SUSTAINABLE DEVELOPMENT
SOC 421/521 COD 521
COURSE
SYLLABUS
FALL 2008
SOC 421 Syllabus: Printer
Friendly Version SOC/COD 521 Syllabus: Printer Friendly Version Links: |
|
Course Readings |
SOC
421 Learning Opportunities |
SOC/COD 521 Learning Opportunities |
Course Outline |
Additional Resources |
Text in blue are hyperlinks
Click here for the questions for the essays on the videos (SOC 421)
Click here for a schedule of policy discussion leaders (SOC 421)
Click here for information on the Collaborative Learning Group assignment (SOC 421/521 COD 521)
Click here for a schedule of
reading discussion
leaders (SOC/COD 521)
Click here for a schedule of teaching on research discussion leaders
(SOC/COD 521)
Messages:
View photos from the Sustainability Summit! |
Course Information:
Meeting Place: 228 Kethley Hall
Meeting Times: Monday, Wednesday and Friday, 9:009:50 am
Instructor Information:
Instructor: Dr. Alan Barton
Office: 214 Kethley Hall
Telephone: (662) 846-4097
E-mail: abarton@deltastate.edu
Webpage:
http://ntweb.deltastate.edu/vp_academic/abarton/
Office Hours: The instructor holds regular office hours
at the following times:
Tuesday 10:40 am 12:00 noon; 2:00 - 5:00 pm
Wednesday 9:50 11:10 am
Thursday 10:40 am 12:00 noon; 2:00 - 5:00 pm
If you cannot make one of these times, contact the professor to set up an
appointment.
Course Webpage:
Additional materials and updated course information can be found on the course webpage:
http://ntweb.deltastate.edu/vp_academic/abarton/SOC421FA08/SOC421Syllabus.htm
Course Overview:
This course provides a practical review of the concept of sustainable development. While the concept of sustainability has a long history in resource management, the notion that development must be sustainable rose to international prominence in the 1980s, received substantial attention and interest in the 1990s, and continues to shape international policy today. Sociologists have made important contributions to the definition of sustainable development, and while we will study how sustainable development affects business and economics, ecological processes, and rural and urban areas, our focus will be on understanding the sociological nature of sustainable development.
Prerequisites: SOC 101 or permission
of instructor.
Course Readings:
The
Course Outline below lists the reading assignments for each class meeting; you
should do the assigned reading BEFORE the class meeting for which it is
assigned.
Click here
for tips on studying the readings for this course.
Required Books:
The required books are available at the
DSU Bookstore. You should purchase both books or otherwise arrange to
complete the reading assignments from these books.
Andres R. Edwards. 2005. The Sustainability Revolution: Portrait of a
Paradigm Shift. New Society Publishers, Gabriola Island, British Columbia.
ISBN: 978-0-86571-531-8.
Jennifer A. Elliot. 2005. An Introduction to Sustainable Development.
Third Edition. Routledge/Taylor and Francis, New York. ISBN:
9-78-0-415-33559-1.
Articles and Reports:
Martin Haigh. 2005. Greening the University
Curriculum: Appraising an International Movement. Journal of Geography in
Higher Education Vol. 29, No. 1, pp. 31-48.
Policy Discussion
Readings:
For Policy Discussions, you will review material from readings and webpages.
The links to these pages are listed here.
Policy
Discussion 1:
UNEP I. Report of the United Nations Conference on the Human Environment
(Stockholm 1972). Read the "Declaration of the United Nations Conference
on the Human Environment" and scan the other documents.
http://www.unep.org/Documents.multilingual/Default.asp?DocumentID=97&ArticleID=
UNEP II.
Earthwatch 1972-1992. Read the brief history of Earthwatch, the U.N.
program to implement the 1972 Declaration.
http://earthwatch.unep.net/about/docs/annrpt92.htm
Policy
Discussion 2:
IUCN/UNEP/WWF. 1980. World Conservation Strategy: Living Resource
Conservation for Sustainable Development. Prepared by the International
Union for the Conservation of Nature and Natural Resources (IUCN), with
advice, cooperation and financial assistance of the United Nations Environment
Programme (UNEP) and the World Wildlife Fund (WWF), and in collaboration with
the Food and Agriculture Organization of the United Nations (FAO) and the
United Nations Educational, Scientific and Cultural Organization (UNESCO).
