and conceptual work driven by conservation and policy issues, as well as a growing interest in the history of these topics, has made this an important and innovative field. Using the work of a variety of scholars from different fields, the class will explore how historical accounts can be constructed with an emphasis on types of available sources, the use of evidence, and how each author builds their argument. We will explicitly compare methods, the use of evidence, and other aspects of different, disciplinary approaches to the topic to highlight the strengths and limitations of each approach. This dimension of the class is particularly interesting because of the dynamic and interdisciplinary nature of scholarship right now that brings a wide range of research into dialogue. Students will learn about the history of oceans and fishes by looking at how historians and other scholars frame their works and make their arguments. Students will be evaluated on their preparation for discussion, mastery of the material, short written assignments, and a final project made up of a presentation and essay. This course is appropriate for students with interest in history, community-based research, marine studies, and environmental policy. Students who are just curious and interested in lots of things are also most welcome.
Our Public Lands: Past, Present, and Future
Ken Cline
Lab fee: $15 By definition “public lands” belong to all of us, yet public lands in this country have a history of use (and abuse) by special interests and a shocking absence of any coherent management strategy for long-term sustainability. This course is taught in seminar format in which students read and discuss several environmental policy and history texts that concern the history and future of our federal lands. We also use primary historic documents and texts to understand the origins of public ownership and management. We examine the legal, philosophical, ecological, and political problems that have faced our National Parks, wildlife refuges, national forests, and other public lands. An effort is made to sort out the tangle of laws and conflicting policies which govern these public resources. Special attention is given to the historic roots of current policy debates. Evaluation is based on response papers, a class presentation, participation in class discussions, and a group project looking closely at the historical context and policy implications of a management issue facing a nearby public land unit. Prerequisite: Introductory history or policy class recommended.
Penguins to Polar Bears: Journeys Across the Ice
Matthew Drennan
Class limit: 15 This course is a general introduction to the Arctic and Antarctica. We will begin by examining the unique ecologies of the polar regions by reviewing the life histories Lab fee: $20 of some iconic polar creatures — polar bear, arctic tern, emperor penguin and others. This ecological framework will provide a backdrop for our review of the history of exploration in these harsh regions. The search for the northwest passage and the quest for the poles captured western attention for hundreds of years, and the stories of hardship, heroism, absurdity, and sheer luck are compelling. The course concludes with an examination of the human ecology of both poles — politics, resource exploitation, tourism, and the rapid climate changes affecting both regions. Assessment will be based on classroom participation, several short papers, and an independent research project.
Personality and Social Development
Rich Borden
This course, part of the educational studies sequence, provides a theoretical and practical look at the emotional, cognitive, social, and behavioral development of humans. It covers the full life span of human development with some special concentration on school-age children. Topics of prenatal development and personality disorders are also presented. In addition, the course focuses on several of the more popular learning, social-learning, and educational theories. During the first part of the course, readings are selected from original sources and discussed (e.g. Erikson, Freud, Adler, Gilligan). Later the discussions become directed more toward specific social and development issues (e.g. sex roles, the family, education, personal growth, death and dying). Participation in the discussions and three papers are required. Offered every year. This class fulfills an educational studies requirement for teacher certification.
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