College students are increasingly interested in the environment. They recognize that the impact of human activities on the natural world grows steadily more profound. They see the quality of life on earth under challenge. They draw implications for their personal and professional lives and for the well-being of humankind and the web of life on earth in the generations to follow. They seek educational opportunities to guide their citizenship, scholarship, and career development. They want to know and understand what is going on.

The primary concern of the program in environmental studies is with the manifold relationship between human activity and the natural world that sustains it. To a great degree, this concern includes the human enterprise as well. Understanding this vast topic calls for education in diverse disciplines. Thus, the program is inherently multidisciplinary; it aims to combine the mastery of specialized knowledge with the building of a broad base through which complex issues, now unfolding, can be approached. A seminar program is also conducted to acquaint students at all levels with the contemporary implications of their didactic courses and to provide a forum for the presentation of guest lectures and senior research papers. The environmental studies program is sponsored by the New Collegiate Division, a home for innovations in interdisciplinary undergraduate education.

Candidates for the degree of Bachelor of Arts in environmental studies will ordinarily enter the program at the end of their second year. They will pursue a plan of study tailored to their individual interests under the guidance and oversight of the program chairman and their College adviser. Normally, students will pursue depth in an area of biological, physical, or social science to develop recognized competence for graduate study or professional activity in a traditional discipline. This focus should be balanced by a broad environmental education. Following are suggestions of relevant courses that meet general education requirements, as well as courses appropriate for a concentration program emphasizing biological, physical, or social sciences.

A senior paper is required. Students may be nominated for graduation with honors on the basis of the excellence of their senior research papers if their overall grade point average is higher than 3.25.

General Education. Courses recommended to students interested in environmental studies include the Natural Sciences sequence entitled Environmental Sciences (Environmental Studies 121-122-123-124-125-126), or Chemistry 111A-112A-113A, or a physical sciences sequence that includes Geophysical Sciences 133 or 134, or a biology sequence that includes ecology. The entry point for the concentration is Environmental Studies 212. A "big problems" course is now offered to fourth-year students without prior environmental course work: Environmental Studies 244.

Concentration Program with Emphasis on Biological or Physical Sciences. Courses suggested to students who emphasize these natural sciences include Biological Sciences 240, 250 or 251, and 255; Chemistry 201-202, 210, and 220-222; Physics 121-122-123; and Statistics 220.

Concentration Program with Emphasis on Social Sciences. Courses suggested to students who emphasize social sciences include Environmental Studies 205, 218, 220, 231, 232, and/or 233; and introductory courses in Public Policy Studies.

Environmental Studies Seminar. Students in their senior year and faculty associated with the concentration program meet periodically to present and discuss their work and ideas. Concentrators are expected to participate in the seminar but without course credit.

Concentration

1	EnvStd 212
1	Econ 198 or higher
1	course in statistics (for example, EnvStd 125)
2	additional social sciences courses of relevance
2	additional biological or physical sciences courses of relevance
3	additional courses in the area of emphasis
1	EnvStd 299 (senior paper)
-	EnvStd Seminar
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Faculty

JONATHAN J. KEYES, Lecturer in the College

In the following course descriptions, L refers to courses with laboratory.

111-112-113. General Chemistry I, II, III (=Chem 111-112-113, EnvStd 111-112-113). PQ: Good performance on the mathematics and physical sciences placement tests. The first two courses in this sequence meet the general education requirement in the physical sciences. A discussion of atomic and molecular theories, chemical periodicity, and types of chemical reaction is followed in the first quarter by the chemical importance of pressure and temperature, phase diagrams, and acid-base and heterogeneous equilibria. During the second quarter the principles of chemical thermodynamics are covered, with applications to chemical and biological systems and to phase equilibria and electrochemistry. In the third quarter, ideas of atomic structure and chemical bonding are studied, along with the special features of liquids and solids and the chemistry of the representative elements. Lab work in Chem 111-112-113 includes some quantitative measurements, the properties of the important elements and their compounds, and experiments associated with the common ions and their separation and identification by semi-micro methods. Section A emphasizes the role of chemical and physical processes in the environment, especially in water and in the atmosphere. Section B has a more traditional organization. 111A T. Oka, 111B P. Guyot-Sionnest, Autumn; 112A D. Oxtoby, 112B K. Y. Lee, Winter; 113A K. Freed, 113B S. Sibener, Spring. L: Staff. Autumn, Winter, Spring.