Available on Blackboard. Read Ch. 1 (Introduction); Ch. 8 (A Framework for
National and Subnational Conservation Strategies); Ch. 14 (Conservation-based
Rural Development); and Ch. 20 (Towards Sustainable Development).
Policy Discussion 3:
World Commission on Environment and Development. 1987. Our Common Future.
Oxford University Press, New York. ISBN: 0-19-282080-X. Read
Foreward, Overview (p. 1 - 23), Ch. 1 (p. 27 - 42), Ch. 2 (p. 43 - 66), Ch. 12
(p. 308 - 347), Annexes (p. 348 - 366)
Policy Discussion 4:
UNCED I. United Nations Conference on Environment and Development (Rio de Janeiro 1992). Read the summary of the Earth Summit (4 web pages; hit right arrow at bottom of each page to continue).
http://www.un.org/geninfo/bp/enviro.html
UNCED II. Agenda 21. Read the
Rio Agreements (see link), and read about one specific subject area.
http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21toc.htm
Policy Discussion 5:
UNWSSD I. World Summit on Sustainable Development. Review the documents
under "Starters" at the right.
http://www.worldsummit2002.org/
UNWSSD II. Look over the United Nations Environment Programme's WSSD website.
http://www.unep.org/wssd/
Teaching on Research Readings:
The readings for the Teaching on Research sessions can be found on the
E-Journals section of the DSU Library website, unless otherwise
indicated.
Teaching on Research 1:
Bill Hopwood, Mary Mellor and Geoff O'Brien. 2005. Sustainable Development: Mapping Different Approaches. Sustainable Development Vol. 13, No. 1, pp. 38-52.
Thomas M. Parris and Robert W. Kates. 2003. Characterizing and Measuring Sustainable Development. Annual Review of Environment and Resources Vol. 28, pp. 559-586.
Teaching on Research 2:
Peter Dale. 1997. Land Tenure Issues in Economic Development. Urban Studies Vol. 34, No. 10, pp. 1621-1633.
Eirivelthon Lima, Frank Merry, Daniel Nepstad, Gregory Amacher, Claudia Azevedo-Ramos, Paul Lefebvre and Felipe Resque, Jr. 2006. Searching for Sustainability: Forest Policies, Smallholders and the Trans-Amazon Highway. Environment Vol. 48, No. 1, pp. 26-38.
Teaching on Research 3:
Robert H. Nelson. 1996. The Future of the National Forests. Society Vol. 34, No. 1, pp. 92-98.
Daniel Pauly, Villy Christensen, Sylvie Guenette, Tony J. Pitcher, U. Rashid Sumails, Carl J. Walters, R. Watson and Dirk Zeller. 2002. Towards Sustainability in World Fisheries. Nature Vol. 418, Issue 6,898, pp. 689-695.
Teaching on Research 4:
Kent E. Portney. 2002. Taking
Sustainable Cities Seriously: A Comparative Analysis of Twenty-Four U.S.
Cities. Local Environment Vol. 7, No. 4, pp. 363-380.
D. McEvoy, D.C. Gibbs and J.W.S. Longhurst. 2000. Assessing the Employment Implications of a Sustainable Energy System: A Methodological Overview. Geographical and Environmental Modelling Vol. 4, No. 2, pp. 189-201.
Teaching on Research 5:
Amy K. Glasmeier and Tracy Farrigan. 2005. Understanding Community Forestry: A
Qualitative Meta-Study of the Concept, The Process and Its Potential for
Poverty Alleviation in the United States Case. The Geographical Journal
Vol. 171, No. 1, pp. 56-69.
