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Required Text:
Miller, G. Tyler, Jr.(1999) Living in the Environment. (11th ed.). New York, NY: ITP Pub.
Supplemental Material:
World Wide Web Sites:
http://www.interdigm.com/mwarner (class bulletin board)
http://www.enn.com/ (Environmental News Network)
http://www.ens.com/ (Environmental News Service)
Student Resources:
Embry-Riddle Aeronautical University (ERAU) Library Resources: [On-line]. Available: http://www.embryriddle.edu/libraries/
Resident Center Riddle Aviation Collection (RAC). Available at the Resident Center.
Extended Campus Videotape Library. Available at the Resident Center.
Guide to Library Resources (Area Libraries). Available at the Resident Center.
Extended Campus Student Handbook: [On-line]. Available: http://www.ec.erau.edu/cce/faculty/studhndbk.shtml
Resident Center computer(s) for academic support. Available at the Resident Center.
Bender, A. R., Schultz, J. T., & Landgren, E. W. (Eds.). (1997). Guide to the graduate research project. Daytona Beach, FL: Embry-Riddle Aeronautical University.
American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.
Course Description:
A survey course in the environmental problems arising from use and abuse of their environment. Ecological, economical, sociological and technological principles can be applied to the management control of pollution of the atmosphere, land and water resources of the earth.
Suggested prerequisite: PS 101 or PS 110.
Goals:
PS 304 is a physical science course taken as an open PS elective. As a result of taking the course students will be able to demonstrate:
1) an understanding of the underlying principles/laws that govern the delicate balances within the ecosystems.
2) an understanding of how technology in the absence of information of its impact and/or public awareness has defiled the environment.
3) an understanding of the impact economic and societal attitudes have on the environment.
4) an understanding of how individual decisions are necessary to restore/maintain the quality of the environment for life to continue on Earth.
Performance Objectives:
Upon course completion, students will be able to:
1. Demonstrate knowledge of the relationships between energy, space, water, air, and relationships between living systems in maintaining a population.
2. Demonstrate knowledge of the cyclic nature of interdependent populations with natural resources.
3. Demonstrate ability to do independent research and ability to report it both verbally and in writing.
4. Analyze and describe the delicate balances that exist between living organisms and their environment.
5. Demonstrate an understanding of the ways greed has influenced decisions that have led tothe degradation of the environment.
6. Demonstrate how individual decisions and attitudes help to either restore or destroy the environment.
7. Identify several changes in their life styles as a result of having taken the course that have occured that will help in the renewal of the environment.
8. Demonstrate an increase in cogent abilities to write, speak, and think in analytical terms relevant to this course as enhanced with computer technologies, as mutually agreed upon by the student and instructor.
| Area | Grade Points | Grade Scale |
|---|---|---|
| Class participation | 15 PTS | 15% |
| Quizz | 15 PTS | 15% |
| Individual Research Report | 15 PTS | 15% | Individual Research Presentation | 10 PTS | 10% |
| Group Research Project Presentation/Bibliography | 15 PTS | 15% |
| In-Class/Homework Assignments | 10 PTS | 10% |
| Final Exam | 20 PTS | 20% |
| Total: | 100 PTS | 100% |
| Grade Points | Grade | Percentages |
|---|---|---|
| 90-100 PTS | A (Superior) | 90-100% | 80-89 PTS | B (Above Average) | 80-89% | 70-79 PTS | C (Average) | 70-79% | 60-69 PTS | D (Below Average) | 60-69% | 00-59 PTS | F (Failure) | 59-00% |
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Class Policy:
Assignments: Assignments contained herein, and as augmented at instructor's discretion, shall be completed prior to the next scheduled class session or as assigned and will not be accepted beyond that date without prior instructor approval. Assignments constitute minimum coverage of the required lessons and the student is encouraged to complete additional study/research of related material to promote mastery of the objectives. Course content may vary from this syllabus to meet the needs of this particular class composition.
