Courses of Study
Sections
An interdepartmental program in Environmental Studies
Last updated: August 22, 2011 at 12:23 p.m.
In order to help students integrate their studies, we strongly recommend that students undertake either one of the excellent approved environmental field study semester abroad programs, or that they take a Justice Brandeis Semester program such as “Environmental Health and Justice” or the “Environmental Field Semester.” These are coherent, semester-long programs consisting of four or five integrated courses along with substantial blocks of guided field research, using local communities as living laboratories.
Humankind faces numerous significant problems, many of which are environmental in nature: global climate change, habitat and biodiversity loss, air and water pollution, dwindling fossil fuel and mineral resources, and overpopulation. While these problems may appear very different at first glance, they are similar in that each one is extraordinarily complex and each requires a combination of natural science and social science responses. Our students will need a wide range of skills and knowledge to address these problems.
The other key fact is that new and different environmental problems are always arising. Since the mid-twentieth century, every generation has faced a new set of environmental problems, many of which were created by our responses to other problems. There was no problem of DDT poisoning our ecosystems and killing raptors until we invented pesticides to kill insect pests; and there was no hole in the ozone layer until we created chlorofluorocarbons for our refrigerators and aerosol cans. We know that tomorrow will bring new issues with which to wrestle, as well as new responses to today’s problems. As a result, it is essential that environmental studies students learn to be flexible and have the confidence and skills to master new environmental issues as they arise.
We want our students to be able to approach environmental issues from multiple perspectives. They need to recognize that environmental problems will not be solved with narrowly defined technical or societal responses, but will require interlocking responses from multiple disciplines. In addition, we want our students to understand that environmental solutions require inputs from a wide range of stakeholders. Our graduates should appreciate the diverse values, needs, and goals of all actors in environmentally difficult situations, recognizing that each party brings strengths and needs to the table that must be considered in proposed resolutions.
In the Environmental Studies Program we want to help our students gain confidence in their ability to analyze and address environmental problems, and we want to help them develop the personal strength to tackle these difficult and sometimes overwhelming issues. Our students will live in a world with at least eight or nine billion people – three times the population of the planet their parents were born into – and they will need to be flexible, smart, tough, and compassionate in their responses to the issues that continually arise.
Core Skills
Because environmental studies is interdisciplinary and draws from so many different fields, it requires a wide gamut of intellectual skills. With two notable additions, the Core Skills listed under the University Learning Goals give a good sense of the foundation needed by our students. Our students should acquire and hone these skills:
Communication skills:
Express facts, ideas, opinions and beliefs in a variety of written and oral formats.
Quantitative skills:
Collect, interpret and utilize numerical data and quantitative information; Use mathematical and other abstract models to express and understand causal relationships.
Critical thinking skills:
Analyze, interpret and synthesize information and ideas from diverse sources; Evaluate the relevance and validity of information, empirical evidence and theoretical arguments; Solve challenging problems and arrive at reasoned conclusions.
An essential skill that students must acquire is a grounding in Geographic Information Systems (computerized mapping and analysis). Environmental studies requires a strong understanding of the interactions between humans and the places they live, and GIS is the best tool for bringing together disparate types of information for analysis and communication of patterns. Finally, students must develop the capacity to frame insightful questions; when we ask the right questions about environmental problems, it is much easier to reach effective resolutions.
Knowledge
Given the vast amounts of change that will occur in the environmental field in the future, our graduates will need to be conversant in a number of disciplines in the social sciences, natural sciences, and humanities. Ideally, they would have solid foundations in ecology, environmental chemistry, environmental economics, environmental ethics, environmental health, environmental history, environmental law and policy, geography, natural resource management, physics, political theory, and statistics – for starters. In practice, they will need to have a good grounding in several social science and natural science fields, and the ability to gain competence with key concepts from new fields as the need arises. Individual students may find themselves drawn toward either natural science or social science approaches to addressing environmental problems; while we want all of our graduates to gain skill in both social and natural sciences, the program is structured so that students can focus more heavily in one area or the other.
Environmental issues cover the complete range of geographical scales from the local to the regional to the global. Our graduates must learn how to address different problems at different scales, recognizing that the frameworks needed to solve problems will vary from place to place and that regional and global problems require additional skills.
Our students need to gain familiarity with numerous social science and natural science disciplines, along with the humility to know that they will need to collaborate with colleagues from many different fields in any attempt to address environmental problems.
