Class Schedules

From the food we eat, to the air we breathe, soil shapes our lives. Soil forms in response to local conditions, recording regional climate variability (if you know how to look). Soil is also one of the most important carbon sinks, so the way we interact with soil has the potential to seriously impact our changing climate. However, as an important agricultural resource, we must continue to utilize soil to feed Earth's growing population. To better understand this under-appreciated layer of Earth, this class will investigate soil formation, soil properties and the variability between types of soil, and how we interact with soil in our world today. This course includes one field trip.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

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.

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:
Quantitative Thinking Q2
Writing WA

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 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 provides an overview of environmental activism, politics, and policy making in the United States in historical and comparative perspective. More specifically, we address the following questions: Are human societies destined to environmental collapse? What are the fundamental obstacles to sustainable economies in democratic-capitalist societies? How did environmental lobbies emerge? How have these environmental organizations evolved in the last half-century? Has consumer activism greened US markets and corporations? Which political networks have led the campaigns to regulate greenhouse gases in US? Why have these campaigns failed? Who opposes environmental action on climate change, and why? Why have the US and Europe responded differently to the problem of global warming? What are the prospects for a quick transition from a fossil-fuel economy to one based on clean energy?

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

By many measures, the human population is healthier - life expectancies higher, and childhood mortality lower - than ever before. But gains in human achievements in health and beyond have come at the cost of an unprecedented exploitation of planetary resources. Energy extraction and use, agricultural and industrial production and massive transactions of goods and services have literally reshaped and transformed the air, waters and soils that sustain life and health on earth on local and planetary scales. A damaged planet damages human health. In this first-year course, we will explore the changing health of populations in a fraying world through historic and contemporary lenses of human-environment interactions using tools from biology, epidemiology, ecosystem health and public health to dissect patterns of old and emerging infectious and chronic diseases in human and non-human species. We will read research articles, news stories and memoirs, use analytic and expressive modes of inquiry including reflective and expository writing, art, theater and movement to explore these issues and create roadmaps for empowered, hopeful actions toward a healthy future for ourselves and our planet.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

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

Distribution Requirements:
Humanities

Course Materials

Combustion of fossil fuels produces carbon dioxide, which traps energy near Earth's surface and leads to warmer average global temperatures. Combustion of fossil fuels also forms the backbone of the modern economy. This team-taught course provides a framework in which to consider the costs and benefits of fossil fuel consumption in the present and over the coming decades and centuries. We use concepts from climate science and environmental economics to evaluate existing and proposed policy interventions designed to reduce fossil fuel consumption, and consider possible technological solutions to slow or reverse climate change. Among our main approaches are state-of-the-art Integrated Assessment Models; students will be exposed to several of the most commonly used models and to research from their critics. This course counts as a 200A economics course. Students signing up for the course as Economics will get credit toward the social sciences general distribution requirement; those signing up for the course as Environmental Studies will get credit toward the natural sciences and mathematics general distribution requirement. Prerequisite(s): ECON 119

General Education Requirements:
Quantitative Thinking Q3

Distribution Requirements:
Natural science and mathematics

Course Materials

The Arctic represents one of the most extreme environments to which humans have adapted. These adaptations include both biological and cultural changes required to settle and flourish in this formidable setting. This course looks at some of the cultural practices that appear to be ubiquitous throughout the Arctic, as well as those specializations that have developed as a result of some of the more localized environmental pressures. It also explores the consequences of rapid global climate change as well as modernization on these unique cultures to get a sense of what the future might hold for the indigenous peoples of the Arctic. Prerequisite(s): ANTH 101 or ANTH 111 or consent of instructor

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

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

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 285 .

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

This course explores the interaction between landscape and power in Andean history from the colonial period to the present day. The dramatic mountains have both shaped and have been shaped by sociopolitical relations, from the "vertical archipelagos" of ancient Andean peoples to the extractive economies of the Spanish and post-colonial Andean states. The course incorporates analytical perspectives from environmental, cultural, and urban history, alongside eyewitness accounts, to consider the relationship between the natural and built environments, on the one hand, and Andean racial and social identities, on the other. In selected years, this course will involve collaboration with contemporary Andean communities deploying oral history as a means of community and environmental preservation.

General Education Requirements:
Internationalism

Distribution Requirements:
Humanities

Course Materials

An introduction to the study of ecological theory and processes. The subject of this course is the natural world and the current and past processes that have shaped it. Taking a systems approach, major ecological patterns and processes are described and proposed underlying mechanisms are investigated through readings, field and laboratory studies. The impact of humans on natural systems is also examined. Three hours lecture and one three-hour lab each week.