121. Atmospheric Chemistry and Air Quality (=EnvStd 121, NatSci 121, PhySci 135). PQ: Math 102 or 106, or consent of instructor. This course considers: (1) the chemical, physical, and radiative processes that determine the composition of the atmosphere, and (2) the effects that increasing global industrialization and agriculturization are having upon the atmosphere. Particular attention is given to stratospheric ozone depletion, the chemistry of the global troposphere, the quality of urban air throughout the world, and the formation of acid precipitation. The extent to which locally-released pollutants affect the atmosphere on a global scale is addressed. J. Abbatt. Autumn. L.

122. The Biosphere (=EnvStd 122, NatSci 122). PQ: EnvStd 121. This course examines how life evolved: its chemistry, its use of energy, the structure and function of biological molecules, how genes work, and the organization of cells. This information is applied to an understanding of human impact; for example, on soil, forests, aquatic life, and biodiversity. A. Turkewitz, T. Steck. Winter.

123. Global Warming: Understanding the Forecast (=EnvStd 123, GeoSci 134, NatSci 123, PhySci 134). PQ: EnvStd 122. This course presents the science behind the forecast of global warming to enable the student to evaluate the likelihood and potential severity of anthropogenic climate change in the coming centuries. It includes an overview of the physics of the greenhouse effect, including comparisons with Venus and Mars; an overview of the carbon cycle in its role as a global thermostat; predictions and reliability of climate model forecasts of the greenhouse world; and an examination of the records of recent and past climates, such as the glacial world and Eocene and Oligocene warm periods. D. Archer. Spring. L.

124. Organisms And Ecosystems In The Environment (=EnvStd 124, NatSci 124). PQ: EnvStd 123. This course examines the interactions between organisms and their environments. Topics include reproduction, nutrition, disease, population, habitat structure, and interactions between species. We also discuss the importance of genetic and species diversity in maintaining the health of populations and of ecosystems. J. Bergelson, R. Perlman. Autumn. Not offered 1999-2000; will be offered 2000-2001.

125. Analysis of Environmental Data (=EnvStd 125, NatSci 125). PQ: EnvStd 124. This course studies statistical models and methods as applied to scientific issues raised previously in this sequence. Three principal tools are: probability theory as a way to quantify uncertainty, the analysis of observations of natural processes that vary across time, and the application of computer simulations to understanding such processes. One case for study is global warming. M. Stein. Winter. Not offered 1999-2000; will be offered 2000-2001.

126. Environmental Policy (=EnvStd 126, NatSci 126). PQ: EnvStd 125. In this course, we apply the knowledge and the methods of science to an exploration and critical analysis of topics in environmental policy, the interface between science and technology, and the relevance of science to social, political and cultural issues. We explore the meaning of scientific knowledge and the relationship between theory of experiment, models, and data. We consider the role of scientific evidence in policy debates and public opinion. We also explore how scientists in organizations and as individuals participate in the development of environmental policies. Case studies include global warming debates, clear air and water regulations, habitat conservation legislation and nuclear waste policy. C. Covault. Spring. Not offered 1999-2000; will be offered 2000-2001.

133. The Atmosphere (=EnvStd 133, GeoSci 133). PQ: Math 132 or consent of instructor. This course provides an introduction to the physics, chemistry, and phenomenology of the earth's atmosphere with an emphasis on the role of the atmosphere as a component of the planet's life support system. Topics include (1) atmospheric composition, evolution, and structure, (2) solar and terrestrial radiation, (3) the role of water in atmospheric processes, (4) winds, the global circulation, and weather systems, and (5) atmospheric chemistry and pollution. We focus on the mechanisms by which human activity can influence the atmosphere and on interactions between atmosphere and biosphere. J. Frederick. Spring.

205. Introduction to Population (=EnvStd 205, Sociol 205/360). This course provides an introduction to the field of population studies. It provides a substantive overview of our knowledge of three fundamental population processes: fertility, mortality, and migration. We also cover marriage, cohabitation, marital disruption, aging, and AIDS. In each case we examine historical trends. We also discuss causes and consequences of recent trends in population growth and the current demographic situation in developing and developed countries. L. Waite. Spring.

206. Population and Development (=EnvStd 206, Sociol 267/367). This course is a broad overview of demographic issues in the less developed regions of the world. Demographic patterns and change are discussed with an emphasis on the relationship between socioeconomic development and demographic factors. How do social and economic changes affect population dynamics? Is there an optimal rate of population change? In the light of empirical evidence, we discuss how demographic thought and policies have evolved on these issues. P. Heuveline. Autumn.