Social Justice
Our students see themselves as being responsible for the well-being of human beings and natural environments around the globe, and this is a responsibility that they take to heart. They want to make a difference and to take an active part in Tikkun Olam, the “repairing of the world.” Our students recognize that their actions have implications both locally and across the globe, and most attempt to create sustainable lifestyles that lessen their impacts. Many of our students get involved in work with local and international environmental groups during their time at Brandeis and afterwards.
Action
Above all, we recognize that environmental learning is best done in practice, not merely in theory. Over the years we have found that students can become discouraged by the magnitude and complexity of environmental problems facing us, so our program emphasizes the ability of students to find challenges that they can reasonably begin addressing without despairing. One of the ways we give students confidence to tackle real-world problems is through our strong internship program. Nearly all of our students undertake an intensive internship in environmentally-focused organizations including governmental agencies and non-governmental organizations, environmental education programs, and environmentally responsible and forward-thinking businesses. Our students throw themselves into these internship experiences (many do multiple internships), which give them real-world skills to complement and enliven their classroom learning.
Finally, we want our students to find joy in the natural world, and not just see the Earth as a place full of environmental problems. Many of our courses emphasize the wonders of our planet and celebrate the people who are good stewards of the Earth’s lands and waters.
Upon Graduation: Environmental Studies graduates from Brandeis go on to a wide range of environmental careers and academic programs.
- Governments such as the US Government, foreign governments, state and local governments; sample positions include environmental aide for a US senator; climate Change Coordinator, British Virgin Islands; Foreign Service Officer for the US Government; and Peace Corps Volunteers in Senegal and Madagascar to name just a few.
- Non-Governmental Environmental Organizations for many US and international organizations; in fields such as climate change, deforestation, energy efficiency, and environmental law.
- Ecology and Conservation Biology Field Work in the US and abroad, studying forest ecology, as well as the behavior and conservation of bird, whales, and sea turtles.
- Educators including Environmental Educators in high school science courses and museums, environmental education positions at field stations and farms, and English as a Second Language programs.
- Graduate Studies in Ph.D. programs in environmental policy, biology, geography, chemistry, communications, and environmental history; Master’s programs in environmental science, water policy, sustainability, forestry, environmental education, public policy, and landscape architecture. In addition, many of our graduates have gone on to study environmental law, while others have studied medicine or veterinary science.
It is very typical for our graduates to work for a few years after they finish their studies at Brandeis before going on to further studies. During this time they explore different environmental fields, which helps them decide on the work they hope to do and the skills they need to learn. After this period, a very high proportion go on to graduate school; in fact, many environmental graduate schools strongly recommend that applicants have work experience before they undertake their graduate studies.
Students can begin study in the environmental studies major or minor with virtually any course in the program (except ENVS 89a or ENVS 99d). We encourage students to take the interdisciplinary foundation course, ENVS2a (Fundamentals of Environmental Challenges), early in their first or second year. In order to declare the major or minor, students should meet with the environmental studies advising head. Any member of the environmental studies faculty can provide guidance on course selection and programs, and recommend an adviser.
(American Studies)
Brian Donahue (on leave academic year 2011-2012)
(American Studies)
Richard Gaskins
(American Studies; Legal Studies)
James Morris
(Biology)
Dan L. Perlman
(Biology)
Timothy Rose
(Chemistry)
Sara Shostak
(Sociology)
Affiliated Faculty (contributing to the curriculum, advising and administration of the department or program)
Caren Irr (English)
Adam Jaffe (Economics)
Kathleen Moran (Philosophy)
James Morris (Biology)
Timothy Rose (Chemistry)
Sara Shostak (Sociology)
Carmen Sirianni (Sociology)
Students pursuing the environmental studies minor must successfully complete six required courses:
A. ENVS 2a (Fundamental of Environmental Challenges).
B. ENVS 89a (Environmental Internship), ENVS 97a (Senior Essay), or an approved senior honors thesis ENVS 99a and b). The environmental internship is strongly recommended.
C. Two elective courses from the social sciences/humanities group.
D. Two elective courses from the natural sciences group.
A. Core courses: ENVS 2a and two modules in geographic information systems (GIS): HS 297f (Introduction to GIS) and HS 263f (Applied GIS). Note that each module meets for one-half semester and yields half-course credit. - OR - ENVS 100e (offered only as part of the Environmental Field Semester)
B. One capstone experience: ENVS 89a (Environmental Internship) or ENVS 97a (Senior Essay) or ENVS 99a (Senior Research) and 99b (Senior Thesis). The environmental internship is strongly recommended.
