and to the processes acting on and in the Earth to produce change. Emphasis is placed on the evolution of landforms and the formation of Earth resources. Discussions focus on the important role of geologic processes in the solution of environmental problems. Required for geology majors. Local field trips. Three hours lecture and two hours lab per week.

General Education Requirements:
Quantitative Thinking Q2

Distribution Requirements:
Natural science and mathematics

Course Materials

This course provides an introduction to the materials and structure of the Earth and to the processes acting on and in the Earth to produce change. Emphasis is placed on the evolution of landforms and the formation of Earth resources. Discussions focus on the important role of geologic processes in the solution of environmental problems. Required for geology majors. Local field trips. Three hours lecture and two hours lab per week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course provides an introduction to the materials and structure of the Earth and to the processes acting on and in the Earth to produce change. Emphasis is placed on the evolution of landforms and the formation of Earth resources. Discussions focus on the important role of geologic processes in the solution of environmental problems. Required for geology majors. Local field trips. Three hours lecture and two hours lab per week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This course dives into a range of topics to study how species, populations, communities, ecosystems, and biomes function in our changing climate. We will emphasize biological nutrient and energy cycling, population dynamics, animal and plant species interactions, disturbances and response to disturbances, and ecology in urban and agricultural landscapes. We will examine Ecology under four conceptual 'lenses': Climate Change, Environmental Justice, Land Use, and Ecosystem Services. These lenses provide critical insight into how scientists, policy makers, land managers, and other stakeholders evaluate complex ecological and environmental systems. Labs will be field and data-based, and emphasize the development of hypotheses, novel data collection at Ordway Field Station, and statistical analysis. Three lecture hours and one three-hour laboratory each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

This interdisciplinary class will make direct connections between global environmental issues, such as climate change, and life on an urban campus. With Macalester College as our case study, we will explore how the daily activities on a campus (energy use, food, transportation, water use, etc.) translate into issues such as greenhouse gas emissions, solid waste, and urban stormwater. We will examine campus resource and energy flows and have the opportunity to combine theory with application through a real-world campus sustainability project. All interdisciplinary perspectives are needed and welcome.

General Education Requirements:

Distribution Requirements:

Course Materials

Urban ecology is both a concept and a field of study. It focuses on interactions between humans, urban ecosystems, and the built environment. With over half of the world's population now living in cities, cities have assumed a critical role in shaping local, regional, and global ecologies. In this course, we will examine the distinctiveness of the interconnected urban biophysical, socio-economic, and political processes. In order to disentangle the complexity of human-environment relations in cities, we will take an interdisciplinary approach and learn theories and concepts in natural science ecology, environmental studies, geography, urban planning, sociology, and public policies. We will use our campus and the Twin Cities as a "living laboratory" and apply these theories and concepts to laboratory exercises, field observation, case studies, and research on contemporary urban sustainability initiatives.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course provides an introduction to the field of Environmental Politics and Policy. Using a comparative approach, the course engages the meaning and development of environmental governance. We will explore the tandem rise of the modern environmental movement and profound new environmental legislation in the U.S. and internationally. Topics investigated will include: deforestation, hazardous wastes, climate change, population growth, and loss of biodiversity.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course introduces you to the study of human-environment interactions from a geographic perspective, with a special emphasis on agriculture. We will examine environmental issues in a variety of geographic contexts (developed and developing countries) and the connections between environmental problems in different locations. Beyond agriculture, we will also examine other sectoral issues in relation to agriculture or as stand alone environmental concerns. These themes include: human population growth, consumption, biodiversity, climate change, and environmental health. We will be trying on a number of theoretical lenses from geography's broad human-environment tradition (such as physical geography, cultural ecology, commodity chain analysis, political ecology, resource geography, the human dimensions of global change, hazards geography and environmental justice). In other words, I not only want us to explore a range of environmental issues, but also to grapple with theory and how this informs our understanding of the human-environment interface.

General Education Requirements:
Internationalism

Distribution Requirements:
Social science

Course Materials

People have always had to contend with the natural world, but only recently have historians begun to explore the changing relationships between people and their environment over time. In this course, we will examine the variety of ways that people in North America have shaped the environment, as well as how they have used, labored in, abused, conserved, protected, rearranged, polluted, cleaned, and thought about it. In addition, we will explore how various characteristics of the natural world have affected the broad patterns of human society, sometimes harming or hindering life and other times enabling rapid development and expansion. By bringing nature into the study of human history and the human past into the study of nature, we will begin to see the connections and interdependencies between the two that are often overlooked.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:
Humanities