Guidelines for Projects:
1. The Group Project Presentation will be done in teams of three or four. Each Group will select a topic from an approved list maintained on the class web site at http://www.interdigm.com/mwarner/PS304/. The selected project should be factual and contemporary. Under the direction of the Group Leader, the students will determine how to best present the topic high-lighting problem areas and current methods being used to address the problems. By the third week of class, each team will deliver the Group Project Outline, a one-page outline (bullets) of the Group Project Presentation. It is a formative exercise, preferably delivered by e-mail, so the team can obtain early feedback on the expectations for the presentation. The Project Bibliography and 10-minute Oral Presentation are due the eighth week of class. The bibliography should contain a minimum of six sources, no more than half of which should be from an online source, and be listed in American Psychological Association (APA), 1994, style.
2. The Individual Research Report and presentation topic will be selected by mutual agreement between the student and instructor by the second week of class. A report outline will be submitted, preferably by email, to the instructor by the fourth week of class. A rough draft of the report will be due by the end of week six of the class. The ten minute oral presentation will be delivered to the class during the seventh week and the written report will by due following the presentation. The report should be four to six pages in length, double space typed, with a minimum of three references of which no more than two shall be online sources. The style shall conform to American Psychological Association (APA), 1994, formatting.
Make-Up of Classes/Examinations: The faculty of Embry-Riddle Aeronautical University affirms the importance of prompt and regular attendance on the part of all students. Quality instruction clearly depends upon active student participation in the classroom or its equivalent learning environment. Your participation is particularly important in this course, since each class constitutes a significant percentage of the total course. All absences, regardless of reason, require a make-up assignment, mutually arranged between the instructor and the student. If an absence is anticipated, the student should notify the instructor, preferably in advance. Students are encouraged to assist each other with access to class notes for missed classes.
Academic Honesty And Integrity: Academic honesty is the expected mode of behavior. All honesty violations will be treated seriously as prescribed by the University. Note the definition and discussion on plagiarism that follows.
Plagiarism. The following definitions, with sources indicated are germane:
ERAU Extended Campus Student Handbook. Plagiarism is perhaps the most common and misunderstood form of academic dishonesty. It involves the taking of ideas, writings, etc. from another and passing them off as one's own. Plagiarism includes the use of any source to complete academic assignments without proper acknowledgment of the source.
ERAU Extended Campus Faculty Academic Orientation Manual (FAOM) (1996). Plagiarism can be defined as: Intentional use as oneŐs own, of any written material or ideas that has been created by another person, without clearly acknowledging that material by citation ("The American," 1985). There are three related activities:
1. Word-for word plagiarisminvolves a person copying another authorŐs work on a word-for-word basis, or by altering only a phrase or clause (Schwartz, 1991). This is avoided by quotation marks around the phrase and a citation, including the authorŐs last name, year of publication, and page number in parentheses (American Psychological Association (APA), 1994).
2. Paraphrase plagiarism is an attempt to substitute key words, phrases, or sentences of the original meaning or theme that is the same as the authorŐs (Schwartz, 1991). Avoid this by a citation of the authorŐs last name and publication year in parentheses (APA, 1994).
3. Mosaic plagiarism is done by taking important phrases, terms, ideas, or intellectual themes from another author and placing them in the personŐs own work. Avoid by quoting and citing (Schwartz, 1991).
Plagiarism is normally committed unintentionally because the writer does not understand what the term means. Please become familiar with this policy to avoid unnecessary administrative actions.
Proprietary Information: While the UniversityŐs teaching/learning model emphasizes the sharing of professional experiences in the context of analyzing relevant course materials, it is against the policy of Embry-Riddle Aeronautical University for students and/or faculty members to share information about present or past employers that would be considered to be "proprietary," "confidential," "company sensitive," or "trade secret."
