In recent years, we have seen a surge in world interest in energy efficiency and 'green' technologies. There is often public discussion on these green technologies and what impact they may have on society. This course will explore green technologies including solar energy, alternative/electric vehicles, LED lighting, and green buildings. We will cover not only the scientific side of these technologies, but also explore the connections with history, culture, and politics, addressing such questions as "How do we define a 'green' technology?", "Can sustainable development be achieved solely through technological advances?" and "What are the broader impacts of personal technology choices?"
The Cheadle Center for Biodiversity and Ecological Restoration (CCBER) offers a 10- week course (EEMB 189 ES 191) blending the science of biodiversity and ecological restoration with teaching and curriculum development for grades K-12. Each week will focus on a different sub-topic and will include a lecture and a lab. Seminars will be led by faculty, CCBER staff, and/or guest speakers. The following topics will be covered: science education, phenology, local biodiversity, including plant and animal identification and the watershed concept from coastal water to the near shore marine environment (REEF). Students will also mentor 5th grade students in CCBER's award winning Kids in Nature Program and other school groups.
All students must complete the following for 4 units of credit: 3 hours of lecture and 3 hours of lab each week and a final independent project and presentation. To earn course credit, you must be an EEMB, ENVST, GEOG, ED, or CCS student. After completing the course, students will be eligible to receive a stipend for participation in subsequent quarters. For more information, contact Jan Myers at firstname.lastname@example.org or at (805) 893-2506.
This climate summit course is designed to be a total "immersion" into the process (presentations, discussions and negotiations) and atmosphere of an environmental summit, such as those of the Conference of the Parties (COPs) that are the basis for Climate Convention Framework negotiations. The summit is the culmination of the class while the core of the class is the preparation for this summit.
Preparation for the summit takes place during class through a number of different activities, including lectures, group discussions, web research and group presentations, as well as outside of the classroom where students need to plan meetings with members of their group to coordinate presentations and writing activities. Each student plays a specific and unique role in the summit. Each student is either a representative of a country (or group of countries), or of a Non-Governmental organization (NGO), or of the media. In his/her role, each student is expected to be as authentic as possible. For instance, government representatives are expected to be partisan in favor of their particular country, while NGO representatives are expected to represent world-wide interests. Media representatives are expected to fairly and factually report events and provide analyses prior to and after the summit. Each role has particular responsibilities and obligations that are described on the course website.