Introduction to Sustainable
SystemsENVMT 2 (3 units) Code: 22656
Freeman, SRH
Wed 6:30‐9:20 PM (2/2‐4/11)
Sun 9:30 AM‐5:15 PM (2/12, 2/26, 3/11)
Interdisciplinary study of the impact of human
civilization on the earth’s major ecological
systems: Issues examined in historic,
contemporary, and future settings, including
both Western and non‐Western contexts;
material presented from a theoretical point of
view, with a focus on core concepts and
methods related to ecology, sustainability,
human population, natural resources, wastes
and pollution; reflection of how human
economic, political, and ethical behaviors are
inextricably interwoven with the
environment; and presentation of
environmental career options.
Introduction to Sustainable
Systems LabENVMT 2L (3 units) Code: 23930
Freeman, SRH
First Meeting: Wed, 2/2 3:00‐6:15 PM
(Lab schedule can be flexible to accommodate student
projects.)
A real world field course that identifies and
works with the sustainable environmental
principles discussed in ENVMT 2. ENVMT 2L
projects can be combined with ENVMT 50
projects.
Introduction to Urban and
Regional PlanningENVMT 11 (3 units) Code: 23931
Freeman, SRH
Tues 6:30‐9:20 PM (3/20 ‐5/22)
Sat 9:30 AM‐4:50 PM (3/31, 4/28, 5/12 )
Survey of sustainable urban and regional
planning: Overview of the problems and
solutions of environmentally and socially
sustainable planning of cities, suburbs and
rural areas: history philosophies and
theories of urban planning; rural land use
and planning strategies; and the regional
approach to planning.
From Tree to Sea: A Bay Area
Environmental Cross SectionENVMT 40 (3 units) Code: 23932
Freeman, SRH and field
Mon 6:30‐9:20 PM (3/26,4/9, 4/30, 5/21)
Sun 9:30 AM‐4:50 PM (4/15, 4/22, 4/29,
5/6, 5/20)
Sat 9:30‐4:50 (5/19)
Hike, bike, and boat the outdoor
environment of the San Francisco Bay
watershed environment and nearby sites;
field study of ecosystems of the bay, hills,
forest lands, creeks and wetlands;
exploration of sustainable cultural,
ecotourism, and economic uses of the Bay
environments.
Special ProjectsENVMT 50 (1‐3 units) Codes: 22410 & 22411
Freeman, SRH
Fri (2/24‐5/25)
First meeting: Fri, 2/24 10:30 AM
Contact: rfreeman@peralta.edu
(Future meetings can be flexible to accommodate
student projects.)
Student‐initiated projects in Green Building,
Ecological Restoration, Ranger, Naturalist/
Outdoor Education, and Community
Development. On‐ or off‐campus internships
and other hands‐on projects and
partnerships are encouraged, including
research opportunities in the environment
and society with the Brower‐Dellums
Institute for Sustainable Policy Studies.
Tuesday, November 15, 2011
Tuesday, September 13, 2011
Fall 2011 Course Syllabus
ENVIRONMENTAL CAREERS. ENVMT 1. 1.0 UNIT
INSTRUCTOR: ROBIN FREEMAN 510-434-3840, robinf5713@aol.com
Recommended texts (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press
Course Requirements:
Environmental Careers is a required core course for Environmental Studies majors. It may be taken for 1) a letter grade (required of majors or for transfer grade point average), 2) for Credit (no grade, gives transfer elective units), or
3) No Credit (does not affect transcript). For those taking a letter grade, you will participate in grading yourself.
1) Course attendance, 2) a minimum of 4 hours volunteer work for any environment related organization or firm, 3) an Informational Interview or Research Report on an environmental career are required for a letter grade. There will be brief evaluations of the interview and volunteer/intern projects (see due dates). An Environmental Career Portfolio will be developed during the course.
Your volunteer work can be for the Environmental Program at Merritt or at a location of your choosing which willing to have you for a short period of time.
