Social Science Senior Seminar
ISS 4935
Spring 2002
Dr. Susan E. Stans
250 Whitaker
941 590-7174
FAX: 941 590-7174
Social Science Web Site:
Social Science Program Portfolio:
CRN10836
ISS 4935 Sr. Seminar in Soc. Sciences
Wednesday, 2:00 pm - 4:45 pm
BHG215. Classes will sometimes meet concurrently with Dr. John Fitch’s course in BHG Room 215.
Classes begin Jan 14, 2002
Classes end Apr 29, 2002
OFFICE HOURS: Wednesday 12-1:00 pm; Thursday 1:00-3:00 or by appointment.
ISS 4935 - Sr. Seminar in Soc. Sciences - 3.00 credits
This seminar serves as the capstone for the students with a concentration in
Interdisciplinary Social Sciences. It integrates the various paradigms explored in other
courses and provides an opportunity for the student to explore a topic of interest in great
detail, utilizing some of those paradigms. This year the course will be taught in conjunction with Cross-listed with EVR 4326 “Conservation Strategies for a Sustainable Future” with Dr. John Fitch. Students will provide social science background to assessing and solving problems of sustainability.
Course Goals, Objectives and Assessment:
Learning Objectives
Holistic Understanding/Liberal arts perspective
Students will examine the human impact on the SW Florida environment in terms of economics, politics, culture, and society.
Assessment: Students will work together as a group to create a list of indicators regarding the health of the SW Florida environment and how it will effect the individuals and communities in terms of cultural, social, economic, and political costs and benefits. Final analysis will be presented in a webpage format addressing the economic, social, political, and cultural impact. Students will develop discipline specific analytical and critical capacities.
Conduct Social Science Research
Students will develop an understanding of how systems and modeling approaches may be used to investigate multidimensional/interdisciplinary problems and issues. They will develop an awareness of the roles of science, social science, education, and policy in addressing interrelated environmental, economic, and social issues.
Assessment:
- In groups, students will research specific questions based on a particular theory. Students will spend time outside of class hours for meetings on team projects and for research on individual projects.
3. They will meet with community members effected by the restoration as well as organizational and governmental staff regarding issues.
4. Students will record and analyze data collected.
Respond effectively to a Social Issue
Learners will gather, critically evaluate, and synthesize information on ecosystems and environmental economic systems through readings, interviews, case studies, and library and internet resources. Students will identify solutions to interrelated environmental, economic, political, cultural, and social problems in individual and group settings, incorporating critical thinking and a diversity of values and approaches.
Assessment:
Students will create a website of their findings.
Life-long learning
Assessment:
1. Students will create a list of 3-5 personal goals, outcomes, and assessments for the class and evaluate them at the end of the term.
2. Students will develop a resume demonstrating the skills they have learned through their social science experience.
3. Portfolio: Students will reassess and critique one of their former works and that of another student to learn to look for errors in logic, interpretation of data, and clear communication.
Aesthetic sensibility
1. Students will develop an aesthetically pleasing web site.
2. They will solicit help from web designers and evaluation from faculty.
Culturally diverse perspective
Students will determine if the socio-economic costs of sustainability and communities.
Ecological perspective
Students will develop an understanding of the environmental, economic, political, cultural, and social bases of sustainability. In researching social costs of sustainability, students will come to know ecological issues involved in the process. They will understand ways in which conservation and sustainability issues are connected and unified.
Required Texts
* Hawkens, P., A. Lovins, and H. Lovins. 1999. Natural Capitalism. Little Brown and
Company (ISBN # 0-316-35316-7)
* Odum, H. T., E. C. Odum, and M. T. Brown. 1998. Environment and Society in Florida.
Lewis Publishers (ISBN # 1-57444-080-2).
* Smith, F. (ed.) 1997. Environmental Sustainability: Practical Global Implications. St. Lucie
Press (ISBN # 1-57444-077-2)
Other Required Materials
Blue Books or computer lab printouts for Final Examination
Teaching Philosophy:
My teaching philosophy can be described as emphasizing discovery, interaction, and critical thinking. By discovery, I mean looking for the "Aha! Moment." For me, teaching represents an opportunity to launch a voyage of internal and external discovery by encouraging and challenging the individual to the thrill of life-long learning. Each student holds the potential to find, articulate, and synthesize ideas about the world around her or him. My role is to facilitate, guide, and nurture the curiosity and ability of the students.
I encourage critical thinking through exams, essays, and class exercises. Students are taught analysis of text and materials using the scientific process to generate hypothesis, present evidence, and to synthesize their results into projections for the future, implications for the present, and patterning of culture from the past. In debates, I insist that students develop both sides of an argument and in oral debates, switch sides. I consider the ability to think critically to be major in examining old beliefs and stereotypes, which ultimately leads to understanding.
General Course Outline
The following is a summary outline of general topics to be covered in “Conservation Strategies for a Sustainable Future” this semester. You will receive a more detailed outline of topics, subtopics, and related readings during the next class period along with readings and facilitation assignments.
