humans+the environment course syllabus, spring 2012.

1. CNSCI 2100 Hum ans and the Environm ent, Spring 2012
Credits: 3 || Location: University Hall 3-086 || M eeting Tim es: Tu+F 11A-12:15P
Instructor: Albert Liau, aliau@ lesley.edu, office hours TBD
Course Description
We are altering our planet and ourselves in more ways than ever before. Through the lenses of
systems thinking and behavioral change, Humans and the Environment (H+E) will examine what
some of these alterations are, why they matter and what can be done about them when they
pose serious threats to ecosystem and human health. H+E will begin by first developing these
lenses, getting students acquainted with systems thinking concepts, major drivers of human
behavior and strategies for effectively communicating information and catalyzing action. H+E will
then consider what natural and human-made systems are involved in the areas of energy, water,
food, waste and biodiversity/ecosystems services, how the structure of those systems or
elements of them are problematic and what strategies are and could be effective at producing
positive change. In addition to in-class discussion, readings, videos and short student
presentations, explorations of these topics will be expanded by field trips and projects.
Objectives, Outcom es and Expectations
Through this course, students will gain familiarity with (1) a range of issues that deeply affect the
world and (2) with a variety of tools for engaging them.
By the end of the course, diligent students should be able to (A) utilize a more informed and
holistic perspective to understand and act upon challenges faced by communities and
ecosystems, (B) realize a specific instance of this by striving to produce a particular positive
change in the final project (see below) and (C) converse with a variety of people (peers, scientists,
politicians, concerned citizens, etc.) about issues related to topics covered in H+E.
Texts, required:
Meadows, D. (2008). Thinking in Systems. White River Junction, VT, USA: Chelsea Green
Publishing.
Heath, C., Health, D. (2007). Made to Stick. New York, NY, USA: Random House.
Heath, C., Health, D. (2007). Switch. New York, NY, USA: Random House.
Heinberg, R., Lerch, D., Eds. (2010). The Post Carbon Reader. Healdsburg, CA, USA: Watershed
Media.
Chivian, E., Bernstein, A., Eds. (2008). Sustaining Life: How Human Health Depends on
Biodiversity. New York, NY, USA: Oxford University Press.
Texts, optional:
Leonard, A. (2009). The Story of Stuff: How Our Obsession with Stuff Is Trashing the Planet, Our
Communities, and Our Health-and a Vision for Change. New York, NY, USA: Free Press.
Berger, W. (2010). CAD Monkeys, Dinosaur Babies, and T-Shaped People: Inside the World of
Design Thinking and How It Can Spark Creativity and Innovation. New York, NY, USA: Penguin
Press.
Shedroff, N. (2009). Design Is the Problem: The Future of Design Must be Sustainable. Brooklyn,
NY, USA. Rosenfeld Media.
Ettlinger, S. (2007). Twinkie, Deconstructed: My Journey to Discover How the Ingredients Found
in Processed Foods Are Grown, Mined (Yes, Mined), and Manipulated into What America Eats.
New York, NY, USA: Penguin Press.
Berners-Lee, M. (2011). How Bad Are Bananas?: The Carbon Footprint of Everything. Vancouver,
BC, Canada: Greystone Books.
Brown, L. (2011). World on the Edge: How to Prevent Environmental and Economic Collapse. New
York, NY, USA: W. W. Norton & Company.

2. Supplem ental M aterials:
This Is Water: Some Thoughts, Delivered on a Significant Occasion, about living a Compassionate
Life, by David Foster Wallace
Lasting Impact, by Kevin Starr
Assorted NPR stories
Assorted TED talks
Course Prerequisites: an introductory science class
Attendance Policy
Students are expected to attend every class session. Students may miss classes for legitimate
reasons (e.g. illness, urgent personal matters, important appointments/engagements, athletics
events, etc.) and are responsible for learning the material covered during missed classes.
M ake-up Policy
Students may submit assignments late for a legitimate reason with permission of the instructor.
Grading Policy
Grades for the semester will be determined with the Lesley University’s grading scale (see below)
with the following percentage breakdown:
Projects, 40: midterm, 15; final, 25
Participation, 45: discussion, 10; group presentation, 20; field trips (including written reflections), 5 x 3
Assignments, 15: map, 5; systems diagrams, 10
The class participation will be evaluated by the quality of a student’s (1) presentation of
informational research done on specific topics (see below) and (2) responses to questions and
contributions to in-class discussions.
Evaluation of Participation and Perform ance
Class time will involve (1) in-depth discussions, (2) student presentations and if scheduling
permits (3) field trips. For (1), students will be asked to bring in examples of topics covered in
class (from the readings and other sources such as news stories) as well as comment on
examples given by their fellow students; for example, following a general discussion of recycling
and downcycling, students may be asked to find out how one specific material is re/downcycled.
The clarity, level of detail and ability to answer questions during these presentations will
constitute a significant part of evaluating a student’s participation.
M idterm Project:
Students will identify organizations or individuals striving to address issues related to H+E topics
and examine their operational structure and environmental or social impact. The information
gained and analysis performed by students will then be presented in class. Students may work
together in groups. Grading of the midterm project will be based upon the depth of research
done, the quality of its analysis and the clarity of their presentation to the class, which will be in
part assessed by feedback from fellow students in the class.
Final Project:
To apply the perspectives and knowledge gained in this course, students will formulate then
execute a plan that produces or stimulates positive change for an issue related to the topics
covered in class. For this project, the problem, solution and impact should be carefully
considered and well defined. Students may work together in groups and collaborate with
organizations or other individuals. Grading of the final project will be based upon how well
students (1) formulate clear understanding and constructive engagement of the selected
problem, (2) plan and execute the solution and (3) present their projects to the class.

