Develops college-level reading, writing, critical thinking, speaking, and listening skills in a science and environmental policy context. (Prereq: CAD 95: Integrated Reading Writing (4 units) or EPT4 Score of 147 or Higher)
Units: 4 — 4
Uses ethical theory and service-learning to examine and analyze personal behavior, local community action, and public policy in the context of social, environmental, and economic sustainability. Develops reading, writing, critical thinking, speaking, and listening skills. (Prereq: GE Area A1)
Units: 6 — 6
Uses ethical theory to examine and analyze personal behavior and public policy in the context of social, environmental, and economic sustainability. Develops reading, writing, critical thinking, speaking, and listening skills. (Prereq: GE Area A1)
Units: 4 — 4
Covers fundamentals of government, particularly how the US Constitution and the structure and processes of democracy affect current environmental and natural resource issues. Provides comparisons between US, California state and local government and how each of these affect their lives. Students track media coverage of governmental and environmental issues to understand how government works. Students learn how to engage in politics to make change. (Prereq: GE Area A1)
Units: 2 — 2
Students explore concepts of well-being and apply theoretical models to personal engagement in behaviors that promote and detract from well-being. Current health issues are used to probe concepts of well-being. Students also explore how historical relationships between disease, technology, and agriculture influence the socio-economic status of people and nations, developing a deep understanding of how one's race, gender, etc., influence contraction of disease & access to social services.
Units: 6 — 6
Students develop critical thinking skills in conjunction with library research, reading, listening, and speaking skills needed to understand and analyze complex social and environmental controversies and promote societal awareness, engagement, and sound decision making. [Prereq: (Junior or Senior Standing) and (GE Area A1 and A2 and A3) and (BIO 230: Environmental Biology (4 units) or BIO 240) and (ENVS 283 or GE Area D2)]
Units: 4 — 4
Workshop focuses on materials and writing assignments that parallel the ENSTU 300: Critical Thinking & Communication in Environmental Studies (4 units) case study assignment. Develops strategies for accurate and effective reading and writing of scholarly, academic works that synthesize complex information from a variety of sources. [(Prereq: GE Areas A1 and A2 and A3) and (Coreq: ENSTU 300: Critical Thinking & Communication in Environmental Studies (4 units))]
Units: 1 — 1
Examines the scientific, economic, and political dimensions of global climate change. Examines the greenhouse effect, global climate change, and the implementation of the Kyoto Protocol and IPCC reports in reducing human-induced greenhouse gas emissions. Focuses on trends in population, dynamics, development policy and environmental heath impacts. (Prereq: GE Area A1 and A2 and B1 and B2)
Units: 4 — 4
Focuses on techniques for communicating environmental messages to diverse audiences based primarily on the field of environmental interpretation. Students develop environmental messaging strategies and/or interpretive products for local organizations. [Prereq: (Junior or Senior Standing) and (GE AREA B2)]
Units: 5 — 5
Overview of qualitative and quantitative research methods that environmental professionals use in understanding complex problems, drafting research proposals, and analyzing and presenting rigorous, reliable information. Students will engage in comprehensive explorations of social aspects of environmental topics and will understand the central role that information and research play in enacting appropriate change in natural and built environments with diverse populations. (Prereq: ENVS 201: Intro to Environmental Science (4 units) and BIO 230: Environmental Biology (4 units) and (STAT 100: Introduction to Statistics (4 units) or STAT 250: Applied Stat:Sci Tech (4 units))
Units: 4 — 4
This Service Learning course addresses strategies for supporting equitable formal and informal educational opportunities and access to healthy natural environments for all, regardless of their cultural, linguistic, or economic background. Service learning placements in schools and other agencies help students deepen their understanding of basic biology principles and methodologies for facilitating learning by diverse students and community members. (Prereq: (Junior or Senior Standing) and (GE Areas A1 and A2 and A3 and B2)
Units: 5 — 5
This course addresses the meta question: "How can community-based environmental restoration address issues of social and environmental justice?" The course examines: waves of culture affecting Monterey County's significant social issues, personal action and responsibility through watershed based community partnerships modeling of environmental and sustainability practices. [Prereq: (Junior or Senior Standing) and (GE Area B1 or B2)]