I. Course Introductions
A. Personal Introductions
B. Course Overview
C. Course Syllabus and Requirements
II. Environmental, Economic, and Social Perspectives of Conservation: Past and Present
A. Historic Context
B. Integrating Multiple Perspectives in the Present
III. Unifying Themes for Present and Future Conservation Strategies
A. Ecosystems
B. Landscape Ecology and Bioregionalism
C. Culture and Society
D. Sustainability
E. Integrating Through Modeling
IV. Sustainability: Moving from Concepts to Practice
A. Key Concepts
B. Actualizing Sustainability
C. Integrative Perspectives
D. Tangible Examples of Sustainability Practices
E. Examples of Sustainability Tools and Analyses
V. Building Sustainable Futures in Florida and the Third World
A. Conservation Challenges
B. Sustainable Natural Environments
C. Sustainable Natural Resource Economics
D. Sustainable Communities
VI. Student Presentations
A. Team Project Reports
B. Personal Project Reports
Class Discussion Facilitation Instructions
Your performance on facilitating class discussions of readings will constitute 15 % of your grade in this course. You will be asked to facilitate at least two class discussions on reading assignments based on class size. You will be assessed on the following:
I. Introduction: you should provide a brief introduction to the readings in order to place them in context with the course and with your own experiences in order to frame the issues to be discussed. Please use several library/internet references to supplement the readings.
II. Identification of Key Points: you should identify key points in your own words without reading directly from the readings and discuss issues on which you or other students might require clarification.
III. Discussion Questions and Facilitation of Such Questions: you should pose questions to the class that are relevant to the readings and then guide the class through a discussion of those questions. Please use several outside references.
IV. Summary of Reading and Discussion: you should very briefly summarize the significance if the readings and results of the class discussion of your questions.
V. Written Synopsis: your written synopsis should contain a brief summary of the major points in the readings as you interpret them as well as the questions that you have selected to facilitate class discussions. Also include several reference citations—please hand in the written synopsis prior to your presentation.
Team Project Presentation and Paper Instructions
The team project requirement, worth 200 out of 1000 points, has three major learning objectives:
1) to work together as a collaborative team in assessing a local, regional, or national issue with environmental, economic, and social implications,
2) to work as a team in developing, applying, and analyzing sustainability indicators to evaluate progress toward a sustainable future by a community, agency, or major project,
3) to present results in the form of a Power Point presentation to the class and written report in which
both collective and individual contributions can be assessed.
Selecting a Team: each team should consist of 4-6 students. In your selection of a team, consider students that you already know and have worked with or students that you have at least one other class with this semester since much of the team work will have to be done outside of this course’s class time.
Selecting a Project: teams of students can select projects involving the following:
1) the progress of communities such as Alva, Estero, Bonita, or Naples in managing growth and working to achieve a sustainable future: projects involve defining sustainable futures for such communities based on interviews, defining sustainability indicators (environmental, economic, and social) to measure progress, and actually using such indicators to evaluate the present situation.
2) the progress of large multi-year ecological restorations such as the Kissimmee River or Everglades programs: projects involve defining long-term restoration goals and objectives, defining environmental, economic, and social indicators to measure progress, and actually using such indicators to evaluate the present situation.
3) the environmental, economic, and social impacts of global warming on SW Florida based upon best available scientific data and future forecasts: project involves defining predicted environmental, economic, and social indicators of global warming impacts on SW Florida as a means of responding to this potential crisis.
Writing a Proposal: once you have selected a team and a project, please convene the team to write a short proposal of 1 page in length. The proposal should include a list of team members, a definition of the project and its major objectives, some of the methods you plan to use, and some sources of information that you believe will be helpful. The proposal is due from each team during the January 30 class period. I willl return the proposal to you with comments and suggestions the following class period.
Presentation and Paper: the presentation, which should be Power Point, will be scheduled for March 6 and the paper will be due during that class period. The Power Point Presentation should be 20-25 minutes in length. The paper should be presented in hard copy and you will be given instructions about how to add your paper to the course’s web site.
Assessment of Paper: the presentation and paper should be structured in such a way that both collective and individual contributions can be assessed. Your paper should have the following sections and will be assessed on the following bases:
1) Introduction Section: definition of the objectives and coverage of the paper
2) Methods and Sources Section: general methods used in project along with general sources of information
3) Results Section: definition of sustainable future or restoration goals and objectives along with defined indicators, and use of defined indicators to evaluate the present situation
4) Discussion Section: your thoughts, interpretations, and recommendations as a team for improvements in community efforts or program direction
5) Conclusions Section: trace original project objectives mentioned in Introduction with methods used, results gathered, and your team’s recommendations
6) References Cited Section: full citations should be presented on literature or Internet references, interviews, or other expert sources of information cited in the text.