Marina Michaelidou, Daniel J. Decker and James P. Lassoie. 2002. The
Interdependence of Ecosystem and Community Viability: A Theoretical Framework
to Guide Research and Application. Society and Natural Resources Vol.
15, No. 7, pp. 599-616.
Recommended Readings:
Michael Bonnett. 1999. Education for Sustainable Development: A Coherent
Philosophy for Environmental Education? Cambridge Journal of Education
29(3):313-324.
Rachel Carson. 2002. Silent Spring. 40th Anniversary Edition. Mariner
Books, Boston. ISBN: 0-61-824906-0.
Steve
Davidson. 2005. Transforming Thinking: The UN Decade of Education for
Sustainable Development (2005-2014). Ecos Issue 123, pp. 10-12.
Eric Holt-Gimenez. 2006. Campesino a Campesino: Voices from Latin America's
Farmer-to-Farmer Movement for Sustainable Agriculture. Food First Books,
Oakland, CA. ISBN: 0-93-502827-7.
Samuel P. Hays. 2000. A History of Environmental Politics Since 1945.
University of Pittsburgh Press, Pittsburgh, PA. ISBN: 0-8229-5747-7.
Rosalyn McKeown and Charles Hopkins. 2003. EE≠ESD: Defusing the worry.
Environmental Education Research Vol. 9, No. 1, pp. 117-128.
Joy A. Palmer and Joanna C. Birch. 2003. Education for Sustainability: The
Contribution and Potential of a Non-Governmental Organization.
Environmental Education Research Vol. 9, No. 4, pp. 447-460.
Mary Joy Pigozzi. 2003. UNESCO and the International Decade for Sustainable
Development (2005-2015). CONNECT: UNESCO International Science, Technology
& Environmental Education Newsletter Vol. 28, No. 1-2, pp. 1-7.
Jeffrey D. Sachs & Walter V. Reid. 2006. Investments Toward Sustainable
Development. Science Vol. 312, Issue 5,776, p. 1002.
David Satterthwaite. 1997. Sustainable Cities or Cities That Contribute to
Sustainable Development? Urban Studies Vol. 34, No. 10, pp. 1667-1691.
David Shaw and Sue Kidd. 1996. Planning Sustainable Development: Principles
and Implementation. Journal of Planning Education and Research Vol. 15,
No. 3, pp. 237-241.
Naresh Singh and Jonathan Gilman. 1999. Making Livelihoods More Sustainable.
International Social Science Journal 51(162):539-545.
Claudio
Maria Vargas. 2000. Community Development and Micro-Enterprises: Fostering
Sustainable Development. Sustainable Development Vol. 8, No. 1, pp.
11-26.
Arthur H. Westing. 1996. Core Values for Sustainable Development.
Environmental Conservation Vol. 23, No. 3, pp. 218-225.
World Commission on Environment and Development. 1987. Our Common Future.
Oxford University Press, New York. ISBN: 0-19-282080-X.
Anthony Young. 2005. Poverty, Hunger and Population Policy: Linking Cairo with
Johannesburg. The Geographical Journal Vol. 171, No. 1, pp. 83-95.
Course
Objectives:
Once you successfully complete this course, you will be able to:
(1) Define the concept of sustainable development from a variety of perspectives.
(2) Explain how the idea of sustainability and development have changed through history, and how policy has evolved in line with these changing conceptions.
(3) Discuss United Nations efforts to structure and
implement sustainable development internationally and locally.
(4) Apply sustainable development policy statements to current environmental and development issues, and analyze the effects of these policies.
(5) Critically examine current trends in sustainable development, and relate these to theories of globalization.
These objectives contribute to overall course goals:
(1) Developing critical thinking
skills. The class discussions, readings,
writing assignments and exams are designed to encourage you to develop and
use higher-order thinking skills, including analytical, synthetic and applied
thinking.
Click here for more information on thinking critically.
(2) Understanding the social structures and processes that condition our
lives. A basic goal of all sociology courses is to help you understand
the nature and workings of these social structures, and how they open
opportunities and impose constraints on individuals operating within these
structures. C. Wright Mills called this using your "sociological
imagination;" activities in this course are designed to encourage you to use
your sociological imagination.