212. Introduction to Environmental Studies (=EnvStd 212, NCD 212). PQ: Third- or fourth-year standing or consent of instructor. This lecture/discussion course analyzes the impact of human activity on the natural world that sustains it. Topics include human population dynamics; the role of economic and industrial activity in human welfare; our use of natural resources (for example, energy, soil, and water); biodiversity; prospects for sustainable development; and the role of cultural institutions and values in these matters. The format includes reading diverse sources and writing several short papers. T. Steck. Autumn.

218. Economics and Environmental Policy (=EnvStd 218, PubPol 218). PQ: Econ 198 or higher. This course combines basic microeconomic theory and tools with contemporary environmental and resources issues and controversies to examine and analyze public policy decisions and the decision-making process. It develops both positive and normative frameworks to evaluate environmental regulations and to understand political economy responses. Theoretical points include externalities, public goods, common-property resources, valuing resources, and benefit (cost analysis and risk assessment). Environmental topics include pollution, global climate changes, energy use and conservation, recycling and waste management, endangered species, nonrenewable resources, congestion, economic growth and the environment, and equity impacts of public policies. A. Sanderson. Spring.

220. The Anthropology of Development (=Anthro 220/335, EnvStd 220). This course applies anthropological understanding to development programs in "underdeveloped" societies through case studies of food production, nutrition, and health care practices. We pay special attention to the role and impact of indigenous and anthropological concepts in development projects. Topics include development within the world system, the role of national and international development agencies, the cultural construction of well-being and deprivation, the impact of world market mechanisms and consumerism on underdevelopment, local resistance and engagement in development, the politics of underdevelopment, and future development. J. Fernandez, R. Fernandez. Spring.

231. Environmental Law (=EnvStd 231, LL/Soc 231, PubPol 231). PQ: Third- or fourth-year standing or consent of instructor. This lecture/discussion course examines the development of laws and legal institutions that address environmental problems and advance environmental policies. Topics include the common law background to traditional environmental regulation; the explosive growth and impact of federal environmental laws in the second half of the twentieth century; regulations and the urban environment; and the evolution of local and national legal structures in response to global environmental change. H. L. Henderson. Autumn.

236. The Environment in U.S. History (=EnvStd 236, Hist 190, LL/Soc 236). Our understanding of contemporary environmental issues is rooted in an appreciation of our complex environmental past. This course therefore examines our historical engagement with the natural world in what is now the United States. That is, human conceptions of the natural world; how humans have utilized natural resources, landscapes, and ecosystems over time; and the influence of nature on the patterns of human life. J. Keyes. Spring.

239. Environmental Chemistry (=Chem 210, EnvStd 239, GeoSci 239). PQ: Chem 111 and 112, and prior calculus course. The focus of this course is on the fundamental science underlying issues of local and regional scale pollution. In particular, the lifetimes of important pollutants in the air, water, and soils are examined by considering the roles played by photochemistry, surface chemistry, biological processes, and dispersal into the surrounding environment. Specific topics to be examined include urban air quality, water quality, long-lived organic toxics, heavy metals, and indoor air pollution. Control measures are also considered. J. Abbatt, D. Archer. Spring.

242. Environmental Ethics (=EnvStd 242, NCD 215, PolSci 210, PubPol 242). This course traces the historical and theoretical foundations of environmental philosophy and introduces students to ethical debates that frame contemporary problems in environmental policy. Included are the concepts of biocentric and ecocentric versus anthropocentric ethics; deep ecology; the granting of legal and moral standing to nature; animal rights and vegetarianism; instrumental versus intrinsic value; preservationism and conservationism; duty to present versus future generations; non-Western environmental values; and ecological versus economic rationality. The political and international ramifications of these issues are considered further in EnvStd 243. M. Scully. Winter.

243. Environmental Politics (=EnvStd 243, NCD 211, PolSci 211, PubPol 243). Major domestic and international environmental issues are analyzed from a variety of theoretical perspectives: democratic values and public opinion, law and governmental regulation, institutions and regimes, environmental justice and human rights, environmental movements and activism, ecological sustainability, rights to development, and environmental security. Judicial decisions, treaties, and international declarations are used as illustrative cases. M. Scully. Spring.

244. Is Development Sustainable? (=BigPro 234, EnvStd 244, HiPSS 234, NCD 273, PolSci 212, PubPol 244). PQ: Fourth-year standing and consent of instructors. This is a discussion course intended for senior students without an environmental background. Taught by a political scientist, a computer scientist, and a biologist, its aim is to develop skills in analyzing "big problems" which surpass the scope of traditional disciplines and single paradigms. Big environmental problems include human population growth, the unintended consequences of technology, the conflict between economic development and the preservation of our habitat, and choices regarding the allocation of resources to present versus future needs. M. Scully, T. Steck, W. Sterner. Spring.