Some organizations would rather have you for at least a full day. Of course, you are welcome to put in more than four hours. You should choose work that is interesting to you and fits into your career development. There will be listings available in class or on line, the Ecology Center on San Pablo Avenue in Berkeley and numerous government agencies.
Learning Outcomes: You will be able to research and survey environmental job or entrepreneurial opportunities, prioritize your choices and make and execute a plan to work in that career pathway.
SCHEDULE:
August 22, 6:30-9:20pm, Monday– Introduction to the course, Class Introduction Interviews
August 29, 6:30-9:20pm, Monday - Preference Profiles, Environ. Careers Slide presentation
Sept 11, 10am-3:30pm, Sunday - Bring bag lunch, 5 Year Plan, Strategy A and B, Resume, History of Work. To accommodate religious services, you may attend the afternoon only.
Break time for Interviews and Mini-internship
October 17, 6:30-9:20pm, Monday - Reports on interviews/internships due, discussion/task,
October 24, 6:30-9:20pm, Monday - Reports continued, discussion, evaluation.
INTRODUCTION TO HEALTHY COMMUNITY SYSTEMS
Envmt 16 3.0 Unit
Team Contact: Robin Freeman, 434-3840, Cell 510-915-1452 robinf5713@aol.com, Office hrs @ SRH, Guest Lecturer: David Ralston PhD Dralston@oaklandnet.com,
September 13, Tues 6:30-9:20pm: Concept Definitions, Introductions of students , faculty, Institute and Merritt Program – SRH tour as an example, Intro to course Health, System, City, Community, Sustainability, Praxis
NOTE: Field locations and times may change; check updates
CLASS EXERCISE – tell your neighbor what your community of interest is and what your community of place is and what the difference is. Who has health insurance? What do you, your family, friends, co-workers do for community health and your own health? Write list for next week choosing an overall health indicator level 1-10 (10 being the highest reasonable level of health activities) for 1-community health profile, 2-your own health profile – due 9/27
COURSE PROJECT – We are using the proposed San Leandro Creek Greenway as our project this semester. We will host a Mini-conference in November. Choose at least one work group and a related healthy community system. Help design, research and execute a part of the mini-conference as an “intervention”. Describe how your project fits into which system(s); your hoped for outcomes and what the outcomes were. Research keywords and/or interview Regional Parks Directors Siden and Dotson as stakeholders, or transcribe and review the tapes of Dr. Leonard Duhl from the 2008Healthy Cities Conference.
September 20, Tues: STATE OF THE CITY & Institutional Definitions World Health Organization/Public Health and Safety Planning , Report on the 2008 Mini Conference and Green Works Development.2010 – FUTURE OF THE CITY: Giving Hope a Plan. Healthy Cities Initiative, Current Visions Oakland Task Forces, San Leandro Creek Greenway, the “Green Corridor”, NGO’s
Assignment: Prepare a first informal list of what a healthy city would be like.
September 27, Tues: CONCEPTUAL FRAMEWORK
Origins of the City, Patterns of Civilization and their Health Effects, Stress, Authority, Risk, Trauma, Hierarchies VS Thriving, Caretaking, Participation
Discussion: Conference brainstorming based on health indicators and vision of a Healthy City
Assignment: Health Indicator lists due – Conference goals, purpose. Format and contents, whom to invite, and tasks preliminary list due 10/4
October 4, Tues: Tools for healthy planning – Action Planning, Asset mapping, indicators mapping and research, field methods, program planning, urban planning, watersheds and natural systems, using your experience. Addressing untapped sectors as resources for planning needs and solutions
Discussion: Conference planning, timeline and task groups
Assignment: Conference preliminary list due. Begin task group activities
October 11, Tues: Conference Planning and San Leandro Greenway Report critique
Assignment: Choose a sector relevant to Healthy Cities, and research information and/or case studies and on line; and/or research funding sources Prepare to give a brief description of your findings and how they relate or do not relate to the San Leandro Creek community focus.
Task updates due each week.