Course Materials

Updated course description: Since the early twentieth century, the environment and sustainability have been core platforms across most contemporary social movements. This introductory survey course begins its focus on the history of environmental activism locally in the Twin Cities to flashpoints across the Mississippi River watershed and beyond. Through a study of key figures and cases, we will explore the history and mobilization of environmental, climate and sustainability activism; the relationship between colonial and capitalist systems to contemporary environmental racism and inequality; and divergent approaches to research and scientific philosophies and practices.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

The Earth's climate system is complex and dynamic, and yet understanding this system is crucial in order to address concerns about anthropogenic influences on climate. In this course, we examine the basic physical and chemical processes that control the modern climate system, including the role of incoming solar radiation, the greenhouse effect, ocean and atmospheric circulation, and El Nino. We also look critically at the methods and archives used to reconstruct climate in the past, such as ice cores, marine and lake sediments, and cave deposits. We explore the possible effects of anthropogenic greenhouse gas emissions on modern and future climate by critically examining the models used in climate prediction, and discuss the challenges of modeling such a complex system. Although this course is taught from a primarily scientific perspective, it includes frequent discussions of the roles policy and economics play in the current dialogue on global climate change.

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

The Earth's climate system is complex and dynamic, and yet understanding this system is crucial in order to address concerns about anthropogenic influences on climate. In this course, we examine the basic physical and chemical processes that control the modern climate system, including the role of incoming solar radiation, the greenhouse effect, ocean and atmospheric circulation, and El Nino. We also look critically at the methods and archives used to reconstruct climate in the past, such as ice cores, marine and lake sediments, and cave deposits. We explore the possible effects of anthropogenic greenhouse gas emissions on modern and future climate by critically examining the models used in climate prediction, and discuss the challenges of modeling such a complex system. Although this course is taught from a primarily scientific perspective, it includes frequent discussions of the roles policy and economics play in the current dialogue on global climate change.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

Fresh water has become one of the most fiercely guarded local and global resources as the climate changes. This course takes an interdisciplinary approach to studying water resources. With a focus on the Mississippi River, whose headwaters are in northern Minnesota and whose banks are a mile from campus, we will examine historical and emerging challenges to the equitable and sustainable use of waters. We will also meet with local artists, activists and scientists whose work centers around imagining how rivers heal and take fieldtrips that include paddling the river! We will address a range of controversial topics including energy production, indigenous rights, and cultural preservation.

General Education Requirements:
Writing WA

Distribution Requirements:
Social science

Course Materials

What does it mean to be an outcast? And why do outcasts often retreat to nature as a place of solace? In studying these out-of-the-way places, we will read books by writers who investigate the politics of place and cross-cultural experiences of our changing planet. Taking an intersectional approach to gender, race, class dynamics, and neurodiversity, this course combines study of modernist and contemporary British writing with considerations of the environment—an approach known as ecocriticism in literary studies. While you’ll be introduced to ecocriticism and its intersecting theories of the environment, you will be encouraged to draw on your own interests and experiences with the natural world, in addition to trans-disciplinary approaches from natural history, biology, environmental studies, medicine, environmental psychology, and anthropology. We will also examine how nature takes metaphorical shape in literature, working as a group to understand how writers draw on the environment to express complex human emotions and interconnections with the non-human world.

General Education Requirements:
Internationalism

Distribution Requirements:
Humanities

Course Materials

This course is built around the argument that "environmental problems" do not exist; they are in fact human behavior problems. Thus, if we want to craft effective solutions to issues such as ocean acidification, air pollution, or climate change, we must start with the human behaviors that lead to them. We will cover psychological principles, theories, and methods and explore the complex web of factors underlying environmentally sustainable and unsustainable actions. A strong theme throughout the semester is the intersection of identity - personal, social, and cultural - and environmentalism.  We will explore questions such as, "Why do some groups of people feel a part of the sustainability movement while others feel alienated from it or skeptical of it?"; "Who takes action on behalf of the natural environment, under what circumstances, and why?"; and "How can we create contexts that promote true sustainability?" Psychology of Sustainable Behavior is a project-based class with a strong civic engagement component. Students will participate in three class projects: a self-change project (2.5 weeks), a community-based collaborative project (5 weeks), and a communication/education project (3 weeks). Prerequisite(s): PSYC 100 for Psychology majors.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world.  Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum.  We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities.  Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools.  The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world.  Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum.  We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities.  Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools.  The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

The world is becoming more and more urban, with over 80% of the US population and half of the world's population living in cities. This trend (and the environmental problems it creates) will only increase throughout the 21st century, yet ecologists are just beginning to understand humans as organisms that influence their environment. Cities are hubs of activity that influence the physical structure, climate, element and energy cycling, and plant and animal communities within the urban footprint. However, these urban environments are influential well beyond their perceived borders. Urban ecologists are expanding their focus from ecology in cities, where they studied urban plants and wildlife, to the ecology of cities, where they consider human-biological interactions with increasing attention to the complex interplay among people, society, and environment. Importantly, this course acknowledges how the lived experiences of urban dwellers vary tremendously, both within and across cities. This course examines current developments in urban ecology and looks at the role it can play in planning and managing urban environments to create equitable futures for all.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

