Environmental Studies

Program Chairman: Theodore L. Steck, CLSC 721, 702-1329,t-steck@uchicago.edu
Administrator: Margaret Scully, CLSC 721, 864-0621, mascully@midway.uchicago.edu

Program of Study

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.

The primary concern of the program in environmental studies is with the manifold relationship between human activity and the natural world that sustains it. 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 conducted to challenge 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.

Program Requirements

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 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 is balanced by a liberal environmental education. Following are suggestions of relevant courses that fulfill Common Core requirements, as well as courses appropriate for concentration programs 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 grade point average is higher than 3.25.

Summary of Program

General Education. Common Core courses recommended to students interested in environmental studies include Chemistry 111A-112A-113A; a physical sciences sequence that includes Geophysical Sciences 133 or 134; and a biology sequence which includes ecology. The entry point for the concentration is Environmental Studies 212.

Concentration Program with Emphasis on Biological Sciences. Courses suggested to students who emphasize biological sciences include Biological Sciences 240, 250 or 251, 255 and 274; Chemistry 217-218 or 220-221; and Physics 121-122-123 or 131-132-133.

Concentration Program with Emphasis on Physical Sciences. Courses suggested to students who emphasize physical sciences include Chemistry 201-202, 217-218-219 and/or 262-263; Geophysical Sciences 133 and 239; and Physics 121-122-123 or 131-132-133.

Concentration Program with Emphasis on Social Sciences. Courses suggested to students who emphasize social sciences include Biological Sciences 240, or 250, or 251, or 255; Environmental Studies 218, 220, 231, 232, and/or 233; and Public Policy Studies 221, 222, and/or 223.

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

Summary of Requirements

Faculty

JONATHAN P. D. ABBATT, Assistant Professor, Department of the Geophysical Sciences

DAVID ARCHER, Assistant Professor, Department of the Geophysical Sciences

JOHN C. BAILAR III, Professor and Chairman, Department of Health Studies

R. STEPHEN BERRY, James Franck Distinguished Service Professor, Department of Chemistry, Irving B. Harris Graduate School of Public Policy Studies, James Franck Institute, and the College

MICHAEL P. CONZEN, Professor, Committee on the Geographical Studies and the College; Chairman, Committee on the Geographical Studies

DON L. COURSEY, Professor, Irving B. Harris Graduate School of Public Policy Studies and the College; Dean, Irving B. Harris Graduate School of Public Policy Studies

J. RONALD ENGEL, Professor, Meadville/Lombard Theological School

JOHN E. FREDERICK, Professor, Department of the Geophysical Sciences and the College

ALAN L. KOLATA, Professor, Department of Anthropology and the College; Director, Latin American Studies Center

HOWARD MARGOLIS, Professor, Irving B. Harris Graduate School of Public Policy Studies and the College

MARVIN W. MIKESELL, Professor, Committee on the Geographical Studies and the College

RALPH W. NICHOLAS, William Rainey Harper Professor, Department of Anthropology and the College; President, International House

DAVID W. OXTOBY, Professor, Department of Chemistry, James Franck Institute, and the College; Director, James Franck Institute; Dean, Division of Physical Sciences

ALLEN SANDERSON, Senior Lecturer in the College

THEODORE L. STECK, Professor, Departments of Biochemistry & Molecular Biology and Molecular Genetics & Cell Biology, Committee on Cell Physiology, and the College; Chairman, Environmental Studies Program

MICHAEL STEIN, Professor, Department of Statistics and the College

GEORGE S. TOLLEY, Professor, Department of Economics

Courses

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. This course sequence fulfills the Common Core 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 D. Oxtoby, 111B J. Light, Autumn; 112A K. Freed, 112B N. Scherer, Winter; 113A R. Clayton, 113B L. Butler, Spring. L: Staff. Autumn, Winter, Spring.

133. The Atmosphere (=EnvStd 133, GeoSci 133). PQ: Math 131-132 or Math 151-152, 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.

134. Global Warming: Understanding the Forecast (=EnvStd 134, GeoSci 134, PhySci 134). PQ: Math 102 or 106, or consent of instructor; some knowledge of chemistry or physics helpful. 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, R. Pierrehumbert. 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. Winter.