October 16, Sun 11am-4pm: FIELD TRIP Case Study SAN LEANDRO CREEK GREENWAY–ecosystem; transportation and recreation; food system, signature retail/culture/restaurant, thriving residential multi-use, historic, varied income, parks, open space, trail access, views, schools, community centers, social services, transportation access, health care facilities, employment training and job access, youth programs, family programs, cultural arts
Assignment: Conference preliminary list due. Begin task group activities
Task updates due each week.
October 18, Tues: Guests, Healthy City Research presentations begin
WORKING GROUP SESSION FOR CONFERENCE – Invitation lists and strategy
Task updates due each week.
October 25, Tues 6:30-9:20pm: Case study student research presentations, Guests
WORKING GROUP SESSION
Task updates due each week.
November 2, Tues Case study research presentations, Guests WORKING GROUP SESSION Task updates due each week.
November 6, Sun 10am-3pm: Guests FIELD TRIP WORKING GROUP SESSION
November 8, Tues: Case study research presentations WORKING GROUP SESSION
Task updates due each week.
November 15, Tues: FINAL MINI-CONFERENCE TASK PLANNING
Task updates due each week.
November 20, Sun 10am-3pm MINI CONFERENCE – Working Title, Healthy People, Healthy Watersheds; Connecting the Dots Along San Leandro Creek
November 22, Tues Conference De-brief, guest (Possible Alternative Conference date)
November 29, Tues Next Steps, Case study research presentations; guest
December 6, Tues Potluck, Case study research presentations and next steps continued; Evaluations
Course Requirements and Grading Policy: Course may be taken credit/non-credit – make the choice on line asap. For a grade reasonable attendance, a research presentation and work group participation and completed tasks are required. You will evaluate the course and suggest your grade.
RESTORATION OF WATERCOURSES Envmt 33AA – AC
3 Units Robin Freeman; robinf5713@aol.com; Cell 510-915-1452
David Kaplow
*NOTE: Check with me. TIMES AND LOCATIONS MAY CHANGE!!
GENERAL CONTACT: Robin Freeman 510-434-3840 messages, robinf5713@aol.com. Field trip contacts vary with each trip. Make sure to get current directions and #'s.
ASSIGNMENTS: Along with other ENVMT classes, we will focus on the San Leandro Creek Wateshed as well as ongoing projects with Lion and Arroyo Viejo creeks which are adjacent to our campus. There is basic background reading, some research and a class project that support what you will do in class.
1) Read SER Primer (see "Text")
2) The class project for the course is either a) volunteering on a restoration project and/or b) proposing/designing a preliminary restoration project proposal. The site can be at Merritt around the Self Reliant House, Lion or Arroyo Viejo, or along San Leandro Creek. Describe the goals, materials and plan of the project you volunteered on or which you propose. A proposal will include a preliminary site description, goals and general activities to achieve the goals . Organize your presentation using appropriate section headings from the SER Primer and from what you learn in the course. You can use any resource books or other material to help plan your project. You can present either what you did as a volunteer or your preliminary design at the last class and provide a list of the information resources you used. If you choose to take the course Credit/Non-Credit, you don't have to do a project. If you are using the course towards a certificate or degree, then take it for a letter grade, based on reasonable participation and a project presentation. You may do your project as a group.
11 WEDNESDAYS 6:30 to 9:20pm SATURDAY/SUNDAYS 10:00 to 3:30, or as arranged.
TEXTS: The SER (Society for Ecological Restoration) International Primer on Ecological Restoration. Free download : http://www.ser.org/content/ecological_restoration_primer.asp#5 Or GoogleThe Primer for a PDF version. It is a short general introduction from which you can draw project goals. It is not specific to any location. Faculty members will suggest supplemental readings and resources. California Watershed Manual on line. Merritt Watershed Center CD; both are free.
9/14 Wednesday, SRH Arroyo Viejo Rifle Range Headwaters twilight walk.