General Education Requirements:
Quantitative Thinking Q2

Distribution Requirements:
Natural science and mathematics

Course Materials

An introduction to the study of ecological theory and processes. The subject of this course is the natural world and the current and past processes that have shaped it. Taking a systems approach, major ecological patterns and processes are described and proposed underlying mechanisms are investigated through readings, field and laboratory studies. The impact of humans on natural systems is also examined. Three hours lecture and one three-hour lab each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

An introduction to the study of ecological theory and processes. The subject of this course is the natural world and the current and past processes that have shaped it. Taking a systems approach, major ecological patterns and processes are described and proposed underlying mechanisms are investigated through readings, field and laboratory studies. The impact of humans on natural systems is also examined. Three hours lecture and one three-hour lab each week.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

The study of oceanography is a multidisciplinary pursuit that applies tools from geology, physics, chemistry, and biology to better understand one of Earth’s most unique planetary features. Oceans cover the majority of Earth’s surface and were the birthplace of nearly all complex life on Earth. Ocean currents carry heat, nutrients, and carbon around the globe, influencing Earth’s climate from global to local scales. However, despite its immense size, the ocean system is also highly sensitive to human impacts such as acidification, overfishing, and pollution. This course will provide an overview of the ocean’s physical, chemical, and biological properties and processes and the complex ways in which they interact. We will use oceanographic data to ask and answer questions about modern oceanographic systems. We will also explore human impacts on the oceans in their scientific and socio-political contexts. We will read scientific as well as non-technical writing about the ocean, and write our own oceanographic “stories” in a variety of forms. This course is designed for students with an introductory background in any related discipline, and enthusiasm for approaching science in a multidisciplinary way.

General Education Requirements:

Distribution Requirements:
Natural science and mathematics

Course Materials

The large challenges facing us in the 21st century are not going to be solved in one sector. We need creative collaborations and innovative experiments. Change is happening at the intersection of art, science and design. In this class we are going to learn about artist and scientist who are doing things differently and explore how they engage with people, collaborate cross sector, change systems and involve people in the their research. We will use design thinking and prototyping to build new platforms in our cross departmental class. Together we will explore four large topic areas, bring in speakers and go on filed trips across the cities. Each student will have the opportunity to design and test prototypes of their ideas in the public and bring back both their successes/challenges for the class to learn from. The class will end with collaborating on a local issue facing the City of St Paul. As a class working together we will develop a creative plan that will include working prototypes, possible funding sources and how to sustain our idea. The final idea will be present to the city for implementation.

General Education Requirements:

Distribution Requirements:
Fine arts

Course Materials

Energy plays a pivotal role in our daily lives and drives the global economy, yet the ways in which energy is produced, distributed, and consumed have significant impacts on global climate change. Understanding the intersection of climate and energy science is critical to developing sustainable energy systems and mitigating anthropogenic greenhouse gas emissions. This course provides an overview of US and international energy systems and explores the relative impact these systems have on the trajectory of global climate change. We will also critically examine emerging technologies and policies aimed at achieving a more sustainable energy future. There are no prerequisites. It is preferred that students have had ENVI215: Environmental Politics and Policy, or another climate science and policy related course, prior to registering.

General Education Requirements:

Distribution Requirements:

Course Materials

In the minds of many Americans, cities are places where nature is absent-places where nature exists only in the crevices and on the margins of spaces dominated by technology, concrete, and human artifice. This course confronts this assumption directly, drawing on the scholarship from the relatively young field of urban environmental history to uncover the deep interconnections between urban America and the natural world. Among the other things, we will examine how society has drawn upon nature to build and sustain urban growth, the implications that urban growth has for transforming ecosystems both local and distant, and how social values have guided urbanites as they have built and rearranged the world around them. Using the Twin Cities has a backdrop and constant reference point, we will attempt to understand the constantly changing ways that people, cities, and nature have shaped and reshaped one another throughout American history.

General Education Requirements:
Writing WA

Distribution Requirements:
Humanities

Course Materials

In this urban studies capstone seminar students research the internal and external forces that will foster change and reinforce the status quo in American metropolitan areas during the 21st century. Course readings focus on suburbs, which are the dominant mode of metropolitan living in contemporary America. We will consider the history of suburbanization, the political economy of growth in the suburbs, the rise of smart growth strategies, and other attempts to foster change in the suburban experience (including the New Urbanism, green building and green movements, and regionalism). We will also consider how suburbs are now experiencing demographic changes and investigate the struggle for community in historic and contemporary suburbs. This seminar will thus complicate the conventional narrative of suburbs as sprawling, inauthentic and homogeneous places. Students will further enrich their understanding of issues covered in the course by conducting original research that examines ways in which American suburbs are changing and/or remaining the same despite efforts to the contrary. Students will consider their collective findings and discuss what they portend for American cities in the 21st century.

General Education Requirements:
Writing WP

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 weekly 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. Permission of instructor required. Corequisite(s): ENVI 489

General Education Requirements:

Distribution Requirements:

Course Materials