Click
here for more information on the sociological imagination.
Course Organization and Approach:
This course uses a participatory, learner-centered, adult education approach. An adult education approach recognizes that you are responsible for your own learning. The professor can only provide opportunities to learn, but cannot force you to learn. You are expected to work hard in this course, meaning that for every hour of class time, you should spend two to three hours outside of class preparing by doing readings, assignments, studying for quizzes and exams, and thinking about the course material.
You are expected to take responsibility for the success of the course, that is, you should take an active interest not just in the course material, but in the course itself, making it a success for all participants. Factors such as interest, motivation, creativity, and initiative are important elements in evaluating your performance and assigning a grade.
SOC 421 Learning Opportunities:
All students taking the course for undergraduate (SOC 421) credit must complete the following assignments:
(1) Attendance and Participation (15 points)
You are expected to attend all
class sessions
See the course policy on
absences (no. 3 below)
You are expected to do all of the assigned readings and come to class prepared to discuss them
You are expected to engage in classroom discussions, reflecting on the topic and readings
The quality of contributions to class discussions is more important than the quantity of contributions
Participation in class discussions is not graded based on whether it is right or wrong; rather, you are expected to engage the material critically, and demonstrate an understanding and ability to apply the course material in productive ways
Additional Information:
Click here for tips
on studying the readings for this course.
(2) Essays on Videos (20 points)
We will view five videos over the course of the
semester
For each video, you will be given a question to ponder
Prepare an essay in response to the question, using concepts from the course
and drawing on the information in the video to illustrate these concepts
The papers
should be typed, 10 or 12 point font, 1 inch margins, double spaced, and
should be 2-3 pages in length
Each essay is worth 4 points, and is due 1 week after we view the video in
class
For out-of-class
assignments, you are expected to do your own work
see the policy on plagiarism and cheating; this policy will be enforced
with no exceptions
Additional Information:
Click here for the essay questions
Click here for tips on writing papers for this course
(3) Sustainable Development Policy Discussion Leader (20 points)
We will read information on a variety of Sustainable Development conferences
and initiatives through history
You will lead a discussion for one of these sessions
Your responsibility as discussion leader is to ensure that class members
discuss the information; therefore, you should have a list of appropriate
questions which critically assess these conferences, and which link course
concepts to the activities during the conferences
Click here for a list of the policy discussion leaders
(4)
Collaborative Learning Group
Project (30 points)
You will team up with other members of the class to form collaborative learning groups
In these groups, you will carry out a series of assignments, representing one particular perspective in the global debate on sustainable development
You will be asked to carry out assignments on Blackboard, and on Fridays during the semester you will work with your group and submit work as required
See below for specific parameters on this assignment
Additional Information:
Click
here for more information on the Collaborative Learning Group assignment
(5) Final Exam/Sustainability Summit (15 points)
On Monday, Dec. 8 from 12:00 noon to 3:00 pm, we will hold a Sustainability Summit to report on and debate the results of the Collaborative Working Group projects
You must attend and participate actively in this activity.
(6)
Critical
Engagement (±10 points)
The instructor will evaluate your performance based on factors such as the motivation, interest, and improvement you demonstrate in the course
SOC 421 Grading:
There are a total of 100 points available for the semester. Your final score
is simply the sum of all points earned over the semester. If you accumulate
90 or more points over the course of the semester, you will get an A in the
course. If you accumulate 80 to 89 points, you will get a B, for 70 to 79
points you will get a C, and for 60 to 69 points will get a D. If you get
less than 60 points, your final grade will be an F. Note that you start
with zero and earn points; you do not start with 100 and lose points.
If you comply with all course requirements and submit all of the assignments satisfactorily and on time, you can expect a C in this course. To receive a higher grade, you must demonstrate a superior grasp of course material and an ability to apply the material in productive ways. It is also helpful to show an interest in the course material and in learning, and an achievement-based orientation.
