SOE2010.Syllabus

**State of Environment 2010 / NR 595 / Spring 2010**

 * Syllabus**

North Carolina State University, Department of Forestry & Environmental Resources Lead Instructor: George Hess Spring, 2010 Semester Class time: Fridays 09:10-11:55 Room: 3214 Jordan Hall Addition


 * Course Objectives**

This is a participatory research course, which means that (1) we do not know the answer to the questions being posed and (2) we will work together to design and carry out research that addresses the question.
 * **Technical:** In collaboration with [|Triangle Land Conservancy], create a State of Environment report for the Triangle Region of North Carolina (defined here as Chatham, Durham, Johnston, Lee, Orange, and Wake Counties). The report will reflect Triangle Land Conservancy's public benefits ([|MVB2009.11.12b.pdf]) (essentially the ecosystem services it protects land to provide) and convey to a broad audience the state of the Triangle's environment with respect to those benefits. All participants will be co-authors of the report. By the end of the semester, we should have a very solid draft ready for "friendly review" by colleagues and have made at least one presentation about our work.
 * **Professional development:** Participate in collaborative research, improve communication skills, develop leadership skills, and experience a peer-review process (likely after the course is completed).


 * How will a course like this work?**

The basic idea is that we will operate as a collaborative research team, working across the three universities. Hess has led collaborative research courses several times before, with good success.

The approach is described in some detail in //[|Hess & Drew, 2004]. Inquiry-guided learning through collaborative research. Pages 146-172 in V.S. Lee (editor). Teaching and Learning through Inquiry: A Guidebook for Institutions and Instructors. Stylus Publishing, Sterling VA.//

You can also take a look at the web sites from past offerings.
 * Measuring conservation success (2008)
 * [|Where is conservation science in local planning?] (2007)
 * [|Creating open space plans that work] (2006)
 * [|Examining biodiversity priorities] (2005)
 * [|Regional biodiversity pattersns] (2004)
 * [|Surrogate species conservation planning] (2003)
 * [|Focal species conservation planning] (2002)
 * [|Measuring suburban sprawl] (2001)


 * Class participation and philosophy**

This class will live or die by the quality of the interaction among team members. It will only work well if everyone participates fully. We would like to establish an environment in class so that everyone feels free to pose ideas or ask questions. We ask each of you to accept the following philosophy for this course:
 * There are no dumb ideas -- and no excuses for ridiculing another person's thoughts. If you think an idea is flawed you should present your case in a rational and civil manner.
 * There are no stupid questions. If you don't understand something there's probably someone else who's also confused.


 * Prerequisites**

Students should have coursework or experience in at least one of the following:
 * conservation biology
 * environmental policy
 * land use change / GIS
 * local farms and food
 * planning, open space planning
 * statistics
 * survey design and implementation
 * water quality


 * Consent of instructors is required**

Please complete and submit an application - deadline and form available on home page.


 * Calendar**

Because of the dynamic nature of this course, we cannot provide a week-by-week calendar - as team members, you will help build that calendar during the course. The calendar will develop as we go on the course calendar page.


 * Grading**

You will receive a letter grade for this course. Your grade will be based on completion of assignments, my (George Hess) written evaluation of your contributions to the effort (which I will share with you), a peer evaluation of your efforts by all classmates (you be told your average, but individual ratings will be kept in confidence), and a self-assessment of your efforts (which only I will see). We will go through an interim evaluation shortly after spring break so that you know where you stand in the eyes of your peers and me.

Peer evaluation form: [|PeerEvaluation.doc] Self assessment form: [|SelfAssessment.doc]


 * University Policy Statements**

I take appropriate steps to accommodate students with disabilities. The [|Disability Services for Students] (DSS) staff is available to serve as a resource in assisting the students obtain accommodations for their disabilities. Please let me (George Hess) know if you require assistance with this.
 * Disabilities**

Please review the [|University Student Code of Conduct]. I will refer violations to the Academic Integrity Board of the Office of Student Conduct. Violations can result in a failing grade for an assignment or course, or suspension from the University.
 * Code of Student Conduct**