Introductions: What experience have you had. Do you have sites you are working on? What do you want to get from this class? , About the class, Follow the Water, Know the People Watershed Center, community groups, consultants, scientists and agencies. San Leandro
Creek lab site introduction. Assignment: Read SER Primer (15 pages)
9/21 Wednesday 6:30 MEET AT DIMOND LIBRARY; walk to creek 7-9 p.m. at the Dimond Library, 3565 Fruitvale Ave; Brief presentation from the City of Oakland Rain Barrel Team., The Friends of Sausal Creek (FOSC) welcome you to attend our bimonthly member meeting. Designer and horticulturalist Michael Thilgen will present a Native Plant Show & Tell. Come learn about the process of designing your own native garden with an emphasis on choosing plants. We will have plants on hand from FOSC's Joaquin Miller Native Plant Nursery
Michael Thilgen is co-owner of Four Dimensions Landscape Company, www.fourdimensionslandscape.com , and was one of the co-founders of the Friends of Sausal Creek.
9/24 Sat Optional 10am SRH Rainwater Harvesting Rainbarrel installation with Green Building Lab
9/28 Wednesday Freeman, How do streams and watersheds work?
Guest: Will Stockard, City of Oakland Public Works Stormwater Runoff Rainbarrels and rainwater Harvesting
Assignment: Scan the California Watershed Manual; paying attention to the chapter headings as a model for choosing headings for your project proposal
10/5 Wednesday How watersheds work continued. Restore to What? History and Reference Sites CALFED mantra – Water Quality, Water Quantity and Habitat – multiple uses, multiple goal management. Assignment: Read “Feasibility Guide for Intertidal Creek Restoration”
10/12 Wednesday Feasibility Study and Watershed Management San Leandro Creek restoration opportunities Writing project grants and Project design, Internships
Assignment: Read “Creek Restoration Pre-Design Directory”
10/15 SATURDAY - North Coast Native Nursery in Petaluma
Native plants, riparian restoration project and Ellis Creek wastewater facility water treatment wetlands
October 16, Sun 10am-3pm: Optional Field Trip SAN LEANDRO CREEK GREENWAY–ecosystem; transportation and recreation; food system, signature retail/culture/restaurant, thriving residential multi-use, historic, varied income, parks, open space, trail access, views, schools, community centers, social services, transportation access, health care facilities, employment training and job access, youth programs, family programs, cultural arts
Field day with Healthy Community Systems Class and Friends of San Leandro Creek
10/19 Wednesday Restoration is a Social Act – Artisanal, Psycho-Social, Caretaking and Community Culture, Economic, Scientific, and Land Use Design elements
10/26 Wednesday, Site monitoring, Photo monitoring and Water Quality Monitoring
Planning for appropriate data sampling design to monitoring intent Guest or EBMUD TBA
10/23 SUNDAY Field Day Sausal Creek or San Leandro Creek TBA (Replaces 11/30 Wed evening).
10/29 SATURDAY 10AM TBA San Leandro Creek San Leandro Creek GIS with Oakland High/Katie Noonan and 0.5 day with Dave Kaplow Codornices Creek near 5th St in Berkeley
Bioengineering or Sausal Creek Headwaters hands-on restoration.
11/2 Wednesday Lion and Arroyo Viejo watershed partnership projects.
Art, watersheds and culture – Guests
11/9 Wednesday Fish passage and H20 release Guest. Visit EBMUD headquarters TBA
11/16 Wednesday Kaplow; Restoration and Maintenance
Restoration native plant communities, Maintenance of new restoration sites
Long term management of riparian zones
11/19 SATURDAY 10:00AM-3:30PM Kaplow Alhambra Creek - Martinez
riparian and brackish tidal environments
11/20 Sunday, Mini-Conference; Healthy People, Healthy Watersheds; Connecting the Dots along San Leandro Creek Optional
11/23 Wednesday Final project discussion; conference de-brief
INTRODUCTION TO GREEN BUILDING & ECOLOGICAL DESIGN And LABEnvmt 20 3.0 Units ENVMT 20L Code 43715, 1.0 (See Lab/Class Schedule Notes at end)
Robin Freeman; robinf5713@aol.com; Cell 510-915-1452 Bruce Douglas: lbdpe@sbcglobal.net 510-759-5280
Text: Introduction to Green Building, Freeman, Geathers, Douglas et al. Print $15; CD $2
September 8, Thurs 6:30-9:20pm Freeman, Introductions, Syllabus, grades, ;SRH tour of Oak knoll Ecosystem
Assignment: Read Chapters 1 through 4 in Intro. To Green Building
September 10, Sat 10:30 am-4pm Bring Lunch; dress for work. Freeman, Douglas - Tour of SRH systems, Biomimicry and Building Systems, C&D waste and the building site.
