Wet, Wild, and Dirty:

  Science and Issues of World Water Resources

 

 

Fall 2003

Credit for Humanities 150 and Environmental Studies 150

 

Paul Petrequin                                                  John VanLeer

Office:  379                                                      Office:  145

Phone:  425-352-8278                                     Phone:  425-352-8157

Email: ppetrequin@cascadia.ctc.edu                 Email:  jvanleer@cascadia.ctc.edu

Office Hrs: TuTh 2:30-3:30pm or by appt         Office Hrs:  MW 10:30-11 or by appt

                                   

Web site -- http://freire.cascadia.ctc.edu/facultyweb/instructors/jvanleer/

 

 

Course Explanation

 

This learning community will combine an intensive study of the environmental science concepts surrounding the world’s water resources with the history, politics and economics of its use.  Students will explore the natural functions and dynamics of surface water and groundwater, as well as the impacts of human use and abuse.  These scientific studies will be seamlessly intertwined with an exploration of historical practices, legislation, controversy and confrontation.  In the end, students will emerge with a broad and deep reservoir of knowledge and tools which can be used to make decisions about the future of the planet’s most valuable resource.

 

 

Texts and Readings

 

·        Maude Barlow & Tony Clark, Blue Gold

·        Winona LaDuke, All Our Relations

·        Blaine Harden, A River Lost: The Life and Death of the Columbia

·        Thomas Cech, Principles of Water Resources

 

 

Learning Outcomes

 

Understand different cultural attitudes toward the environment

Analyze and explain the consequences of industrialization on the earth

Analyze course material in class discussions as well as engage classmates’ statements in a manner that respects differences of perspective

Reflect on the structure of power in the United States and how that affects the environment

Understand one’s role in the struggle for environmental justice

 

 

Academic Success and Classroom Dignity

 

The best way to succeed in this class is to attend every class and participate with vigor.  The classroom experience itself is part of the course material, and ultimately, your physical presence, your listening, and your active participation make this course happen.  Thus, being prepared for class not only means having done the reading but also, first, sharing your thoughts on the material and, second, engaging in critical discussion of the reading and our commentary on that reading. 

 

This class is a learning community.  Our community works best when it is conducted with respect for differing ideas and learning styles.  This will enable us to engage in discussions fairly and constructively.  Respect for our community also includes arriving on time, remaining for the entire class, and not being disruptive or distracting to others (such as using cell phones).

 

Course Expectations

 

1)      Reflection papers.  350 POINTS (70 each).  The purpose of these papers is to enable you to think critically about what you’re learning.  These papers are not formal papers that are informative and intended for a larger audience.  Nor are they like journal entries in which you are the only reader.  Rather, they are conversational and interactive, more like a letter or an email to the instructor:  these forms of writing are more reflective yet also presuppose some level of organization for the intended reader(s).  The content of the paper can be anything related to the class, but you must at least refer to something in the reading and something discussed/viewed/learned in class.

 

Students will prepare a 3-4 page typed reflection paper every two weeks for a total of five.  The paper should be submitted by noon every other Friday to the office of Paul Petrequin, 379.  You are welcome to turn the paper in during class on Wednesday of the week your papers are due.  Reflection papers will be evaluated for thoughtfulness, engagement with the material, honesty, organization, and accuracy of information.

 

2)      Portfolio of Activities.  350 POINTS.  Students will be involved in a variety of activities both individually and in groups throughout the quarter.  The product of each activity will vary but will include: written conclusions to group problem solving, analysis of scientific data, research, etc.  The portfolios will be collected twice during the quarter.  They will be graded according to accuracy, completeness, and organization.

 

3)      Midterm and Final Examinations.  50 POINTS EACH, TOTAL 100 POINTS.  A multiple choice examination of class material will be given in order to test knowledge and principle concepts of the course.

 

4)      Quizzes. 50 POINTS.  Five short quizzes designed to test comprehension of the pre-assigned reading material will be given throughout the course.

 

5)      Final Project.  150 POINTS.  A final project designed to weave the major themes of the learning community together will be required at the end of the course.  The project will be authentic and performance based.  Specific details will be made available as the course proceeds.

 

 

Cascadia’s grading policy is detailed on page 40 of the catalog.  This equates to a 100 point scale as follows:

                                                                                                                                   

 

 

Academic Honesty:  Cascadia Community College’s Academic Honest policy can be found on page 42 of the catalog.  It deals with plagiarism, cheating, and other violations of integrity.  Read it.  Please be aware that any infraction will be dealt with quickly and aggressively.

 

Students with Disabilities:  Students with disabilities requiring auxiliary aids, services, or

other accommodations should contact the advising office or visit Enrollment Services on the first floor.

 

Policies:  Cascadia Community College’s Academic Honesty policy can be found on page 53 of the catalog.  It deals with plagiarism, cheating, and other violations of integrity.  Read it.  Please be aware that any infraction will be dealt with quickly and aggressively.  Additional policies regarding acceptable use of information technology, drugs and alcohol, privacy, student rights, and student code of conduct can be found in the student handbook beginning on page 52.  Become familiar with them and reference as necessary.

 

 

Class Reading Schedule and Important Dates

 

WEEK 1 -- 9/29 & 10/1

 

Principles of Water Resources -- Chapter 1: Historical Perspective of Water Use and Development

 

“Settler” and “Native” Cultural Attitudes

A River Lost—Introduction

All Our Relations—Introduction and chapter 7

 

WEEK 2 -- 10/6 & 10/8

 

Principles of Water Resources – Chapter 2:  The Hydrologic Cycle, Climate and Weather

 

Industrialization and the Environment

A River Lost—chapters 1-3

All Our Relations—chapters 1-2

Blue Gold—chapter 1

 

WEEK 3 – 10/13 & 10/15

 

Principles of Water Resources – Chapter 3:  Surface Water Hydrology

 

Dams

A River Lost­—chapters 4-5

All Our Relations—chapter 3

 

 

 

WEEK 6 – 11/3 & 11/5

 

Principles of Water Resources – Chapter 10: Water Quality

 

Consumer Culture and Economic Privatization

Blue Gold—chapters 2-4

 

MIDTERM EXAM 11/3

 

 

 

WEEK 9 – 11/24 & 11/26

 

Principles of Water Resources – Chapter12:  Water and the Environment

 

The Hope for Democracy, Part I

Blue Gold—chapter 8

 

WEEK 10 – 12/1 & 12/3

Principles of Water Resources – Chapter 14: Water and Our Future

 

The Hope for Democracy, Part II

Blue Gold—chapters 9-10

All Our Relations—chapters 9-10

PORTFOLIOS DUE 12/1

 

WEEK 11 – 12/8 & 12/10

 

FINAL EXAM AND FINAL PROJECTS