EES 150 Environmental and Physical Geology of the Parks

1. School of Science

Environmental and Earth Science

EES 150 Environmental and Physical Geology of the Parks

2. Rational

The rationale for this course offering is two-fold. First, our EES majors are in need of additional upper division science courses to meet their graduation requirements. The number of majors has increased over the past several years. Additionally, students are competing for upper division courses with students from the Economics Sustainability Concentration. There are currently not enough courses being offered that are relevant to both Bachelor of Arts and Bachelors of Sciences students in the department. Second, this course is particularly applicable, as many of our majors have expressed an interest in working with the parks and conservation after graduation and the many parks in California provide an employment opportunity. Therefore knowledge of the geology and environmental science in the parks will help our students explore and prepare for this opportunity. (Introduce them to multiple jobs in the park service and how to follow that pathway)

3. Learning Outcomes

a. The learning outcomes for this course are as follows:

i. Demonstrate knowledge of geologic processes that have shaped and are active in the Parks.

ii. Examine social and ethical issues that influence preservation and conservation.

iii. Critically Evaluate environmental impacts on the parks.

iv. Communicate scientific concepts that explain the natural world with respect to the parks.

v. Experience nature in the parks as a common resource, a common good.

b.

i. By demonstrating knowledge of the geologic processes that shaped and are active in the Parks (course LO 1), students address the first Learning Outcome of the department to “Recall and synthesize the knowledge derived from…earth science…to better understand the earth’s environment

ii. By examining the social and ethical issues that influence preservation and conservation (course LO 2) students are addressing the second Learning Outcome of the department to “comprehend environmental issues from multiple perspectives.” Additionally, they are addressing the fourth Learning Outcome of the department to “ display cognizance of ethical considerations” in order to “be mindful of them with constructing environmental problems,” which they do by critically evaluating the environmental impacts on the Parks (course LO 3).

iii. By learning to communicate scientific concepts (course LO 3) through class reports, participation in restoration projects, and interactions with park interpreters, students address department Learning Outcome 6, to “communicate skillfully environmental findings though…written scientific reports and visual presentations.”

iv. Finally, by experiencing nature in the Parks as a common resource and common good (course LO 5), students are learning to recognize the interconnectedness of earth’s ecosystems and human dependence on them.

4. Assessment.

A pass/fail grade is not an option for this course. Students are assessed primarily on written field reports in response to prompts and summary questions for each fieldtrips (please see attached assessment description.). Students record all notes and assignments in a composition notebook that is collected and assessed every two weeks. These written assignments are graded on a 1-5 scale, where a 5 represents excellent work where students have put in more than the required effort to complete the assignment, and a 3 represents work where the student has put in just enough work to complete the assignment (see syllabus).

5. Student Population:

It is anticipated that this course is primarily for EES majors and minors although students who have completed the prerequisite as their Scientific Understanding Core requirement will be considered as enrollment permits. This course will not fulfill the Scientific Understanding Core because it assumes the foundations knowledge obtained in such a course.

6. Relationship to Present Curriculum:

This course does not require the addition or deletion of additional course in the departments. This course is not related to courses in other departments (except perhaps Philosophy 117 “The Philosophy of Nature”, which has not been offered in some time), nor will it affect other courses. This course is an opportunity for students who have taken other upper division courses in the major (e.g. Economics, ecology, politics, Cal flora) to apply their knowledge from those courses in the natural setting of the parks. I have been especially inspired that we are training such diverse naturalists in EES as they describe to me aspects of their other classes that they recognize while in the field. This is a unique course in that it combines both the liberal arts and science portions of the Environmental Science degree in one course. Students are evaluating scientific concepts and principals in relevant settings in addition to the policy, resource, and ethical issues of public land management.

7. Any Extraordinary Implementation Costs.

Although the field trips (vehicle rentals, camping sites, park and speaker fees) for this course can be expensive, the lab fees collected have been sufficient to cover these costs. This may need to be evaluated in the future.