What is the history and evolution of environmental thinking and writing?  How have writers shaped the ways we understand our relationship with the natural world?  This course explores these questions, drawing in roughly equal measure on 'classic' texts from the humanities, social sciences, and natural sciences.  The ideas introduced by these classic texts are still present, implicitly and explicitly, in much of today's environmental discourse. This course will use a selection of books and papers that have had a major impact on academic and wider public thinking - primarily but not exclusively in the USA.  Through engaged discussion, we will trace the impact of each text, beginning with the context in which it was written and ending with its influence on our contemporary understandings of the environment.  In addition, we will seek to understand the characteristics of 'classic' texts that hold attention, encourage new ways of thinking, and facilitate social change. Prerequisite(s): Permission of the instructor or two of the following: ENVI 133, ENVI 240, ENVI 215, ENVI 234,  ENVI 170.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

In this new course offering in Environmental Justice, students will learn from local community organizers and activists working across race, class and culture towards a more radical, emancipatory and climate just future here in the Twin Cities and in Greater Minnesota. Students will meet approximately twice a month to learn directly from various communities and community leaders about their distinct and collaborative approaches to land, water, and air stewardship. You will also have the opportunity to learn about various organizing strategies and campaigns for environmental justice through in class work and traveling to sites off-campus, including a wild ricing fieldtrip in early Fall.

General Education Requirements:

Distribution Requirements:

Course Materials

Climate change is no longer a distant, hypothetical threat. Its impacts are increasingly obvious around the world. Yet, despite growing acknowledgement of the climate crisis, few Americans are taking significant personal action, and only a small minority are involved in civic efforts to address the issue. This course examines the behavioral causes of, and solutions to, climate damage. We will discuss the many ways our changing climate affects people around the world, and how it may affect human society in the long term. We will take a broad psychological perspective on the question, “Why are we not doing enough to address the global climate crisis?”, drawing upon research from many psychological sub-fields (evolutionary, biological, cognitive, social, industrial/organizational). Throughout the course we will engage with the community, hearing from climate activists, local politicians (both Republican and Democrat), scientists, city planners, business owners and health care workers to understand their experience and perspective on the issue.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

With the advent of anthropogenic climate change and widespread species extinction, ecology must become critical no less than theory must become ecological. Among other things, this implies a thorough reevaluation of the concepts of nature and the environment, which—as their fraught history suggests—are anything but natural. In this seminar, we will examine the complex development of ecological thinking, focusing on its intersection with the critical theoretical tradition and relevance for the contemporary situation. We will ask: How do present-day concerns challenge us to reevaluate traditional distinctions between history and nature, organism and environment, human and non-human? In what way do our received notions reflect and/or support relations of capital and dominion? What resources can critical theory offer for developing alternative paradigms of interconnection among living and non-living agents? Readings may include texts by Ursula Heise, Theodor W. Adorno, Jane Bennett, Amanda Jo Goldstein, Édouard Glissant, Christoph Menke, Georges Canguilhem, Jon Bellamy Foster, Alexander von Humboldt, Gregory Bateson, Donna Haraway, Arne Naess, Bruno Latour, and Andreas Malm. In addition to ecological and critical theory, we may engage with contemporary film and literature.

General Education Requirements:

Distribution Requirements:

Course Materials

Plant physiological processes in the environment regulate local, regional, and global climate and control ecosystem functioning. However, climate change is altering these processes across diverse ecosystems. We will learn about plant physiological processes, including converting light to energy, carbon cycling and storage, water transport, nutrient acquisition, growth, and the responses of these processes to an increasingly variable and potentially stressful environments. This course will also focus on scaling of carbon cycling, diving into remote sensing and global datasets, as well as novel data we collect in class to analyze with R/RStudio. We will learn about current techniques available to measure physiological processes. We will also focus on the broader process of science: how do we turn ideas into questions, questions into data, and data into compelling stories about the natural world? Three hours of lecture and one three-hour laboratory each week. Prerequisite(s): BIOL 170; BIOL 190 recommended.