Solar site analysis
Assignment: Systems Input-output informal sketch of where you live.
September 15, Thurs Freeman
Concepts of Sustainable Building Systems Design, Global Systems and Climate
Discuss assignment 1 as it relates to natural and built systems. Roof Water Harvesting overview. Final project ideas.
Assignment: Input/Output/Systems due. Read Intro. To Green Building Chapters 7 and 9 Write architectural program wish list
September 17, Sat 10am-3pm Bring lunch Freeman Field Trip. Meet at 1170 Powell Oakland/Emeryville; corner of Fremont 2 blocks west of San Pablo Ave/Powell/Stanford , Places for Sustainability , Urban Ore, Shorebird Nature Center Assignment:: Write preliminary draft of final project ideas (lousy first draft) Due Sep 29
September 22, Thurs Douglas. Passive Solar Design; Model lab
Assignment Hand out Due Oct. 20 – Read chapters 5,6, and 8
September 24, Sat 10-3:30 ENVMT 20L Lab Begins Freeman, Poon Introductions, Roof Water Harvest installation , Richmond Shoreline Festival; Education Center Site Analysis; Point Pinole Regional Shoreline, Richmond Parkway and Giant Road
Assignment: Environmental Education Center Site Analysis, Participant Surveys
September 29, Thurs Freeman, Imagination, Design, and Thriving; Human Communities; Design determinants and bubble diagrams Tiny houses and Housing Ourselves (See Lab schedule notes)
Assignment: Describe final project Scope of Work and Goal; Prepare bubble diagrams for Pt. Pinole, your chosen project site, or the Place for Sustainability.
October 2, Sun 10-3:30 Lab Site Preparation at SRH; Materials rack design Complete green wall demo – rainbarrel cover and overflow ,Rear overhang work area sliding glass doors, benches and outdoor classroom, Fence, repair path light cases, door lock set, shop area in barn storage shelves, Solar Hot water angle adjustment and leak, Slip- form sign bases
Site visits and field work will be arranged from these options as available, DeBoer Architects- Bamboo and more, Dan Lieberman, Tiny houses, Strawbale Construction, Friends of Sausal Creek Nursery Construction Green Works Development shelter @ San Leandro Creek site, Urban Lumber milling and drying Native American urban wood siding,
Projects: Housing Ourselves next steps
Research project on Carbon footprint metrics SHR – Peralta – US
CO2 levels allowable and target metrics
SRH as a “green business” analysis
Funding, Grant Writing, partners, buying land, Land Trust
October 6, Thurs Freeman, Review Bubble Diagrams, Site project assessment and programming Design Determinants and Architectural Program
Design Basics Sustainable Planning &Transportation San Leandro Creek Greenway Integrating buildings and life (food, society, transportation, biodiversity, waste reduction)
. Assignment: Bubble Diagrams Due.
October 8, Sat 10-3:30 Lab see Oct. 2
October 13, Thurs Freeman The Speed of Green. Recent history of Green Building.- Green Building Materials; Availability, Design and Choice, Natural Building, Regenerative Design, Universal Design, Permaculture Design, Ecological Design – in class design exercise
Assignment: Design project review and graphic presentation in class Final Project group work.
October 20, Thurs Douglas Building Science - how heat, air, moisture, and light flow and interact in buildings effects: comfort, health, durability of bldg, energy consumption.
October 22, Sat 10-3:30 Lab Douglas/Freeman see Oct. 2
October 27, Thurs Douglas, lab with model houses
November 3, Thurs Freeman, LEED, Building Performance Checklists, Permits.