250. Evolutionary Ecology (=BigPro 250, BioSci 250, EnvStd 250). PQ: Completion of the general education requirement in the biological sciences or consent of instructor. This class is an evolutionary approach to the study of ecological interactions. Topics include plant-animal interactions, life-history evolution, host-parasite and host-mutualist interactions, competition, and predation. Weekly labs stress experimental methods and exploration of current literature. Weekly discussion section required. Staff. Autumn. L.

251. Ecological Applications to Conservation Biology (=BioSci 251, Ec-Ev 313, EnvStd 251). PQ: Completion of the general education requirement in the biological sciences and consent of instructor. This course meets the ecology, population, and behavior requirement for the biological sciences concentration. We focus on the contribution of ecological theory to understanding current issues in conservation biology. The course emphasizes quantitative methods and their use for applied problems in ecology, such as the design of natural reserves, the risk of extinction, the impact of harvesting, the dynamics of species invasions, and the role of species interactions. Course material is drawn mostly from the current primary literature. Two Saturday field trips and computer modeling labs are in addition to scheduled class time. J. Bergelson, C. Pfister. Autumn. L.

254. Globalization, Health, and Environment: The Predicament of Asia (=Anthro 252/305, EnvStd 254, SoAsia 311). The twenty-first century inherits global threats of infection, disease, and environmental degradation. In this course, we examine global issues of health and the environment drawing on the case of South Asia. We ask: How might minority rights and democratic forms conflict with the interests of the state and transnational corporations? How might debates on health address the environmental reach of global capital? When does environmental criticism affect matters of race, sexuality, and gender? What constitutes "public" regulation of health and community in the era of globalization? How do environmental and health activists press us to reconstitute categories for understanding justice, agency, and power? We seek to understand global changes in historical, as well as contemporary, perspectives. C. Breckenridge. Spring.

255. Biogeography (=BioSci 235, EnvStd 255, EvBiol 455, Geog 255/355). PQ: Completion of the general education requirement in the biological sciences and consent of instructor. This course examines factors governing the distribution and abundance of animals and plants. Topics include patterns and processes in historical biogeography, island biogeography, geographical ecology, areography, and conservation biology, such as the design and effectiveness of nature reserves. B. Patterson, L. Heaney. Winter.

261. Roots of the Modern American City (=EnvStd 261, Geog 261/361, Hist 269/369). This course traces the economic, social, and physical development of the city in North America from early industrialization to the present. Emphasis is on evolving urban systems and the changing spatial organization of people and land use. Superior term papers from this course may be selected for special publication. All-day Illinois field trip required. Superior term papers from this course may be selected for special publication. M. Conzen. Autumn.

265. Environmental Economics (=Econ 265, EnvStd 265). PQ: Econ 201 or consent of instructor. This course applies price theory to the following environmental issues: externalities, distorted incentives, and the market's failure to yield optimal outcomes. Topics include taxes, subsidies, and quotas as solutions to these problems; welfare and efficiency implications; property rights and fisheries; exhaustible and renewable resources; evaluating environmental regulation; government as an autonomous maximizing agent; and divergence between social and governmental interests. Staff. Spring.

274. Introduction to Epidemiology (=BioSci 274, EnvStd 274). PQ: One course in statistics or consent of instructor. Epidemiology is the study of the distribution of diseases or other health outcomes in human populations, and of the factors that influence or determine that distribution. Skill in epidemiology, which requires careful critical thinking about quantitative data, can be broadly useful. This course includes an introduction to the design of such studies, the determination of whether exposures are associated with health outcomes, and whether an observed association is one of cause and effect. Special topics include the health effects of environmental exposures, how unusual diseases or symptoms can be identified as novel, and ethics in epidemiology. J. Bailar. Winter.

297. Reading Course. PQ: Consent of faculty supervisor and program chairman. Students are required to submit the College Reading and Research Course Form. Must be taken for P/F grade. Staff. Autumn, Winter, Spring.

299. Senior Paper Preparation. PQ: Open only to Environmental Studies concentrators with fourth-year standing. Consent of faculty supervisor and program chairman. Students are required to submit the College Reading and Research Course Form. Must be taken for P/F grade. This course is designed for fourth-year Environmental Studies students to be used for the preparation of the required senior paper. Staff. Autumn, Winter, Spring.