SOC/COD 521 Learning Opportunities:
All students taking the course for graduate (SOC/COD 521) credit must complete the following assignments:
(1) Attendance/Participation in Class Discussions (15 points)
You are expected to do all of the assigned readings and attend all class sessions
You are expected to engage in classroom discussions, reflecting on the topic and readings
The quality of contributions to class discussions is more important than the quantity of contributions
Participation in class discussions is not graded based on whether it is right or wrong; rather, you are expected to engage the material critically, and demonstrate an understanding and ability to apply the course material in productive ways
(2) Leading Discussions on Readings (25 points)
You will lead
class discussions on the readings during the semester
The objective of each discussion is first, to ensure that everyone
understands the material presented, and second, to assess the practical value of
sustainable development as a strategy
Begin by determining the social and policy importance of the assigned
reading, then identify a documented current environmental issue to which you
can apply the material in the reading; this may be through an article from a
newspaper, news magazine, or reputable web site
You should
then facilitate a class discussion on the topic, encouraging participation by
all members of the class; your responsibility is to get other
students talking about the topic, mediate the contributions of other students
to keep the discussion focused, and guide the discussion to ensure that the
critical issues are covered
In leading the discussion, you should prepare and give a short presentation on the week's readings, focusing on the social and policy dimensions; following this you should present the current topic, then lead the class in a discussion that illuminates the value (or lack of value) of the policy using the practical example
Additional Information:
Click here for guidelines on leading a discussion
Click here for a schedule of discussion
leaders
(3) Teaching on Research (20 points)
You will select one of the sets of articles listed above under Teaching on Research Readings
After reading your articles, you will prepare a brief lesson plan for a 25-minute lesson aimed at college freshmen
You will submit your lesson plan on Nov. 5
You will teach your 25 minute
lesson on the topic of your readings to the class on Nov. 12 or 19
Additional Information:
Click
here for a list of the teaching on research discussion leaders
Click
here for more information on the teaching on research assignment
Click here for guidelines on preparing a lesson plan
(4) Collaborative Learning Group Project (30 points)
You will team up with other members of the class to form collaborative learning groups
In these groups, you will carry out a series of assignments, representing one particular perspective in the global debate on sustainable development
You will be asked to carry out assignments on Blackboard, and on Fridays during the semester you will work with your group and submit work as required
See below for specific parameters on this assignment
Additional Information:
Click
here for more information on the Collaborative Learning Group assignment
(5) Sustainability Summit (10 points)
On Monday, Dec. 8 from 12:00 noon to 3:00 pm, we will hold a Sustainability Summit to report on and debate the results of the Collaborative Working Group projects
You must attend and participate actively in this activity.
(6)
Critical Engagement (±10 points)
The instructor will evaluate your performance based on factors such as the motivation, interest, and improvement you demonstrate in the course
SOC/COD 521 Grading:
There are a total of 100 points available for the semester. Your final score is simply the sum of all points earned over the semester. If you accumulate 92 or more points over the course of the semester, you will get an A in the course. If you accumulate 84 to 92 points, you will get a B, for 76 to 83 points you will get a C, and for 68 to 76 points will get a D. If you get less than 68 points, your final grade will be an F. Note that you start with zero and earn points; you do not start with 100 and lose points.
If you comply with all course requirements and submit all of the assignments satisfactorily and on time, you can expect a B in this course. To receive a higher grade, you must demonstrate a superior grasp of course material and an ability to apply the material in productive ways. It is also helpful to show an interest in the course material and in learning, and an achievement-based orientation.
Policies and Expectations:
(1) YOU are responsible for learning the course material and for your progress in the course
You are expected to attend class regularly. An attendance sheet will be passed around at every class session. Make sure you sign the attendance sheet at each class meeting this will serve as the official record of attendance, and if your name is not on the sheet, you will not receive credit for attending on that date.
You are expected to complete all of the assignments and know all material presented during class sessions, whether you attended the class or not. If you miss a class session, you should check with another student to see what you missed.