C. Four courses from the environmental social sciences/humanities group electives.D. Four courses from the environmental natural science group electives.
E. Two additional courses from either group of electives.
Students may double-count no more than four courses used to fulfill the environmental studies major with another major or minor.
No course, whether required or elective, for which a student receives a grade below C- may be counted toward the major or minor.
No course taken to satisfy the major or minor may be taken on a pass/fail basis.
Courses from approved semester programs such as the School for Field Studies, SIT, and the Wood's Hole Semester in Environmental Science can be applied to electives for the major or minor with approval from the undergraduate advising head.
Courses of Instruction
(1-99) Primarily for Undergraduate Students
ENVS
2a
Fundamentals of Environmental Challenges
[
sn
]
Provides a broad introduction to an interdisciplinary approach to environmental studies. Examines several key environmental challenges including sustainable agriculture, toxic pollutants, biodiversity loss, and climate change through an array of lenses from the social and natural sciences. Usually offered year.
Mr. Chester
ENVS
10a
Energy from the Big Bang to Global Warming
[
sn
]
Addresses questions such as: what is the role of energy in the universe, what are its sources on earth, what is the role in human society? Will waste from energy uses cause global warming and can we prevent it? Usually offered every year.
Mr. Tsipis
ENVS
15a
Reason to Hope: Managing the Global Commons for Peace
[
sn
]
Explores global security arrangements that would tend toward peace within the objective constraints that delimit our options; the laws of physics, energy and food availability, human population, global wealth, geography, weather, and the presence of nuclear weapons. Usually offered every year.
Mr. Tsipis
ENVS
17b
Global Warming and Nuclear Winter
[
sn
]
Prerequisite: high school-level math and science course work.
Global climate change is the biggest challenge now facing the planet, equal to the nuclear war threat of the past half-century. This course examines the characteristics of these two major threats and looks for possible responses to climate change. Usually offered every year.
Mr. Tsipis
ENVS
18b
International Environmental Conflict and Collaboration
[
ss
]
Studies the development of international environmental law and policy through a historical lens. Examines how early diplomatic initiatives have--and importantly, have not--shaped the contemporary structure of international environmental relations. Usually offered every second year.
Mr. Chester
ENVS
19a
Climate Change and Conservation
[
sn
]
Examines the nexus between climate change and conservation. Through both conceptual and practical approaches, students focus on devising answers to the key question: What effects will climate change have on human capacity to conserve resources? Usually offered every fourth year.
Mr. Chester
ENVS
89a
Environmental Internship
[
oc
]
This is an experiential learning course.
The environmental studies internship provides the opportunity for students to experience firsthand actual environmental challenges in government, industry, public interest organizations, and scientific research institutions. Students tackle current environmental issues alongside professionals in the environmental field, experiencing the real-life context and application of their course work. Weekly discussion groups and assignments provide perspective and a substantive basis for the internship experience, and students present their work at the semi-annual Environmental Internship Symposium. Internship placements are individually tailored to support each student's academic goals and experience. Usually offered every semester and in the summer.
Ms. Goldin
ENVS
89aj
Environmental Internship
[
oc
]
JBS students may do a fall internship related to the issues addressed in the JBS. The environmental studies internship provides the opportunity for students to experience firsthand actual environmental challenges in government, industry, public interest organizations and scientific research institutions. Students tackle current environmental issues alongside professionals in the environmental field, experiencing the real-life context and application of their course work. Weekly on-line discussion forums will provide perspective and a substantive basis for the internship experience, and students will present their work at the semi-annual Environmental Internship Symposium. Internship placements are individually tailored to support each student's academic goals and experience. Offered as part of JBS program.
Ms. Goldin
ENVS
97a
Senior Essay
Usually offered every year.
Staff
ENVS
98a
Independent Study
Usually offered every year.
Staff
ENVS
98aj
Independent Study
Students explore in depth a topic directly related to their internship. In collaboration with the instructor, students develop a reading list and research questions, and write a series of short papers as well as a final paper. Offered as part of JBS program.
Ms. Goldin
ENVS
98b
Independent Study
Usually offered every year.
Staff
ENVS
99a
Senior Research
Usually offered every fall semester.
Staff
ENVS
99b
Senior Thesis
Prerequisite: ENVS 99a.
Usually offered every spring semester.