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, and 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. Introduction to Environmental Law and Policy (=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; the evolution of local and national legal structures in response to global environmental change. We pay particular attention to the Clean Air Act and the SUPERFUND, as well as to federal, state, and local waste management regulations. We also discuss natural resources regulation. H. L. Henderson. Autumn.

232. Environmental Politics (=EnvStd 232, PolSci 285, PubPol 228). Environmental policy is now being forged amidst major public controversy. These problems are analyzed in the context of public opinion and social values; governmental regulation; environmental justice, rights, and responsibilities; grassroots environmental movements; national security; and the goal of sustainability. M. Scully-Granzeier. Winter.

233. International Relations and the Environment (=EnvStd 233, PolSci 219, PubPol 227). Global environmental issues in law and policy are investigated through the lens of the major schools of thought in international relations, as well as classic works in international environmental law and policy. International judicial decisions are used to analyze the negotiation of solutions to cross-cultural environmental dilemmas. Socioeconomic and legal controversies relevant to environmental topics and political issues are debated. M. Scully-Granzeier. Spring.

236. The Environment in U.S. History (=EnvStd 236, Hist 190, LL/Soc 236). This course examines the importance of land, water, and other natural resources to the American vision of opportunity and social progress. It explores the environmental consequences of the competition for control of these scarce resources between Native American, European American, and Mexican American cultures during the eras of colonial exploration, territorial expansion, industrialization, urbanization, conservation, and twentieth century regulation. Although earlier environmental contests did not always utilize our current rhetoric, this course will illustrate that the issues debated today have long been a part of the American story. K. Brosnan. 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.

241. Environmental Ethics. This course aims to map the rapidly growing field of environmental ethics as currently pursued in philosophy, theology, the social sciences, and practical life. It provides a comparative introduction to eight major ethical paradigms that characterize most literature and activity in the field: wilderness, ecological ethics (the land ethic), natural rights, animal welfare, tending the garden, resource conservation or stewardship, the ethics of the body, and artistic process. The course assumes that we need to nurture this plurality and, at the same time, advance credible reasons for employing one or more paradigms in any particular situation of moral decision and action. J. R. Engel. Autumn.

243. Environmental Controversies (=EnvStd 243, PubPol 243/443). PQ: Fourth-year standing and consent of instructor. The focus of this course is on the stubborn conflicts of expert against lay intuition on many environmental matters. What makes these conflicts so common and so stubborn? What has changed when they fade from concern (when that happens)? Our main concern is with the politics and psychology of these controversies, but close attention is also paid to the technical underpinnings of these issues. Although expert/lay controversies are particularly apparent on environmental issues, parallel conflicts on intuition occur in other policy areas, such as medicine and crime, so, especially toward the end of the course, we look for applications of the ideas developed in class to these areas. H. Margolis. Spring.

250. Evolutionary Ecology (=BioSci 250, EnvStd 250). PQ: Common Core biology 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. E. Simms. Autumn. L.

251. Ecological Applications to Conservation Biology (=BioSci 251, Ec-Ev 313, EnvStd 251). PQ: Common Core biology and consent of instructor. This course fulfills 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.

255. Biogeography (=BioSci 255, EnvStd 255, EvBiol 455, Geog 255/355). PQ: Common Core biology or 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. Illinois field trip required. M. Conzen. Autumn.

265. Environmental Economics (=Econ 265, EnvStd 265). PQ: Econ 201 or consent of instructor. The 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, HlthSt 310). PQ: One course in statistics or consent of instructor. Epidemiology is the study of the distribution of disease or health related outcomes in human populations, and the factors that influence or determine the distribution. An introduction to methods used for examining associations between exposure and outcomes is discussed. Epidemiologic studies can be "experimental" as in clinical trials, but are more likely to be observational. Methods of designing studies, determining whether an association exists between exposures and outcomes, and evaluating threats to study validity is addressed. Special topics are included, such as environmental studies, determination of new diseases, and ethics in epidemiology. D. Mundt. 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. B.A. 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.