3. Field Trips:
To better understand the systems that affect us locally and globally, students are required to take
part in 3 field trips chosen from a variety of options. If scheduling permits, some field trips will
occur during class time. Past field trips have included visits to the Fresh Pond Water Treatment
Facility, the Gazelle.com headquarters, the Casella recycling facility and a winter farmer’s market.
Options will be given for independently pursued field trips (past examples include attending
community events such as Fresh Pond Day and learning about the importance of that area;
visiting local, innovative businesses like Clover and inquiring about their sourcing of ingredients
and handling of waste); students may also propose their own field trip options to be considered
by the instructor. Visiting locations for the purposes of the midterm or final projects may be
counted as field trips with the instructor’s approval if substantial time and effort are invested in
such visits.
Course Schedule
Rough outline by topic and week
Systems Thinking, weeks 1-2
Frameworks for Change: making ideas sticky, shifting behaviors and understanding impact,
weeks 2-3
Energy: basic concepts, obstacles to alternative energy; weeks 3-4
Water: availability, usage, control & ownership; weeks 5-6
Presentation of midterm projects, week 6
Agriculture and Food: the nature of food, the impact of industrial agriculture, local foodsheds;
weeks 7-8
Stuff, Waste and Toxins; weeks 9-10
Biodiversity and Ecosystems Services; week 11
Presentations of final projects during finals week
Student Course Evaluation Process
Students may provide feedback to the instructor at any time, and the course will follow the
START, STOP, CONTINUE method where students are encouraged to tell the instructor and each
other what to start, stop or continue doing to improve the learning experience. Detailed feedback
will be requested by the instructor at the middle and end of the semester.
Academ ic Responsibility
Unless prior approval is granted by the instructor, all work submitted for this course is to be your
own original work completed specifically for this course and not previously or concurrently
submitted to any other instructor. All infractions of this policy will be taken seriously and pursued
accordingly. Please refer to the Student Handbook for more specific policy guidelines.
Grading Scale (as per LC catalog)
A = 93-100 B = 83-86 C = 73-76 D = 63-66
A- = 90-92 B- = 80-82 C- = 70-72 D- = 60-62
B+ = 87-89 C+ = 77-79 D+ = 67-69 F = 59 and below
Incom pletes (I)
In exceptional cases, where an unanticipated event beyond one’s control interferes with a
student’s completion of course requirements, a letter grade of “I” (Incomplete) may be give to a
student at the instructor’s discretion. Student and instructor must complete and sign an
Incomplete Contract. Responsibility for completion of work rests with the student. The deadline
for completion is the end of the following semester. Contracted work not completed by that time
is recorded “I/F” (Failing).

4. Disability Services for Students
Lesley University is committed to ensuring that all qualified students with disabilities are afforded
an equal opportunity to participate in and benefit from its programs and services. To receive
accommodations, a student must have a documented disability as defined by Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), and provide
documentation of the disability. Eligibility for reasonable accommodations will be based on the
documentation provided.
If you are a student with a documented disability, or feel that you may have a disability, please
contact the following.
For students with learning disabilities or attention For students with physical, sensory, psychiatric
disorders: disabilities:
Maureen Riley, Director of Academic LD/ADD Laura J. Patey, Coordinator of Disability Services
Services for Students
Doble Hall, 2nd Floor 11 Mellen St.
617-349-8464 (voice) 617-349-8194 (voice); 617-349-8544 (TTY)
617-349-8324 (fax) 617-349-8558 (fax)
mriley@mail.lesley.edu (email) lpatey@mail.lesley.edu (email)