Staff
(100-199) For Both Undergraduate and Graduate Students
ENVS
100e
GIS and Field Methods: The New England Landscape
[
ss
]
This is an experiential learning course. Open to students in the environmental field semester program only.
The skills, methods, and fieldwork component of the Environmental Field Semester. Trains students in geographic information systems (GIS), ecology, farm and forest work, and research into the ecology, history and stewardship of conservation land in New England. Usually offered every year.
Mr. Donahue and Mr. D. L. Perlman
ENVS
102aj
Field Research and Study Methods: Environmental Health
[
ss
]
Comprises the skills and methods component of the four-course Environmental Health and Justice JBS. Students will be trained in environmental health study design, sampling methodology, field research and equipment techniques, data interpretation, statistical analysis, risk communication and presentation. The course will equip students to design and carry out a semester-long environmental health research study integral to the themes of Environmental Health and Justice JBS. Offered as part of JBS program.
Ms. Goldin and Mr. Stewart
Required Core Course for the ENVS Major and Minor
ENVS
2a
Fundamentals of Environmental Challenges
[
sn
]
Provides a broad introduction to an interdisciplinary approach to environmental studies. Examines several key environmental challenges including sustainable agriculture, toxic pollutants, biodiversity loss, and climate change through an array of lenses from the social and natural sciences. Usually offered year.
Mr. Chester
Environmental Studies Electives: Social Science/Humanities Group
AMST
30b
American Environmental History
[
ss
]
May not be taken for credit by students who took AMST 101a in prior years.
Provides an overview of the relationship between nature and culture in North America. Covers Native Americans, the European invasion, the development of a market system of resource extraction and consumption, the impact of industrialization, and environmentalist responses. Current environmental issues are placed in historical context. Usually offered every second year.
Mr. Donahue
AMST
102a
Environment, Social Justice, and the Role of Women
[
oc
ss
wi
]
This is an experiential learning course. Yields six semester-hour credits towards rate of work and graduation.
This community-engaged course involves students first-hand in the legal, policy, science, history and social impacts of current environmental health issues challenging individuals and families and communities today, with a particular focus on low-income, immigrant communities and the profound and unique roles played by women. Students will engage directly in the topics through field trips, visiting speakers and discussions with stakeholders themselves. They also will address the issues by collaborating in projects with local organizations, and assisting low income residents in Waltham at the Tenant Advocacy Clinic.Usually offered every semester.
Ms. Goldin
AMST
102aj
Environment, Social Justice, and Empowerment
[
oc
ss
wi
]
Yields six semester-hour credits towards rate of work and graduation.
This community-engaged course involves students first-hand in the legal, policy, science, history and social impacts of current environmental health issues challenging individuals and families and communities today, with a particular focus on low-income, immigrant communities and the profound and unique roles played by women. Students will engage directly in the topics through field trips, visiting speakers and discussions with stakeholders themselves. They also will address the issues by assisting low income residents in Waltham at the Tenant Advocacy Clinic, and collaborating in projects with EPA, DEP and local organizations such as Healthy Waltham, the Waltham Family School, Waltham Family YMCA, Jewish Family and Children's Service, Joseph Smith Community Health Center and others. Offered ast part of JBS program.
Ms. Goldin
AMST
103a
Environmental Issues
[
ss
]
May not be taken for credit by students who took AMST 20a in prior years.
An interdisciplinary overview of major environmental challenges facing humanity, including population growth; food production; limited supplies of energy, water, and other resources; climate change; loss of biodiversity; and waste disposal and pollution. Students examine these problems critically and evaluate different ways of thinking about their causes and solutions. Usually offered every fourth year.
Mr. Donahue
AMST
104b
Boston and Its Suburbs: Environment and History
[
ss
]
Advanced seminar follows the development of the cultural landscape of Boston, Waltham and the western suburbs from glacial retreat to urban sprawl. Employs ecology and history to better understand and address contemporary environmental issues. Usually offered every second year.
Mr. Donahue
AMST
105a
The Eastern Forest: Paleoecology to Policy
[
ss
wi
]
This is an experiential learning course. Yields six semester-hour credits towards rate of work and graduation.
Can we make sustainable use of the Eastern Forest of North America while protecting biological diversity and ecological integrity? Explores the forest's ecological development, the impact of human cultures, attitudes toward the forest, and our mixed record of abuse and stewardship. Includes extensive fieldwork. Usually offered every second year.