I didnt know is NEVER a valid excuse. If you dont know something, it is your job to find out.
(2) Missed assignments CANNOT be made up
It is assumed that if you miss class or an assignment, you are making a choice that prioritizes other activities above the class. For this reason, none of the assignments or coursework can be made up.
Assignments are due at the time specified; no late assignments will be accepted.
If you miss an exam or writing assignment, you will receive a grade of zero for that assignment. You are not required to turn a writing assignment in every week, but cannot make up assignments if you do not turn in the required number by the end of the semester.
If you must miss a presentation or other in-class activity, it is up to you to arrange to trade with another student before the event. Please notify the instructor of such changes. Points will be deducted from your grade if you simply do not show up for a presentation.
(3) Illnesses and emergencies MUST be documented
If you must miss a class due to illness or another personal emergency, notify the instructor BEFORE the missed class period either by e-mail or telephone.
If you cannot notify the instructor in advance, bring a note from a doctor or other professional to the next class meeting.
Illnesses and emergencies pertain only to the student, not to the students family, friends or others.
If you must miss class for an official university activity, you should make arrangements with the instructor BEFORE the missed class. Appropriate documentation is required.
Notified absences (i.e. you notify the instructor
before the event) count as one-half absence. Excused absences (i.e. you bring
a note from a doctor or other professional) will not count against you for the
first two; after that, each excused absence counts as one-half absence.
Unexcused absences will be scored on a sliding scale, as shown
here.
You are responsible for all material presented in the class, even during an excused absence. You should get class notes from another student for all class sessions you miss.
It is in your interest to provide the instructor with written notification (e.g. note or e-mail) or documentation for any missed class. It is risky to simply tell the instructor and expect him to remember.
(4) Class discussion is an important element in this course
The purpose of the discussion is to provide you with an opportunity to practice thinking skills in a safe environment.
In discussions, you are encouraged to explore ideas presented in the readings and lectures, to think about and apply concepts, and to develop arguments and evaluate evidence.
You must demonstrate appropriate respect the opinions and ideas of other students. If you repeatedly show disrespect for other students, you will be asked to leave the classroom.
Class discussions are NOT a time to chat with other students about topics not related to the course. Talking privately with other students while the rest of the class is trying to carry on a discussion is disruptive, bothersome, and disrespectful to other students and to the professor. If you repeatedly talk out of turn, you will be asked to leave the classroom.
It is acceptable (and encouraged) to disagree with the perspectives of other students, but you should phrase this to show disagreement with the idea or opinion, not with the person presenting the idea or opinion.
Please make sure that all pagers, cell phones, etc. are turned off during class time. If your phone or pager repeatedly interrupts class, you will be asked to leave the classroom.
Any work missed by a student that was asked to leave the classroom cannot be made up under any circumstances.
(5) You are expected to comply with all academic standards and ethics as defined in the DSU Bulletin and Handbook
You are expected to do their own work in this course. Plagiarism and other forms of cheating will NOT be tolerated.
Click here if you are unsure what constitutes plagiarism. The DSU Library's "Plagiarism Prevention: A Guide for Students" is also a good resource. If it is still unclear, see the instructor. IT IS YOUR RESPONSIBILITY TO UNDERSTAND THESE GUIDELINES. If at some point in the semester you are suspected of committing plagiarism, pleas of I didnt know what plagiarism was will not be accepted.
The sanctions for plagiarism are outlined on the web page linked above. Make sure you are aware of these BEFORE you submit any work in this class.
(6) DO NOT bring cell phones or other portable
communication devices to class. If the instructor sees or hears a cell phone or other device your work will be collected immediately and you will be
asked to leave the classroom. If you have a visible cell phone during an
exam or in-class assignment, you will receive a grade of zero on the task.
If you must have a cell phone, for example, if you are an emergency responder,
you must make arrangements with the instructor in advance.
(7) Appropriate accommodations will be made for students with medical problems or diagnosed disabilities. Have Dr. Richard Houston at the Reily Health Center (846-4690) contact the course instructor to make arrangements.