8. Library Review

Performed by Linda Wobbe (see attached)

9. Course Credit and Grading Options

This is a 1-credit course. The course meets for 3 hours and 15 minutes of lecture per week and approximately 3 hours of lab per week. The lab times are approximate because several of the labs are in the field and actual learning time varies but errs on the side of more that 3 hours per week.

Lecture time is divided between traditional lecture, group discussions, guest speakers, and relevant film clips. Lab meetings in the field include significant hiking with instruction and discussion, as well as meeting with Park interpreters, and participation in restoration projects.

10. Prerequisites:

EES 40 Introduction to Geology is a prerequisite for the course to provide the foundational knowledge this course builds on.

11. Course Description:

This course explores the both the geologic processes that have shaped the parks and the environmental issues that created a need to manage public lands and that affect the parks today. The laboratory for this course includes field trips to several local national, state, and regional parks, including two overnight camping trips to experience these topics firsthand. Prerequisite: EES 40 or permission of the instructor.

12. Course Content

See attached Syllabus.

13. Review of Experimental Offering.

EES 150 has been offered twice experimentally in Spring 2014 and Fall 2015. The move from spring to fall was to reduce overlap with other departmental field trips. The second offering included more interaction with Park interpreters in addition to an afternoon restoration project with the Tuolumne River Trust. The assessment for this course has been refined and expanded to include summary reviews of the Ken Burns documentary “The National Parks: America’s Best Idea”, demonstration of understanding geologic concepts in the field, and field reports using summary questions as prompts following each field trip. These writing assignments are compiled in a composition notebook that includes student’s notes and field assessments. The lectures have been organized and expanded around the topics for each park we visit. Because the lecture has been expanded, the Ken Burns documentary is now shown during the lab periods when we are not in the field rather than during lecture time. The film is also available to watch online through the school’s library. Overall, the course is more robust than during the first teaching.

EES 150 Environmental and Physical Geology of the Parks

Sect: 01

Instructor: Alice Baldridge

Email:

Office Phone: x8140, cell (510) 549-6258

Office Hours: Brousseau Hall 112 MWF 9:10-10:20 & by appointment

Lecture: 10:30-11:35 MWF Brousseau 125

Lab: F 2:45-5:45

Textbook: California Geology, Harden

Course Description:

This is an upper division course in environmental and earth science. EES 40 (Physical Geology) is a prerequisite.

As emerging naturalists, this course will expose you to both the physical process that have shaped the parks and the environmental issues that both created a need to preserve the parks and that affect the parks today. We will visit national, state, and regional parks to experience these topics. When possible we will compare how geology and geomorphology influence ecology and environmental issues. We will meet with naturalists at each of the Parks we visit and be exposed to a variety of employment opportunities.

Learning Outcomes:

Demonstrate knowledge of geologic processes that have shaped and are active in the Parks.

Examine social and ethical issues that influence preservation and conservation.

Critically Evaluate environmental impacts on the parks.

Communicate scientific concepts that explain the natural world with respect to the parks.

Experience nature in the parks as a common resource, a common good.

"...we have to realize that a true ecological approach always becomes a social approach; it must integrate questions of Justice in debates on the environment, so as to hear both the cry of the earth and the cry of the poor" – Pope Francis, Laudato Si

Student Responsibility:

Students are required to read the any readings prior to class and be prepared to discuss in class. Attendance and active participation is required for all classes and field trips. If you know you are going to miss class for any reason, please let me know ahead of time. Unless it is an emergency, you are required to attend all field trips. You are expected to act responsibly and represent Saint Mary's College favorably on all field trips (see field trip rules). Students are required to turn in homework and other assignments on time. Points will be deducted from late work. It is the student’s responsibility to seek help on assignments before they are due.

*Field Trips/Laboratory:

We have some really amazing field trips planned that are integral to this course. We will not meet every week for lab. Please see the schedule below for weeks we will meet. All labs will be in the field. Most labs will be during our scheduled lab time on Friday afternoon. There will be two overnight trips: Pinnacles and Yosemite. The Yosemite trip will take place over the midterm break. I will not offer alternatives so you should make all efforts to attend these trips. I will hand out additional information on all of the field trips as we get closer.