Assignment: Final Project group work
November 10, Thurs Freeman Energy Sources, Scale, the Built Environment and the Future
Assignment: Read Chap. 10 Draft Final Project Due
November 17, Thurs Douglas Intro to energy auditing. Residential energy career paths and professional certifications
Thanksgiving Break
December 1, Thurs Freeman Guest – Applying Green Building
December 8, Thurs Freeman Final Project presentations
Lab/Class Schedule Notes: The Green Building Class and Green Building Lab are integrated Because of late changes, and PROMT computer system errors, our Lab (20L) and Class (20) schedules need to be coordinated to accommodate the greatest number of students. We will be moving as many of the Monday 20L meetings to Thursdays 5-6:30so they connect better with the class. The 20L weekend field days are also available to students who are enrolled in 20 and not the Lab. We are working to eliminate the false conflict between the lab and Environmental 1 Careers.
COURSE REQUIREMENTS: Course Requirements for a letter grade (Non-credit also available on line): You will grade yourself based on completion of the assignments, reading, attendance, participation and final presentation. This course is required for the Green Building and Energy Management or Greening the Urban Environment majors.
LEARNING OBJECTIVES: You will be able to use architectural, construction and green building terms to approach and analyze design and construction projects and to put them into personal, site, local, regional and global context.
INSTRUCTOR: ROBIN FREEMAN 510-434-3840, robinf5713@aol.com
Recommended texts (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press
Course Requirements:
Environmental Careers is a required core course for Environmental Studies majors. It may be taken for 1) a letter grade (required of majors or for transfer grade point average), 2) for Credit (no grade, gives transfer elective units), or
3) No Credit (does not affect transcript). For those taking a letter grade, you will participate in grading yourself.
1) Course attendance, 2) a minimum of 4 hours volunteer work for any environment related organization or firm, 3) an Informational Interview or Research Report on an environmental career are required for a letter grade. There will be brief evaluations of the interview and volunteer/intern projects (see due dates). An Environmental Career Portfolio will be developed during the course.
Your volunteer work can be for the Environmental Program at Merritt or at a location of your choosing which willing to have you for a short period of time.
Some organizations would rather have you for at least a full day. Of course, you are welcome to put in more than four hours. You should choose work that is interesting to you and fits into your career development. There will be listings available in class or on line, the Ecology Center on San Pablo Avenue in Berkeley and numerous government agencies.
Learning Outcomes: You will be able to research and survey environmental job or entrepreneurial opportunities, prioritize your choices and make and execute a plan to work in that career pathway.
SCHEDULE:
August 22, 6:30-9:20pm, Monday– Introduction to the course, Class Introduction Interviews
August 29, 6:30-9:20pm, Monday - Preference Profiles, Environ. Careers Slide presentation
Sept 11, 10am-3:30pm, Sunday - Bring bag lunch, 5 Year Plan, Strategy A and B, Resume, History of Work. To accommodate religious services, you may attend the afternoon only.
Break time for Interviews and Mini-internship
October 17, 6:30-9:20pm, Monday - Reports on interviews/internships due, discussion/task,
October 24, 6:30-9:20pm, Monday - Reports continued, discussion, evaluation.
INTRODUCTION TO HEALTHY COMMUNITY SYSTEMS
Envmt 16 3.0 Unit
Team Contact: Robin Freeman, 434-3840, Cell 510-915-1452 robinf5713@aol.com, Office hrs @ SRH, Guest Lecturer: David Ralston PhD Dralston@oaklandnet.com,
September 13, Tues 6:30-9:20pm: Concept Definitions, Introductions of students , faculty, Institute and Merritt Program – SRH tour as an example, Intro to course Health, System, City, Community, Sustainability, Praxis
NOTE: Field locations and times may change; check updates
CLASS EXERCISE – tell your neighbor what your community of interest is and what your community of place is and what the difference is. Who has health insurance? What do you, your family, friends, co-workers do for community health and your own health? Write list for next week choosing an overall health indicator level 1-10 (10 being the highest reasonable level of health activities) for 1-community health profile, 2-your own health profile – due 9/27
COURSE PROJECT – We are using the proposed San Leandro Creek Greenway as our project this semester. We will host a Mini-conference in November. Choose at least one work group and a related healthy community system. Help design, research and execute a part of the mini-conference as an “intervention”. Describe how your project fits into which system(s); your hoped for outcomes and what the outcomes were. Research keywords and/or interview Regional Parks Directors Siden and Dotson as stakeholders, or transcribe and review the tapes of Dr. Leonard Duhl from the 2008Healthy Cities Conference.
