Download URP 5370

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2. Select “Instruction Mode” possibilities mid-way down the box. Remember—these apply to any running
of the course, taught by anyone any time.
3. Type in the areas below the box that are NOT yellow—below the header box, following Roman
numerals II-IX. Remember—these apply to any running of the course, taught by anyone any time (ECOs
are supposed to have a shelf life of 5 years).
Prepared By (your name)
Subject Area
Catalogue #
Course Title:
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Units
C/S #
Component
Instruction Mode (make bold all
that apply)
Grading Basis
Repeat Basis
Cross-listed course (w/another
dept.)
Dual-listed course (grad/u.g.)
Major or service course (make bold
all that apply)
URP
5370
Environmental Policy
3
C5
Seminar
Fully Asynchronous
Hybrid with Synchronous Component
Component
Face to Face
Fully Synchronous
Graded only
May be taken only once
Major course
Asynchronous Local
Hybrid with Asynchronous
Web Assisted
Synchronous Local
Service course
I. Catalog Description
URP 5370 Environmental Policy (3)
Theories, ethics and methods of environmental planning in an intergovernmental context. Analysis of
environmental equity in facility siting and urban design. Review of environmental elements for general plans, risk
analysis, and habitat conservation planning.
II. Required Background or Experience
Graduate standing.
III. Expected Outcomes
By successfully completing the course students will be able to:
1. Demonstrate an understanding of the major environmental challenges facing modern societies.
2. Demonstrate an understanding of a framework for environmental planning including environmental ethics,
the interplay of religion and environmental policy, the emerging concepts of well being, and the meaning of
sustainability.
3. Demonstrate a basic understanding of local and state climate initiatives, federal environmental laws, and
global environmental treaties.
4. Apply the framework developed in the first three outcomes to the development of environmental elements
and sustainability planning.
IV. Texts and Readings
Kraft, Michael and Norman Vig. (2012) Environmental Policy. Washington D.C.: Sage.
Layzer, Judith. (2012) The Environmental Case. Washington D.C.: Sage.
Scientists’ Consensus Group. (2013) Maintaining Humanity’s Life Support Systems in the 21st. Century.
City of Santa Monica. (2014). A City of Well Being.
Editors. (2008) Environmental Ethics. Stanford Encyclopedia of Philosophy.
Additional online readings will be assigned.
V. Minimum Student Materials [boiler plate language below may be of use, but feel free to delete and substitute
instructional language of your own choosing.]
Course Textbooks, access to the internet
VI. Minimum College Facilities [boiler plate language below may be of use, but feel free to delete and substitute
instructional language of your own choosing.]
Classroom, Computer Labs, Library, Course management software (e.g. Blackboard)
VII. Course Outline
1. Summary of Global Environmental Challenges
Population Growth
Toxic Contamination
Loss of Biodiversity
Climate Change
Ecosystem Disruption
2. Philosophical Framework for Environmental Planning
Environmental Ethics
Religion and the Environment
Well Being
Environmental Justice
Concepts of Sustainability
3. Environmental Planning at Different Levels
Local and State Climate Initiatives
Federal Environmental Laws
Major Global Environmental Treaties
4. Developing Environmental Elements and Regional Habitat Conservation Planning
General Plan in California
Endangered Species Act Habitat Conservation Planning
VIII. Instructional Methods [boiler plate language below may be of use, but feel free to delete and substitute
instructional language of your own choosing.]
A variety of instructional methods will be used to help students achieve expected course outcomes. They
include the following:
1. Lecture
2. Discussion of assigned reading
3. Small group activities
4. In class and online presentations
5. Student feedback on in class and online presentations
There may be a course management component (e.g. Blackboard) to this course. If so, students will be
expected to check the course management site regularly, contribute to online discussions, and get course
information and submit course work through the site.
IX. Evaluation of Outcomes
[Describe the methods to be used to evaluate students’ learning, i.e. written exams, term papers, projects,
participation, quizzes, attendance, etc.] Align each with one or more learning outcomes.
Here are some examples (please try to use these abbreviations. IC and OL stands for in class or on-line):
WE
Written exam (# and IC or OL)
OE
Oral exam (# and IC)
PE
Problem solving exam (# and IC or OL)
QU
Quiz ( # and IC or OL)
DIS
Discussion (# and IC or OL)
ACT
Activities (# and IC or OL)
LAB
Laboratory exercises (# and IC or OL)
CP
Class participation (IC or OL)
DE
Design exercises (#)
DP
Design projects (#)
CR
Client-based reports (#)
SP
Short papers or analyses (#)
TP
Term papers
Learning outcome
1) Understanding of environmental challenges
2) Understanding of framework for environmental
planning
3) Understanding of environmental policies at different
levels
4) Application of understanding to environmental plans
Assessment tools
Individual
SP QU
SP QU DIS
SP QU DIS
SP QU DIS
Group
etc (add as needed)
[Separately, describe the meaningful writing assignments to be included.]
The grade for the course will be based on five short papers covering demonstration of knowledge and analysis
at different stages of the courses (75%) and participation, discussion, and in class response papers (25%). The
papers will require the integration and analysis of course readings and discussions.
Discuss how these methods may be used to address the course and program outcomes, as appropriate. Include
a matrix to align the evaluation methods to the outcomes.
Review of course syllabi, review of course products by faculty and accreditation teams, and consideration
of comments derived from focus groups with class cohorts.