This course asks students to examine what we talk about when we talk about “dirt,” and how do the things we communicate about dirt change its presence in our lives. The major assignments facilitate learning goals through four units: dirt vs. soil, earthworks, dirt stories, and trendy dirt. The primary texts in this course will largely deal with a North American perspective on dirt. We will engage with American film (ex: Grapes of Wrath, Waterworld, Noma, Interstellar, The Martian, the Mad Max megaverse), and contemporary American literature.
This course - taught on the Pacific Program - will develop a theoretical understanding of sustainability, from a bottom-up perspective that considers ecological outcomes as a function of human institutions. It begins with defining and understanding the tragedy of the commons, and develops an understanding of why we might not be doomed to this tragedy. While exploring broad themes in environmental ethics, philosophy, and management, it will explore cases in the Pacific context, and will include a service-learning project in Fiji.
Technology and Society examines connections between the history of technology and other aspects of human history. The course uses historical episodes to challenge widely held misperceptions about technology and how it operates in the modern world. I argue that technology is a human product, not an autonomous force. Technology makes nothing happen by itself, but only as the result of human action. People can choose to design and use technology in different ways to better serve human needs.
This is a practical course in environmental decision making in response to complex, open-ended problem situations. Students work together in groups to acquire and practice basic tools of systems thinking and ethical inquiry, then bring those tools to bear on problem situations of their own choosing.
Ecology (2335) is a traditional course where students work on applied problems, including those associated with climate change, invasive species, overexploitation etc. The focus is on the ecological concepts, looking at either sustainability or community, with reference to the other, through units, labs, assignments, and activities.
Fundamentals and Challenges for a Sustainable Chemical Enterprise
In the chemical enterprise (industry, government and academia), chemists and engineers are involved in and are responsible for the development of new products, materials and manufacturing processes. These activities include developing manufacturing processes that are environmentally friendlier, safer for workers and society, and economically more sustainable. They participate in and contribute to all segments of the supply chain, from cradle to grave (nature back to nature).
Capstone Design-Environmental Section is an interdisciplinary environmental design experience. The course is offered in parallel with the civil engineering section of the course; CEE students may form teams with mixed CE and EnvE composition; and teams from each program may perform projects in either section. Students form teams of 3 – 5 people, and these teams function as “companies” that provide engineering services under guidance of a sponsor on design project that the team selects.
ISyE 4803 Energy and Environmental Analysis addresses energy and environmental assessment from a systems perspective. Designed for students who have already taken ISyE 3025 (Engineering Economics) and Physics 2211 and 2212 (introductory physics) the course provides an introduction to energy analysis and environmental lifecycle assessment, with application to energy efficiency, renewable energy, resource availability and environmental impacts. The course is open to students from all majors, but ISyE majors have first option.
The Smart Cities Kit is a set of hands-on materials that supports collaborative scenario building activities. These activities can foster a greater understanding of smart-cities as socio-technical systems. Through these activities, students should develop an appreciation for how smart cities technologies fit or don’t fit into the fabric of everyday life in the city. The kit requires no background knowledge in design or participatory methods. It can be customized for specific technologies or scenarios, and it can be used across the curriculum. The Smart City tool is available for check-out from the Serve-Learn-Sustain office.
Each kit imagines a team of 5-10 students, but it is possible to make a single kit stretch over twenty students. Email us for more details, and to inquire about check-out.