Mr. Donahue
AMST
106b
Food and Farming in America
[
ss
wi
]
This is an experiential learning course.
American food is abundant and cheap. Yet many eat poorly, and some argue that our agriculture may be unhealthy and unsustainable. Explores the history of American farming and diet and the prospects for a healthy food system. Includes extensive fieldwork. Usually offered every second year.
Mr. Donahue
AMST
191b
Greening the Ivory Tower: Improving Environmental Sustainability of Brandeis and Community
[
oc
ss
]
This is an experiential learning course. Yields six semester-hour credits towards rate of work and graduation.
In this hands-on course, students design and implement environmental sustainability initiatives to benefit the campus and the local community. Students analyze the environmental impact of human activities within the existing legal, political, and social structure; learn basic research strategies for auditing and assessing the effect of these activities; and contribute to the overall understanding of the environmental impact of the Brandeis community on its surroundings. Usually offered every year.
Ms. Goldin
ANTH
55a
Anthropology of Development
[
nw
ss
]
This course combines an examination of the historical development of "development" concepts and institutions with case studies of particular developmental projects in the United States and abroad. Throughout the course, we will sustain a dynamic interplay between development theory and practice. Usually offered every second year.
Ms. Ferry
ECON
57a
Environmental Economics
[
ss
]
Prerequisite: ECON 2a.
Investigates the theoretical and policy problems posed by the use of renewable and nonrenewable resources. Theoretical topics include the optimal pricing of resources, the optimal use of standards and taxes to correct pollution problems under uncertainty, and the measurement of costs and benefits. Usually offered every year.
Ms. Bui
ECON
175a
Introduction to the Economics of Development
[
ss
]
Prerequisite: ECON 2a or permission of the instructor. Does not count toward the upper-level elective requirement for the major in economics.
An introduction to various models of economic growth and development and evaluation of these perspectives from the experience of developing and industrial countries. Usually offered every year.
Staff
ENG
28a
Nature Writing
[
hum
]
This is an experiential learning course. Explores literary responses to the natural environment from Thoreau to the present. Several genres of creative nonfiction will be discussed, such as memoir, manifesto, science writing, natural history, exploration narratives, and disaster stories. Usually offered every fourth year.
Ms. Irr
ENVS
18b
International Environmental Conflict and Collaboration
[
ss
]
Studies the development of international environmental law and policy through a historical lens. Examines how early diplomatic initiatives have--and importantly, have not--shaped the contemporary structure of international environmental relations. Usually offered every second year.
Mr. Chester
ENVS
102aj
Field Research and Study Methods: Environmental Health
[
ss
]
Comprises the skills and methods component of the four-course Environmental Health and Justice JBS. Students will be trained in environmental health study design, sampling methodology, field research and equipment techniques, data interpretation, statistical analysis, risk communication and presentation. The course will equip students to design and carry out a semester-long environmental health research study integral to the themes of Environmental Health and Justice JBS. Offered as part of JBS program.
Ms. Goldin and Mr. Stewart
HIST
100a
Ice and Fire: An Ecological Approach to World History
[
ss
]
A survey of world history through the past 10,000 years, with particular attention to the choices that people have made in relation to their changing environment. Usually offered every second year.
Mr. Fischer
HS
263f
Applied Geographic Information Systems (GIS)
Meets for one-half semester and yields half-course credit. Prerequisite: HS 297f or permission of the instructor.
Builds on the introductory GIS course, further enabling students to develop technical skills in the use of ARCView GIS software; qualitative skills in data gathering, analysis, and presentation; and understanding of the potential of GIS as a tool for planning and evaluating development projects. Includes a computer lab. Usually offered every year.
Mr. Lakshmikanthan
HS
297f
Introduction to Geographic Information Systems
Meets for one-half semester and yields half-course credit.
A primer for nonspecialists on GIS and its capabilities as a tool for planning and monitoring. Includes a computer lab. Usually offered every year.
Mr. Lakshmikanthan
LGLS
132b
Environmental Law and Policy
[
oc
ss
wi
]
This is an experiential learning course.
Examines public health and environmental problems, including regulation of harmful substances in our environment, wilderness preservation, and protection of wetlands and endangered species. Explores use of risk assessment and cost-benefit analysis; also considers the impact of political ideologies on legislation and adjudication. Evaluates law's efforts and limitations in protecting public health and the environment. Students also engage with the local community to address current legal issues. Usually offered every second year.
