Everyday Ecology

Course Description

Every week, we learn of typhoons and landslides, floods and hurricanes, droughts and other natural catastrophes. Scientists now agree that the major cause of climate shift is man-made, specifically our use and abuse of global energy resources. In Everyday Ecology we will analyze our energy use patterns and explore practical alternatives. The word "ecology" originates from the meshing of two Greek words meaning the "study of homes." Although the main focus of this course is the individual household, another "household" we must take into account is the economy. Ecological economics examines how both disciplines need to look toward the other to be viable long term. We will examine options to bring the earth household (ecology) and the human household (economy) together for the benefit of both. This course observes how "man" is connected to the world around him. It allows us to see our options in response to growing concern over global climate change. Through readings, field trips, activities, discussions and an analysis of our personal use of our earth's resources, this course enables us to become increasingly aware of ecological issues. You will learn to evaluate the effect of personal choices on the earth and be introduced to alternative, "greener" options.

Course Learning Goals

After completing this course, you will be able to:

• Define your relationship with the earth and its organisms.
• Examine science terminology and identify current ecological issues as they relate to global climate.
• Describe your usage of the Earth's resources and evaluate how it affects the 'lifespan' of the Earth.
• Explain how making changes in your lifestyle can effectively alter your overall use of the earth's resources and directly affect the 'lifespan' of the Earth.
• Examine and evaluate the effectiveness of a variety of ways to enact change.
• Examine the earth's current ecological situation (status quo) as it relates to global climate.
• Identify ways to reduce your use of the earth's resources and lessen the risks of drastic global climate change.
• Identify, describe and evaluate commercial resources available to assist in reducing the use of the earth's resources.
• Examine and discuss the benefits of local markets, organic foods and/or co-op farms.
• Define 'Slow' (non-processed) foods through exploration.
• Examine your current life style as it relates to electronics and electric appliances.
• Identify transportation options for more environmentally efficient travel.
• Using ecological aspects of Man's relationship with our earth surveyed in this course, design and evaluate an Action Plan in your home or office for a more ecological existence.

If you opt to address the S1C competence, you will be able to:

• Identify and describe at least one personal interaction with the environment.
• Use scientific principles to explain aspects of the environment and the interaction between the student and the environment.

If you opt to address the S3C competence, you will be able to:

• Use environmental science to describe a local, regional, or global environmental concern.
• Demonstrate an understanding of the economic or social elements contained in an environmental problem.

If you opt to address the S4 competence, you will be able to:

• Describe one or more natural systems.
• Explain how parts of the system are interconnected.
• Demonstrate how such connections are found elsewhere in nature.

If you opt to address the FX competence, you will be able to:

• Explain why companies are interested in the green movement.
• Describe how ecological concerns impact a company's bottom line.

Course Competencies

In this course, you will develop the following competencies:

Note: If you are registered for CCS 256, the competencies you will gain in this class are as follows:

• Can explain personal interactions with the physical environment using scientific principles.
• Can understand the scientific and social dimensions of an environmental issue.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Climate Central. (2013). Global Weirdness. New York: Vintage Books. ISBN-13: 9780307743367

Recommended Reading:

Yarrow, J. (2008). How to Reduce Your Carbon Footprint: 500 Simple Ways to Save Energy, Resources, and Money. San Francisco, CA: Chronicle Books. ISBN-13: 9780811863933

The following readings are available through the library E-reserves:

Richardson, M. L. & Baker, E. V.. (1999). Ethics Applied, Ed 2. Chapter 11: Ethics and the Environment, pp 407-437. New York: Simon & Schuster. (E-reserve reading)

Pollan, M. (2006). The Omnivore's Dilemma: A Natural History of Four Meals. Chapter 13: The Market, pp. 239-261. New York: Penguin Press.(E-reserve reading)

Pollan, M. (2008). In Defense of Food: An Eater's Manifesto. Chapter 4: Not Too Much, pp 182-201. New York: Penguin Press.( E-reserve reading)

Ryan, J. C. & Durning, A. T. (1997). Stuff: The Secret Lives of Everyday Things. Chapter 6 Bike (and Car), pp 33-44. Seattle: Northwest Environmental Watch. (E-reserve reading)

Course Grading Scale

Grades lower than a C- do not earn credit at the School for New Learning.

Course Structure

This course consists of 10 modules. The estimated time to complete each module is one week.

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Assessment of Learning

Percentage distribution of Assessments

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline.  In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

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Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see “Course Expectations” in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask ‘process’ questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.

Credits

This course was designed and produced by faculty and staff at SNL Online of the School for New Learning of DePaul University.

© 2017 School for New Learning, DePaul University. All Rights Reserved by SNL.