September 20, Tues: STATE OF THE CITY & Institutional Definitions World Health Organization/Public Health and Safety Planning , Report on the 2008 Mini Conference and Green Works Development.2010 – FUTURE OF THE CITY: Giving Hope a Plan. Healthy Cities Initiative, Current Visions Oakland Task Forces, San Leandro Creek Greenway, the “Green Corridor”, NGO’s
Assignment: Prepare a first informal list of what a healthy city would be like.
September 27, Tues: CONCEPTUAL FRAMEWORK
Origins of the City, Patterns of Civilization and their Health Effects, Stress, Authority, Risk, Trauma, Hierarchies VS Thriving, Caretaking, Participation
Discussion: Conference brainstorming based on health indicators and vision of a Healthy City
Assignment: Health Indicator lists due – Conference goals, purpose. Format and contents, whom to invite, and tasks preliminary list due 10/4
October 4, Tues: Tools for healthy planning – Action Planning, Asset mapping, indicators mapping and research, field methods, program planning, urban planning, watersheds and natural systems, using your experience. Addressing untapped sectors as resources for planning needs and solutions
Discussion: Conference planning, timeline and task groups
Assignment: Conference preliminary list due. Begin task group activities
October 11, Tues: Conference Planning and San Leandro Greenway Report critique
Assignment: Choose a sector relevant to Healthy Cities, and research information and/or case studies and on line; and/or research funding sources Prepare to give a brief description of your findings and how they relate or do not relate to the San Leandro Creek community focus.
Task updates due each week.
October 16, Sun 11am-4pm: FIELD TRIP Case Study SAN LEANDRO CREEK GREENWAY–ecosystem; transportation and recreation; food system, signature retail/culture/restaurant, thriving residential multi-use, historic, varied income, parks, open space, trail access, views, schools, community centers, social services, transportation access, health care facilities, employment training and job access, youth programs, family programs, cultural arts
Assignment: Conference preliminary list due. Begin task group activities
Task updates due each week.
October 18, Tues: Guests, Healthy City Research presentations begin
WORKING GROUP SESSION FOR CONFERENCE – Invitation lists and strategy
Task updates due each week.
October 25, Tues 6:30-9:20pm: Case study student research presentations, Guests
WORKING GROUP SESSION
Task updates due each week.
November 2, Tues Case study research presentations, Guests WORKING GROUP SESSION Task updates due each week.
November 6, Sun 10am-3pm: Guests FIELD TRIP WORKING GROUP SESSION
November 8, Tues: Case study research presentations WORKING GROUP SESSION
Task updates due each week.
November 15, Tues: FINAL MINI-CONFERENCE TASK PLANNING
Task updates due each week.
November 20, Sun 10am-3pm MINI CONFERENCE – Working Title, Healthy People, Healthy Watersheds; Connecting the Dots Along San Leandro Creek
November 22, Tues Conference De-brief, guest (Possible Alternative Conference date)
November 29, Tues Next Steps, Case study research presentations; guest
December 6, Tues Potluck, Case study research presentations and next steps continued; Evaluations
Course Requirements and Grading Policy: Course may be taken credit/non-credit – make the choice on line asap. For a grade reasonable attendance, a research presentation and work group participation and completed tasks are required. You will evaluate the course and suggest your grade.
RESTORATION OF WATERCOURSES Envmt 33AA – AC
3 Units Robin Freeman; robinf5713@aol.com; Cell 510-915-1452
David Kaplow
*NOTE: Check with me. TIMES AND LOCATIONS MAY CHANGE!!