Ms. Goldin
PHIL
21a
Environmental Ethics
[
hum
]
This is an experiential learning course.
Explores the ethical dimensions of human relationships to the natural world. Looks at environmental ethical theories such as deep ecology and eco-feminism and discusses the ethics of specific environmental issues such as wilderness preservation and climate change. Usually offered every second year.
Ms. Moran
POL
180b
Sustaining Development
[
nw
ss
]
Prerequisite: Some familiarity with development issues.
Explores different institutionalized approaches to development. Examines how institutions affect development in selected geographic areas, at levels ranging from local to national and international. Considers why similar policies when implemented in different ways may lead to quite distinct outcomes. Usually offered every third year.
Staff
SOC
175b
Environmental Movements: Organizations, Networks, and Partnerships
[
oc
ss
]
Environmental movement organizations and strategies. National advocacy organizations, as well as community-based and civic approaches to environmental problem solving. Case studies drawn from watersheds, forests, ecosystem restoration, environmental justice, sustainable communities, climate action, and the greening of industry. May be combined with internships and action research. Usually offered every year.
Mr. Sirianni
SOC
193a
Environment, Health, and Society
[
ss
wi
]
This is an experiential learning course.
This course draws on sociological perspectives to examine two key questions: (1) How does social organization enter into the production of environmental health and illness? and (2) How do scientists, regulators, social movement activists, and people affected by illness seek to understand, regulate, and intervene in relationships between the environment and human health? Usually offered every year.
Ms. Shostak
Environmental Studies Electives: Natural Sciences Group
Please note that some courses in this group have multiple prerequisites.
AMST
105a
The Eastern Forest: Paleoecology to Policy
[
ss
wi
]
This is an experiential learning course. Yields six semester-hour credits towards rate of work and graduation.
Can we make sustainable use of the Eastern Forest of North America while protecting biological diversity and ecological integrity? Explores the forest's ecological development, the impact of human cultures, attitudes toward the forest, and our mixed record of abuse and stewardship. Includes extensive fieldwork. Usually offered every second year.
Mr. Donahue
BIOL
17b
Conservation Biology
[
sn
wi
]
First- and second-year students should contact the instructor before enrolling in this writing-intensive course.
Considers the current worldwide loss of biological diversity, causes of this loss, and methods for protecting and conserving biodiversity. Explores biological and social aspects of the problems and their solutions. Usually offered every year.
Mr. D.L. Perlman
BIOL
23a
Ecology
[
sn
]
Prerequisites: BIOL 22a or 15b, or a score of 5 on the AP Biology Exam, or permission of the instructor. This is an experiential learning course.
Studies organisms and the environments in which they live. Focuses on the physical factors and intra- and interspecies interactions that explain the distribution and abundance of individual species from an evolutionary perspective. Usually offered every year.
Mr. D.L. Perlman
BIOL
32a
Field Biology
[
sn
]
This is an experiential learning course.
Introduces students to the biodiversity of southern New England, emphasizing woody plants. Course work primarily takes place on field trips to various terrestrial and aquatic habitats. Usually offered every year.
Staff
BIOL
50b
Animal Behavior
[
sn
]
Prerequisites: BIOL 23a or BIOL 60b.
Examines a wide range of animal behavior, including mating and reproductive tactics, territoriality, and social behaviors. The course employs an ecological framework to understand the evolution of behavior. Usually offered every second year.
Mr. D.L. Perlman
BIOL
60b
Evolution
[
qr
sn
]
Prerequisite: BIOL 22a.
"Nothing in biology makes sense except in the light of evolution," Dobzhansky said famously. Evolution is a unifying theory of biology because it explains almost everything about the living world - both the diversity of life and the similarities among organisms. This course examines processes and patterns of evolution, including the origin and fate of variation, natural and sexual selection, inbreeding and genetic drift, the evolution of sociality, the species concept and the origin of species, biodiversity, and phylogenetics, as well as the history of life on Earth, including the fossil record and human evolution. Usually offered every year.
Mr. Morris
BIOL
134b
Topics in Ecology
[
oc
sn
]
Prerequisites: BIOL 23a or permission of the instructor. Topics may vary from year to year. Please consult the Course Schedule for topic and description. Course may be repeated once for credit with permission of the instructor.
Annually, a different aspect of the global biosphere is selected for analysis. In any year the focus may be on specific ecosystems (e.g., terrestrial, aquatic, tropical, arctic), populations, system modeling, restoration ecology, or other aspects of ecology. Usually offered every year.
