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Viewing: PS 336 : Global Environmental Politics

Last approved: Fri, 24 Jun 2016 08:01:29 GMT

Last edit: Fri, 24 Jun 2016 08:01:29 GMT

Change Type
Major
PS (Political Science)
336
018105
Dual-Level Course
Cross-listed Course
No
Global Environmental Politics
Global Environ Pol
College of Humanities and Social Sciences
Political Science (16PS)
Term Offering
Spring Only
Offered Alternate Years
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Lada Kochtcheeva, PhD
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture3535NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16PSBABA Political Science Elective
16PSAMBA Political Science: American Politics Elective
16PSINTBA Political Science: International Politics Elective
16PSLJJBA Political Science: Law and Justice, Justice Systems Elective
16PSLJLBA Political Science: Law and Justice, Law and Theory Elective
16PSPUBBA Political Science: Public Policy Elective
16PSBSBS Political Science Elective
16OSMPolitical Science Minor Elective
International politics, laws, and policies pertaining to global environmental problems in the realms of population, pollution, climate change, biological diversity, forests oceans, and fisheries.

Formal GEP review and adding to CourseLeaf system. Term offering.


No

Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Social Sciences
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Evaluate international environmental policy processes and actors, including various governmental and non-governmental actors involved in these processes
 
 
Students have in-class written tests with questions that test their knowledge on the above concepts, processes, actors and institutions (ex. students are asked to 1) define an international regime and the constituent parts of it and provide an example; 2) define international organizations and explain their role in global environmental policy and their strengths and weaknesses). Students may have pop-up quizzes that test students knowledge of various concepts, theories, cases and explanations (ex. students are asked to list and explain policy tools under the climate change regime).
 
 
Use social scientific methods to explain how various political, philosophical, and cultural theories shape individual group, and country perceptions toward international environmental issues.
 
 
A research paper for this class requires students to perform a literature review, an analytical overview of explanatory factors, and/or conduct a survey on the relevant topics (ex. alternative energy sources) and present the findings in a narrative format and a graphic format.
 
 
Apply the analytical skills necessary to examine, interpret, and suggest improvements for policy processes.
 
 
Students write answer brief test questions and write analytical essays in their exams addressing extensive substantive questions in the field of global environmental policy (ex. The stakes in GEP continue to increase as the costs of environmental degradation and the measures to reverse it grow, and as global environmental regimes require greater changes in economic and social development strategies to be effective. Is the international community on a path that will bring effective cooperation in reversing the main threats to the global environment? What defines successful environmental regimes? What are the prospects and challenges for international cooperation in GEP? Provide examples). Students complete a comprehensive research paper (either on the topic of their choice, or as suggested by the instructor).
Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 
Demonstrate knowledge of international environmental policy processes and actors, including various governmental and non-governmental actors involved in these processes.
 
 
Course papers and test questions.
Students write course papers that are required to have a global, international, regional, or foreign focus, or they may engage in comparative research. Students also take in-class written tests that ask them to provide examples and analyze the events in different countries of the world. (Many countries are studied, depending on their involvement in the global environmental processes, negotiations and treaties, both developed and developing (from US, UK, Germany, to Russia, China, Brazil, to Thailand, India, etc). We study states, as actors, International governmental organizations, including the UN, UNEP, GEF, CSD, UNDP, WMO, WHO, to financial institution, including the World Bank, to non-governmental organizations, WWF, Audubon, Green Peace, etc.)
Sample prompt: What are the two major factors that states consider in the comparative cost and benefit analysis of joining international environmental treaties?
 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 
Use social scientific methods to explain how various political, philosophical, and cultural theories shape individual group, and country perceptions toward international environmental issues.
 
 
Students answer test questions that ask them to analyze the differences between the countries of the Global North and Global South with regard to economic development, policy capacity, environmental goals and accomplishments. (ex. How do lead states influence other actors? There is a great diversity among the countries of the Global South. Explain why there is this diversity, and yet, what brings cohesiveness to the Global South?)


US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
There are no restrictions.
 
b. Is this restriction listed in the course catalog description for the course?
 
N/A
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None.
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None.
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
Chasek, Pamela S., David L. Downie, and Janet Welsh Brown. 2013. Global environmental politics, Boulder, CO: Westview Press.

Axelrod, Regina S., David L. Downie, and Stacy VanDeveer, eds. The Global Environment:  Institutions, Law, and Policy, CQ Press, 2014.
 
Major topics to be covered and required readings including laboratory and studio topics.
 
no change
 
List any required field trips, out of class activities, and/or guest speakers.
 
no change
Course is already a regular offering within the PS Department and will continue to be.

The last several decades have seen great achievements in discovering, understanding, and to some extent resolving environmental problems. Multiple international agreements and institutions have been developed to protect the global environment. Yet such developments were not without controversy, reluctant behavior, and unexpected outcomes. This course will explore the symptoms of ecological crises around the world, the international politics of environmental problems, and the efforts to address them.


The first part of the course develops a framework for studying global environmental politics. We will systematically look at the components of the international political system including key concepts, institutions, mechanisms, and the principal international actors. We will outline different perspectives on why environmental problems emerge and how we can identify problems, design and negotiate solutions to solve them. Understanding the rise of environmental issues on the world agenda and assessing the effectiveness of international institutions, regimes, and policies to solve them requires a basic understanding of the major problems. Thus, during the second part of the course we will explore several major environmental problems examining both their nature, causes, and efforts to address them. These will include studies of the population growth, the availability of food, air pollution, the depletion of stratospheric ozone layer, global climate change, the law of the seas, exhaustion of marine fisheries, the state of the world’s forests, and the loss of biodiversity. The final section of the course will discuss the emerging issues and approaches in environmental politics and policy. We will address such diverse topics as market-based and informational instruments, sustainable development, and possible scenarios for future development.


By the end of the course students will be able to articulate why the existing system has come into being, how effective it is, and what are the likely future developments. In addition, a significant part of this course will require that students identify and critically analyze causal claims regarding environmental problems. Students will incorporate their insights into research papers. Therefore, the fundamental goal of this course is for the students to engage directly in comprehensive research and develop an ability to think causally. 


Student Learning Outcomes

Students will be able to:

1. Evaluate international environmental policy processes and actors, including various governmental and non-governmental actors involved in these processes.

2. Explain how various political, philosophical, and cultural theories shape individual group, and country perceptions toward international environmental issues.

3. Apply the analytical skills necessary to examine, interpret, and suggest improvements for policy processes.


Evaluation MethodWeighting/Points for EachDetails
Other100no change
TopicTime Devoted to Each TopicActivity
see attached weekly topics

shgreene (Tue, 09 Feb 2016 20:35:05 GMT): Rollback: done.
despain (Tue, 15 Mar 2016 14:51:06 GMT): Rollback: Objective/outcome adjustments, etc.
shgreene (Tue, 15 Mar 2016 19:13:28 GMT): Rollback: Outcomes.
Key: 4612