Personal Project Presentation and Paper Instructions
The personal project requirement, worth a total of 250 out of 1000 points, has three learning objectives:
1) to learn more abut a topic of special interest to you related to sustainability,
2) to write an analytical paper on that topic complete with literature citations and your own opinions,
3) to gain experience in presenting material and sharing ideas with the class.
Selecting a Topic: think about aspects of sustainability of special interest to you, especially in those areas most related to a potential direction of professional work that you may be considering. Please do not submit a paper that you have already written for another class. Your contribution should be uniquely suited for this capstone course. Select a topic of interest to you that is related to sustainability and that you can effectively address in a paper of 15-20 pages (literature cited section included).
Writing a Proposal: once you have selected a topic for your paper, please write a short proposal for the paper defining the topic or issue, stating the objectives of your paper, and indicating the sources of information you will be using. The proposal should be ½ to 1 paper in length and will be due during the February 20 class meeting. I will return it to you with comments the following class period.
Presentation and Paper: the presentation, which should be Power Point, will be scheduled between April 10 and April 24 and should be approximately 15 minutes in length. Papers will be due on the date of the presentation in hard copy. In addition, you will be given instructions about how to add your paper to the course’s web site.
Assessment of Paper: your final paper should have the following sections and will be assessed on the
following bases:
1) Introduction Section
a. define the topic or issue of your paper in a paragraph or two with appropriate citations,
b. state the objectives of your paper by specifying, in a paragraph or two, what aspects of the topic
you will be discussing
2) Methods and Sources Section
a. discuss the general methods that you used in obtaining the information for this report,
b. mention the general sources of information that you used such a library research, Internet research,
or expert interviews
3) Results Section
a. present information that you have discovered making certain that you document sources,
b. conduct an objective analysis of the information you have presented
4) Discussion Section
a. discuss your thoughts and ideas about the meaning of the information and analyses in the results
section
b. present your recommendations for resolving/addressing the issue or topic you have selected
c. this is probably the most important section of the paper and it is important that your thoughts and
ideas are well organized and logically presented.
5) Conclusions Section
a. present overall conclusions relating the objectives of the paper mentioned in the introduction with
the information and analyses in the results section, and your thoughts and recommendations in
the discussion section.
6) References Cited Section
a. full citations should be presented on all literature, Internet, or expert sources of information cited in
the text.
Course Assessment and Requirements:
This course will be a hands-on one with many learning opportunities through class discussions, guest lectures, and through team and personal project reports. Students are expected to attend all scheduled classes and to have completed assigned readings before class in order to be active learning participants.
Distribution of points and deadlines are outlined below:
Attendance…………………………………………………………………………….100 points
(Students will sign in at the beginning of each class and after the break. Student grades will be based on the number of classes less one class. Students who attend all sessions will therefore receive more than 100% or 100 points for attendance. Those who miss one three-hour class will not be penalized. No excuses are accepted. Your grade depends on your attendance regardless of reason.)
Review and Facilitation of Class Readings Discussions……………………………...150 points
(Students will review and facilitate discussions on readings based on an assigned readings schedule)
Team Project Presentation and Paper…………………………………………………200 points
(Students will work in teams of 3-6 on selected local or regional sustainability analyses using indicators to evaluate progress on such issues as growth management of communities, Everglades restoration, or regional impacts of global warming. An initial written proposal of 1 page in length is due from each group on January 30. A PowerPoint presentation of each team’s work will be due along with a paper on March 6.
Personal Project Presentation and Paper………………………………………………250 points
(Individual students will select an issue relating to sustainability, present an initial proposal for review and comments, and then give a PowerPoint presentation to the class and hand in a written report. The initial proposal is due February 20 and PowerPoint presentations will be scheduled between April 10 and April 24; papers will be due on the date of the presentation).
Electronic Portfolio ……………………………………………………………………..50 Points
(Students will create a personal website where they will display a revised paper from their social science experience, their learning outcomes and self analysis for the course, and a current resume.)
Final Examination……………………………………………………………………..250 points
(The final examination will be an open book essay test on course concepts and their applications
to real life issues and problems. The examination is presently scheduled for May 1 from
2 pm to 4:45 pm.)
TOTAL POINTS……………………………………………………………………………....1000 points
SCORING:
A = 935-1000 points
A-= 900-934
B+ = 865-899
B = 835-864
B-= 800-834
C+ = 765-799
C = 735-764
C- = 700-734
D+ = 665-699
D = 635-664
C-= 600-634
F = 0-599
Beginning Assessment of Conservation/SustainabiIity Information
EVR 43226 and ISS 4935
Pretest Spring 2002
Name:______Date:
Instructions: The purpose of the questions below is to assess the amount of conservation/sustainability information that you bring to the class at the very beginning of the course. You answers will help us structure the course for the maximum value to you and for you to track your progress in the course. You will not be graded on your answers! Please answer the following questions briefly in the spaces provided below. Do not hesitate to answer that you do not know the answer for any of them. You will be asked the same questions at the end of the course to see how effective our teaching has been.