Units: 5 — 5
Explores common structural characteristics and archetypes associated with natural and anthropogenic systems and how such characteristics can be applied to understanding and decision making. Concepts applied include feedback, stocks and flows, delays, and causal loops. Uses the Stella programming environment for modelling. Applies projective geometric constructions as a manifestation of some of the systems concepts described. [Prereq: (GE Area A1 and A2 and A3 and GE Area B1 and B2 and B3) and (MATH 130: Precalculus (5 units))]
Units: 4 — 4
Course provides a basic overview of the history and present state of each of our utilities and of our building, transportation and agricultural infrastructure. Practical and ideal future scenarios as well as the integrative relationships between and among different utility systems are examined. Students will learn how our current infrastructure came about and what it would take to make improvements to it in a tractable manner. [Prereq: (GE Area A1 and A2 and A3) and (GE Area B1 and B2 and B3 and B4)]
Units: 4 — 4
Engages in philosophical works on social justice theory, ecological justice theory, and responsibility theory; uses an integrated social and ecological justice framework for analyzing social and environmental problems and for developing, analyzing, and promoting sustainable and equitable practices and policies. [Prereq: (Junior or Senior Standing) and (GE Areas A2 and A3) and (Coreq: ENSTU 384S: Social and Ecol Justice (2 units))]
Units: 3 — 3
Uses an integrated social and ecological justice framework for developing an understanding of self and social awareness; service and social responsibility; community and social justice; multicultural community building; and civic engagement; deepens and critically applies learning through placements and activities with local community organizations. [Prereq: (Junior or Senior Standing) and (GE Areas A1 and A2 and A3) and (GE Area D2 or ENSTU 283: Politics & the Environment (2 units)) and (Coreq: ENSTU 384: Social & Ecological Justice (3 units))]
Units: 2 — 2
Evaluates development of water use/management throughout history. Critiques how geography, economics, culture, and politics guide people's decision-making and use and management of water. Analyzes and compares U.S. and California constitutions based on historic, geographic, political, economic, and cultural context and influences relating to water regulation. Students participate in historically informed political project applying political participation in the local community. [Prereq: (Junior or Senior Standing) and (GEOL 260: Geology/Hydrology (4 units) and GE Area A1)]
Units: 4 — 4
Studies a particular topic in Environmental Studies. May be repeated for credit when topics vary. (Credit/No Credit Available)
Units: 1 — 4
Student and faculty member select topic of study and number of credits. (Credit/No Credit Available)
Units: 1 — 6
Assists students in initiating and developing an Environmental Studies capstone portfolio and community-based project. (Prereq: ENSTU 300: Critical Thinking & Communication in Environmental Studies (4 units))
Units: 1 — 2
Assists students in completing an Environmental Studies capstone portfolio and community-based project. (Prereq: ENSTU 400: Capstone Seminar I (1-2 units))
Units: 3 — 3
Assists students enrolled in a group capstone project course in preparing their final written report, poster, and/or oral presentation for their senior capstone process. Students will also complete their ENSTU e-portfolio. Students must co-enroll in ENSTU 471: Projects for Sustainable City Year (4 units) or another approved capstone projects course. [Prereq: (ENSTU 300: Critical Thinking & Communication in Environmental Studies (4 units) or BIO 300: Issues & Ethics in Biology (4 units) or ENVS 300: Critical Thinking & Communication in Environmental Science (4 units) or MSCI 300: Marine Science, Communication, & Policy (4 units)) and (Coreq: ENSTU 471: Projects for Sustainable City Year (4 units))]
Units: 1 — 1
Project-based class based on the needs of a regional city. Part of the Sustainable City Year Program. Projects will focus on regional sustainability issues and will vary from semester to semester. [Prereq: (ENSTU 300: Critical Thinking & Communication in Environmental Studies (4 units) or BIO 300: Issues & Ethics in Biology (4 units) or ENVS 300: Critical Thinking & Communication in Environmental Science (4 units) or MSCI 300: Marine Science, Communication, & Policy (4 units)) and (ENSTU 375: Sustainability Systems (4 units) or ENSTU 376: Infrastructure Systems: Past, Present and Future (4 units))]
Units: 4 — 4
Studies a particular topic in Environmental Science. May be repeated for credit when topics vary. (Credit/ No Credit Available)
Units: 1 — 6
Student and faculty member select topic of study and number of credits. (Credit/No Credit Available)
Units: 1 — 6