Staff
BISC
3b
Humans and the Environment
[
sn
]
Does NOT meet requirements for the major in biology.
Explores a range of interactions between organisms and their environments. Focuses on human interactions with and impacts on the natural world. Usually offered every third year.
Mr. D.L. Perlman
BISC
6b
Environmental Health
[
sn
]
Does NOT meet requirements for the major in biology. Yields six semester-hour credits towards rate of work and graduation.
The impact on human health of environmental contamination with toxic, carcinogenic, or pathogenic agents. Tools of toxicology, epidemiology, and risk assessment are applied to specific environmental issues such as air and water quality, petroleum, metal, and other chemical contaminations. Usually offered every second year.
Staff
BISC
6bj
Environmental Health
[
sn
]
Does NOT meet requirements for the major in biology. Yields six semester-hour credits towards rate of work and graduation.
An introduction to the science and tools of environmental health, giving students hands-on skills to explore directly current issues experienced by local communities. Students will become familiar with the environmental health paradigm, the conceptual model of the field, including underlying principles of hazard identification, exposure assessment, toxicology, risk assessment, and characterization and interpretation of epidemiological studies. Offered as part of JBS program.
Ms. Goldin and Mr. Stewart
CHEM
33a
Environmental Chemistry
[
sn
]
Prerequisite: A satisfactory grade (C- or higher) in CHEM 11b or 15b or the equivalent.
The course surveys the important chemical principles and reactions that determine the balance of the molecular species in the environment and how human activity affects this balance. The class evaluates current issues of environmental concern such as depletion, global warming, sustainable energy,toxic chemicals, water pollution, and green chemistry. Usually offered every year.
Mr. Rose
CHSC
3b
Solving Environmental Challenges: The Role of Chemistry
[
sn
]
Does not meet the requirements for the major in chemistry.
Provides a basic understanding of the chemistry of natural environmental cycles, and how these cycles are adversely affected by society. Student teams develop case studies on "hot topics" such as mercury, brominated flame retardants, MBTE, perchlorate, dioxin, and others. Usually offered every second year.
Mr. Peavey
CHSC
4b
Understanding the Chemistry of Sustainability
[
sn
]
Prerequisites: High school-level chemistry or environmental science/studies is required. Students missing this background may petition the instructor for permission to enroll. Does NOT meet requirements for the major in chemistry.
An exploration of the role of green chemistry, nanotechnology, bioengineering, innovative design, and greater reliance on renewable resources in achieving environmental sustainability. Topics include sustainable energy, recognized green sector industries, green chemicals, environmentally preferable products, and sustainable manufacturing. Usually offered every second year.
Mr. Peavey
ENVS
10a
Energy from the Big Bang to Global Warming
[
sn
]
Addresses questions such as: what is the role of energy in the universe, what are its sources on earth, what is the role in human society? Will waste from energy uses cause global warming and can we prevent it? Usually offered every year.
Mr. Tsipis
ENVS
15a
Reason to Hope: Managing the Global Commons for Peace
[
sn
]
Explores global security arrangements that would tend toward peace within the objective constraints that delimit our options; the laws of physics, energy and food availability, human population, global wealth, geography, weather, and the presence of nuclear weapons. Usually offered every year.
Mr. Tsipis
ENVS
17b
Global Warming and Nuclear Winter
[
sn
]
Prerequisite: high school-level math and science course work.
Global climate change is the biggest challenge now facing the planet, equal to the nuclear war threat of the past half-century. This course examines the characteristics of these two major threats and looks for possible responses to climate change. Usually offered every year.
Mr. Tsipis
ENVS
19a
Climate Change and Conservation
[
sn
]
Examines the nexus between climate change and conservation. Through both conceptual and practical approaches, students focus on devising answers to the key question: What effects will climate change have on human capacity to conserve resources? Usually offered every fourth year.
Mr. Chester
ENVS
102aj
Field Research and Study Methods: Environmental Health
[
ss
]
Comprises the skills and methods component of the four-course Environmental Health and Justice JBS. Students will be trained in environmental health study design, sampling methodology, field research and equipment techniques, data interpretation, statistical analysis, risk communication and presentation. The course will equip students to design and carry out a semester-long environmental health research study integral to the themes of Environmental Health and Justice JBS. Offered as part of JBS program.
Ms. Goldin and Mr. Stewart