Day/Date |
Topic |
Assignment |
Readings |
Week 1: Introduction to Sustainable Development |
|||
Mon. |
Course Introduction: |
|
|
Wed. Aug. 20 |
Introduction to Sustainable Development |
Edwards, Intro (pp. 1-10); Elliott, Intro (pp. 1-5) |
|
Fri. Aug. 22 |
Collaborative Learning Groups |
|
|
Week 2: Defining Sustainable Development |
|||
Mon. Aug. 25 |
What is Sustainable Development? |
Elliott, Ch. 1 (pp. 7-43) | |
Wed. Aug. 27 |
Video 1: Prophets and Loss |
SOC 421: |
|
Fri. Aug. 29 |
Collaborative Learning Groups |
SOC 421, |
|
Week 3: A History of Sustainable Development |
|||
Mon. Sep. 1 |
LABOR DAY HOLIDAY | ||
Wed. Sep. 3 |
The Roots of Sustainable Development |
SOC 421: Essay on Video 1 Due |
Edwards, Ch. 1 (pp. 11-27) |
Fri. Sep. 5 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion |
|
Week 4: Sustainable Community Development |
|||
Mon. |
Sustainable Community Development |
SOC/COD
521: |
Edwards, Ch. 2 (pp. 29-47) |
Wed. Sep. 10 |
Policy Discussion No. 1: UN Conference on the Human Environment (Stockholm 1972) |
SOC 421: Lead Policy Discussion |
UNEP I; UNEP II |
Fri. Sep. 12 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion Due: Article Citations and Draft Letter to the Editor 1 |
|
Week 5: Sustainable Economic Development |
|||
Mon. Sep. 15 |
Sustainable Economic Development |
SOC/COD 521: Lead Discussion on Readings |
Edwards, Ch. 3 (pp. 49-74) |
Wed. Sep. 17 |
Video 2: On the Edge ...A Wake Up Call |
SOC 421: Question on Video 2 |
|
Fri. Sep. 19 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion Due: Talking Points 1 |
Day/Date |
Topic |
Assignment |
Readings |
Week 6: The Challenges of Sustainable Development |
|||
Mon. Sep. 22 |
Challenges of Sustainable Development |
SOC/COD
521: |
Elliott, Ch. 2 (pp. 44-89) |
Wed. Sep. 24 |
Policy Discussion 2: World Conservation Strategy (1980) |
SOC 421: |
IUCN/UNEP/WWF (1980) |
Fri. Sep. 26 |
Collaborative Learning Groups |
SOC 421, |
|
Week 7: Sustainable Development and Natural Resources |
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Mon. Sep. 29 |
Sustainable Development and Natural Resources |
SOC/COD
521: |
Edwards, Ch. 4 (pp. 75-96) |
Wed. Oct. 1 |
Video 3: California's Green |
||
Fri. Oct. 3 |
Collaborative Learning Groups |
SOC 421, |
|
Week 8: Actors & Actions in Sustainable Development |
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Mon. Oct. 6 |
Actors and Actions in Sustainable Development |
SOC/COD
521: |
Elliott, Ch. 3 (pp. 90-139) |
Wed. Oct. 8 |
Policy Discussion No. 3: Our Common Future (1987) |
SOC 421: |
World Commission on Environment and Development (1987) |
Fri. Oct. 10 |
Collaborative Learning Groups |
SOC 421, |
|
Week 9: Sustainable Rural Development |
|||
Mon. Oct. 13 |
Sustainable Rural Development |
SOC/COD
521: |
Elliott, Ch. 4 (pp. 140-188) |
Wed. Oct. 15 |
Video 4: Sustainable Futures |
||
Fri. Oct. 17 |
|
FALL BREAK |
|
Week 10: Sustainable Urban Development |
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Mon. Oct. 20 |
Sustainable Urban Development |
SOC/COD 521: Lead Discussion on Readings |
Elliott, Ch. 5 (pp. 189-234) |
Wed. Oct. 22 |
Policy
Discussion No. 4: UN Conference on Environment and Development (Rio de Janeiro, 1992) and Agenda 21 |
SOC 421: Essay on Video 4 Due SOC 421: Lead Policy Discussion |
UNCED I; UNCED II |
Fri. Oct. 24 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion |
Day/Date |
Topic |
Assignment |
Readings |
Week 11: Sustainable Ecological Development |
|||
Mon. Oct. 27 |
Sustainable Development and Ecological Design |
SOC/COD 521: Lead Discussion on Readings |
Edwards, Ch. 5 (pp. 97-112) |
Wed. Oct. 29 |