General Education Requirements:
Writing WP
Quantitative Thinking Q2

Distribution Requirements:
Natural science and mathematics

Course Materials

Plant physiological processes in the environment regulate local, regional, and global climate and control ecosystem functioning. However, climate change is altering these processes across diverse ecosystems. We will learn about plant physiological processes, including converting light to energy, carbon cycling and storage, water transport, nutrient acquisition, growth, and the responses of these processes to an increasingly variable and potentially stressful environments. This course will also focus on scaling of carbon cycling, diving into remote sensing and global datasets, as well as novel data we collect in class to analyze with R/RStudio. We will learn about current techniques available to measure physiological processes. We will also focus on the broader process of science: how do we turn ideas into questions, questions into data, and data into compelling stories about the natural world? Three hours of lecture and one three-hour laboratory each week. Prerequisite(s): BIOL 170; BIOL 190 recommended.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

Why do animals behave the way they do? Why do lions have manes while leopards don't? Why do elephants and bees live in groups but many other species do not? Why does your friendly neighborhood squirrel get so busy late in the fall and again in the spring? Why do certain wolves 'fish' but others never learn the technique? In this course we will explore the fundamentals of animal behavior and use that foundation to understand how we can better manage and conserve biodiversity. Outdoor and analytical labs will allow us to quantify animal behavior, develop ethograms, and understand species' behavioral repertoires based on observation and manipulation of wolves, deer, bears, mountain lions and other species. Three hours of lecture plus three hours of lab each week. Prerequisite(s): ENVI 170. Recommended: STAT 155

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

Why do animals behave the way they do? Why do lions have manes while leopards don't? Why do elephants and bees live in groups but many other species do not? Why does your friendly neighborhood squirrel get so busy late in the fall and again in the spring? Why do certain wolves 'fish' but others never learn the technique? In this course we will explore the fundamentals of animal behavior and use that foundation to understand how we can better manage and conserve biodiversity. Outdoor and analytical labs will allow us to quantify animal behavior, develop ethograms, and understand species' behavioral repertoires based on observation and manipulation of wolves, deer, bears, mountain lions and other species. Three hours of lecture plus three hours of lab each week. Prerequisite(s): ENVI 170. Recommended: STAT 155

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

National governments that are parties to the UN’s Framework Convention on Climate Change (UNFCCC) are engaged in intensive negotiations leading up to the 28th Conference of the Parties (COP-28) scheduled for Dubai in December 2023. Leaders will be pressured to increase their national contributions to maintain the commitments to hold warming to the 1.5C objective. Given these goals, COP28 will involve high-level ministerial delegations from most of the 195 signatory countries, as well as vast participation from NGOs, civil society, scientists and the business community.This class will meet twice a month in the lead up to COP28. Students enrolled in this seminar will function as a research team and observe negotiations at COP28 for one week. To prepare, we will investigate the history of climate negotiations, the cultures of UN conferences, and the views of selected parties in the negotiations. We will draw on their newly acquired knowledge to develop research questions and a research plan for fieldwork. Students will be expected to share their experience with campus and the wider community during and after COP28. Please note that students will miss one week of Macalester classes in December 2023, and will be expected to communicate with their other faculty about this absence.Participation in this course is application based (due April 15) and with permission of the instructor. A $1000 course fee will be added to offset travel costs. Financial aid is available to eligible students

General Education Requirements:

Distribution Requirements:

Course Materials

A concern for the relationship between nature and society has been one of the pillars of geographic inquiry and has also been an important bridge between other disciplines. By the 1960s, this area of inquiry was referred to variously as "human ecology." Over the last decade, certain forms of inquiry within this tradition have increasingly referred to themselves as "political ecology." The purpose of this seminar is to review major works within the traditions of cultural and political ecology; examine several areas of interest within these fields (e.g., agricultural modernization, environmental narratives, conservation, ecotourism); and explore nature-society dynamics across a range of geographical contexts. Towards the end of the course we will explore how one might begin to think in practical terms about facilitating development in marginal environments. Prerequisite(s): Permission of instructor. Prior completion of a geography course(s) with an environmental or development focus is encouraged.

General Education Requirements:
Writing WA
Internationalism

Distribution Requirements:
Social science

Course Materials

This course is an intensive internship experience (8-10 hours/week) with an environmental organization or business in the Twin Cities metro region. An internship is an excellent way for students to apply knowledge learned in the classroom and laboratory, to learn more in an environmental area, and to explore career options. Required for Environmental Studies majors. It is recommended that students complete this course during the fall of their senior year. Graded S/SD/N only. Prerequisite(s): Permission of instructor required. Corequisite(s): ENVI 490

General Education Requirements:

Distribution Requirements:

Course Materials

This Senior capstone seminar complements the internship experience by bringing together students to discuss common experiences and reflect on professional development challenges. Weekly assignments include reflective writing, mentor profiles, mock job interviews and meetings with ES alums and community leaders. Prerequisite(s): For Environmental Studies majors only. Corequisite(s): ENVI 489

General Education Requirements:

Distribution Requirements:

Course Materials