On Fridays that we are not in the field, I will be showing the Ken Burns documentary “The National Parks: America’s Best Idea.” You are not required to attend these screenings but you are required to watch the documentary. It is available through the library for check out. A 2-page written summary of each episode will be required.

Grades:

Your grades will be largely based on attendance and participation and will include a lab write-up for each section. I will hand out instructions for this write up at the beginning of that section as the format will vary slightly. I will assess your and lab reports based on the following rubric:

5

Put in more effort than required to complete the assignment; no grammatical/spelling errors (if a write-up is required); work is neat and professional; computations correctly done and answered (if calculations are necessary), work is easy to follow; clearly understands the main point; contains unusually insightful or in-depth commentary or analysis.

4

Put in sufficient effort to complete the assignment; no grammatical/spelling errors (if a write-up is required); work is neat and professional; computations correctly done and answered (if calculations are necessary), work is easy to follow; clearly understands the main point; shows a degree of insight and effort beyond the average.

3

Put in just enough effort to complete the assignment; no grammatical/spelling errors (if a write-up is required); work is neat and professional; computations correctly done and answered (if calculations are necessary), but work is difficult to follow; appears to have understood the main point, but some doubt remains in my mind.

2

Didn't quite complete the assignment as outlined; more than two grammatical/spelling errors (if a write-up is required); work is somewhat sloppy and unprofessional; computations incorrectly done and answered (if calculations are necessary); evidence suggests that the main point was mostly missed.

1

Assignment essentially incomplete; many grammatical/spelling errors (if a write-up is required); work is sloppy and unprofessional; computations incorrectly done and answered (if calculations are necessary); little evidence that the main point was understood.

There are no midterms in this course, but there will be a final project. You will give a final presentation about your park to the class during the last week of the semester. I will give you more information on this later in the semester.

Grade Scale: A=90% and above, B=80.0-89.9%, C=70.0-79.9%, D=60.0-69.9% 59.9% or below=F. The final grade percentages are not rounded up to the next highest grade. It is extremely important that you attend class so that you can get full points for in class exercises.

Grade Breakdown:

250 pts Labs (50 pts each)

60 pts Documentary Write-ups

100 pts Final project

If at any point during the semester you feel you are struggling, or your grades are not what you'd like them to be, please come talk to me. I am willing to work hard to make sure you understand, provided you're willing to meet me halfway. The most important thing is to stay in communication with me if you're having difficulties.

Behavior

The instructor reserves the right to allow any detrimental behavior in the classroom to affect the student's overall grade.

Computer policy: Some in-class exercises may be aided by use of internet resources and smartphone apps. Some students also like to use their laptops to take notes or look at the lecture slides as a complement to the class. Therefore, you may use/have laptop computers and smartphones in class. However, if I see you using these devices for anything not related to class, you will lose the privilege to continue using them. I want technology to aid in the class experience, not distract from it. Absolutely no computers or smartphones are allowed in use or out during exams.

While in lecture please:

Do not forget to turn off cell phones/smart phones ringers, come to class late, read newspapers, text, facebook or any surfing of the internet not related to class, talk and have conversations, disrupt the classroom environment, chastise or berate other students for their opinions, come to class unprepared, sleep during lecture, work on material foreign to the enrolled course or do anything against SMC rules and regulations (e.g. cheating).

Do ask questions if anything is unclear, engage in the discussions and participate fully in in-class exercises.

Disability Resources

Student Disability Services: Student Disability Services extends reasonable and appropriate accommodations that take into account the context of the course and its essential elements for individuals with qualifying disabilities. Students with disabilities are encouraged to contact the Student Disability Services Office at (925) 631-4358 to set up a confidential appointment to discuss accommodation guidelines and available services. Additional information regarding the services available may be found at the following address on the Saint Mary’s website: http://www.stmarys-ca.edu/sds

Reference/Information