Policy
Discussion No. 5: World Summit on Sustainable Development (Johannesburg, 2002) |
SOC 421: Lead Policy Discussion |
UNWSSD I; UNWSSD II |
Fri. Oct. 31 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion Due: Final Position Paper; Draft Letter to the Editor 2 |
|
Week 12: Sustainable Development and the Biosphere |
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Mon. Nov. 3 |
Sustainable Development and the Biosphere |
SOC/COD 521: Lead Discussion on Readings |
Edwards, Ch. 6 (pp. 113-122) |
Wed. Nov. 5 |
Video 5: The Johannesburg Conference (NOW with Bill Moyers) |
SOC 421: Question on Video 5 SOC/COD 521: Teaching on Research Lesson Plans Due |
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Fri. Nov. 7 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion Due: Talking Points 2 |
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Week 13: Sustainable Development in the Global South |
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Mon. Nov. 10 |
Sustainable Development and the Global South |
SOC/COD 521: Lead Discussion on Readings |
Elliott, Ch. 6 (pp. 235-261) |
Wed. Nov. 12 |
Teaching on Research |
SOC 421: Essay on Video 5 Due SOC/COD 521: Teaching on Research Presentations |
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Fri. Nov. 14 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion Due: Final Letter to the Editor 2 |
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Week 14: The Future of Sustainable Development |
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Mon. Nov. 17 |
The Future of Sustainable
Development Teaching on Research |
SOC/COD 521: Lead Discussion on Readings SOC/COD 521: Teaching on Research Presentation |
Edwards, Ch. 7 (pp. 123-140) |
Wed. Nov. 19 |
Teaching on Research | SOC/COD 521: Teaching on Research Presentations | |
Fri. Nov. 21 |
Collaborative Learning Groups |
SOC 421, SOC/COD 521: On-Line Group Discussion |
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Mon. Nov. 22 |
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Wed. Nov. 24 |
THANKSGIVING HOLIDAY |
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Fri. Nov. 26 |
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Week 15: Education for Sustainable Development |
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Mon. Dec. 1 |
Education for Sustainable Development |
SOC/COD
521: |
Haigh (2005) |
Wed. Dec. 3 |
Collaborative Learning Groups: Prepare for Sustainability Summit |
Due: |
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Fri. Dec. 5 |
Review for Final Exam | ||
Finals Week: Final Exam |
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Mon. Dec. 8 |
Sustainability Summit 12:00 noon to 3:00 pm 228 Kethley Hall |
Additional Resources:
Club of Rome/Limits to Growth
International Institute for Sustainable
Development
National Academy of Sciences Environmental Issues
United Nations Division for Sustainable
Development
United Nations Conference on the Human Environment (Stockholm, 1972)
United
Nations Nairobi Declaration (1982)
United Nations Conference on
Environment and Development (Rio, 1992)
United Nations World Summit on
Sustainable Development (Johannesburg, 2002)
UNWSSD Health Links
United Nations Population Fund
(UNFPA)
UNFPA
"The Day of 6 Billion"
World Business Council for Sustainable Development
World Health Organization - Protection of
the Human Environment
WHO - Regional Office for Europe, Health Case Studies
Worldwatch Institute - State of the World
Preparation and
Perseverance are the Keys to Success!!!
Be Prepared; Don't Give Up
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