Harassment and Unethical Behavior: All employees and students have a right to an environment free of discrimination, including freedom from sexual harassment. It is the policy of Embry-Riddle Aeronautical University that no employee or student may sexually harass another. The intent of this policy is not to create a climate of discomfort but to foster responsible behavior in an academic and working environment free of discrimination. The University sexual harassment policy can be found in ERAU Administrative Policies and Procedures Manual (APPM) section 8.3.4 at http://www.db.erau.edu/appm/policy/8-3-4.html
Student Preparation and Participation: As a MINIMUM, all students are EXPECTED to have READ and thought about the information provided in the assigned chapters BEFORE class commences! This is a professional responsibility to yourself and your classmates. Active participation in class discussions is an important element of a collegiate program; it is evaluated by instructors and is reflected in the assignment of course grades. Participation includes the quantity and quality of comments and class discussions, lively fellowship, positive contributions to group assignments, ability to respond to questions by classmates and the instructor and ability to work as a member of a group. Students are expected to synthesize, analyze and integrate all reading assignments. It is obvious that consistent attendance and being on time is an essential ingredient of participation.
Computing, Critical Thinking, Speaking and Writing Across the Curriculum
In addition to the specific content of this course, there will be a concentration on the development of the studentsŐ computing, critical thinking, speaking and writing skills:
(1) Computing: Students will be expected to use computer technology in this course. Use of word-processing to compose and edit course papers, PowerPoint or HTML to make class presentations, and E-mail to communicate with other students and the instructor is the recommended class standard,
(2) Critical Thinking: Students will be encouraged to form their own opinions and analysis of the relevant course topics and information. Throughout the course, they will be encouraged to use clear, logical thinking. The ability to analyze situations using sound, scientific reasoning will be emphasized,
(3) Speaking: Students will be expected throughout this course to express themselves orally. Their opinions will always be sought on a voluntary basis. Each student will have an opportunity to make presentations in the course, and
(4) Writing: The required reports are recommended to be written in ERAU Graduate Research Project (GRP) format and style, using the GRP Guidelines and the American Psychological Association (APA) format. The GRP/APA format uses citations in the text, when citing another authorŐs work, and a reference list at the end with all the sources. GRP/APA is very formal, third person, uses no contractions and has a very specific style. Development of writing skills is considered an essential element of this course.
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| WEEK/ SESSION | DATES | TOPIC(S) | ASSIGNMENT(S) |
|---|---|---|---|
| 1 | June 1 | Introduction/Syllabus Overview Class Discussion: Overview of environmental problems and scientific principles | Read Syllabus Read/Review Text Chapters 1-3 Group Project Topic selection |
| 2 | June 8 | Class Discussion: Ecological Principles Group Debate: Role of man in a stressed ecosystem. | Read/Review Texy Chapters 4-8 Individual Research Topic selection |
| 3 | June 15 | Class Discussion: Community Processes and Population Dynamics | Read/Review Text Chapters 9-10 Group Project Outline due |
| 4 | June 22 | Class Discussion: Human Population Group Debate: How will carrying capacity effect human population? Quiz: Chapters 1-10 | Read/Review Text Chapter 11 Individual Research Outline due |
| 5 | June 29 | Class Discussion: Resources and Sustainability | Read/Review Text Chapter 12-16 |
| 6 | July 5 | Class Discussion: Environmental Quality and Pollution Group Debate: Genetic Engineering savior or hidden monster? | Read/Review Text Chapter 17-22 |
| 7 | July 12 | Class Discussion: Economics, Politics, and Environment | Read/Review Text Chapter 27-28 Individual Research Presentation and Report due |
| 8 | July 19 | Class Discussion: Bio-system Sustainability Group Debate: Global Warming | Read/Review Text Chapter 23-26 Group Project Presentation and Bibliography due |
| 9 | July 26 | Class Discussion: Environmental Worldviews, Ethics, and Sustainability Final Exam | Read/Review Text Chapter 29 |
For questions contact Instructor: E-mail.
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