GENERAL CONTACT: Robin Freeman 510-434-3840 messages, robinf5713@aol.com. Field trip contacts vary with each trip. Make sure to get current directions and #'s.
ASSIGNMENTS: Along with other ENVMT classes, we will focus on the San Leandro Creek Wateshed as well as ongoing projects with Lion and Arroyo Viejo creeks which are adjacent to our campus. There is basic background reading, some research and a class project that support what you will do in class.
1) Read SER Primer (see "Text")
2) The class project for the course is either a) volunteering on a restoration project and/or b) proposing/designing a preliminary restoration project proposal. The site can be at Merritt around the Self Reliant House, Lion or Arroyo Viejo, or along San Leandro Creek. Describe the goals, materials and plan of the project you volunteered on or which you propose. A proposal will include a preliminary site description, goals and general activities to achieve the goals . Organize your presentation using appropriate section headings from the SER Primer and from what you learn in the course. You can use any resource books or other material to help plan your project. You can present either what you did as a volunteer or your preliminary design at the last class and provide a list of the information resources you used. If you choose to take the course Credit/Non-Credit, you don't have to do a project. If you are using the course towards a certificate or degree, then take it for a letter grade, based on reasonable participation and a project presentation. You may do your project as a group.
11 WEDNESDAYS 6:30 to 9:20pm SATURDAY/SUNDAYS 10:00 to 3:30, or as arranged.
TEXTS: The SER (Society for Ecological Restoration) International Primer on Ecological Restoration. Free download : http://www.ser.org/content/ecological_restoration_primer.asp#5 Or GoogleThe Primer for a PDF version. It is a short general introduction from which you can draw project goals. It is not specific to any location. Faculty members will suggest supplemental readings and resources. California Watershed Manual on line. Merritt Watershed Center CD; both are free.
9/14 Wednesday, SRH Arroyo Viejo Rifle Range Headwaters twilight walk.
Introductions: What experience have you had. Do you have sites you are working on? What do you want to get from this class? , About the class, Follow the Water, Know the People Watershed Center, community groups, consultants, scientists and agencies. San Leandro
Creek lab site introduction. Assignment: Read SER Primer (15 pages)
9/21 Wednesday 6:30 MEET AT DIMOND LIBRARY; walk to creek 7-9 p.m. at the Dimond Library, 3565 Fruitvale Ave; Brief presentation from the City of Oakland Rain Barrel Team., The Friends of Sausal Creek (FOSC) welcome you to attend our bimonthly member meeting. Designer and horticulturalist Michael Thilgen will present a Native Plant Show & Tell. Come learn about the process of designing your own native garden with an emphasis on choosing plants. We will have plants on hand from FOSC's Joaquin Miller Native Plant Nursery
Michael Thilgen is co-owner of Four Dimensions Landscape Company, www.fourdimensionslandscape.com , and was one of the co-founders of the Friends of Sausal Creek.
9/24 Sat Optional 10am SRH Rainwater Harvesting Rainbarrel installation with Green Building Lab
9/28 Wednesday Freeman, How do streams and watersheds work?
Guest: Will Stockard, City of Oakland Public Works Stormwater Runoff Rainbarrels and rainwater Harvesting
Assignment: Scan the California Watershed Manual; paying attention to the chapter headings as a model for choosing headings for your project proposal
10/5 Wednesday How watersheds work continued. Restore to What? History and Reference Sites CALFED mantra – Water Quality, Water Quantity and Habitat – multiple uses, multiple goal management. Assignment: Read “Feasibility Guide for Intertidal Creek Restoration”
10/12 Wednesday Feasibility Study and Watershed Management San Leandro Creek restoration opportunities Writing project grants and Project design, Internships
Assignment: Read “Creek Restoration Pre-Design Directory”
10/15 SATURDAY - North Coast Native Nursery in Petaluma
Native plants, riparian restoration project and Ellis Creek wastewater facility water treatment wetlands
October 16, Sun 10am-3pm: Optional Field Trip SAN LEANDRO CREEK GREENWAY–ecosystem; transportation and recreation; food system, signature retail/culture/restaurant, thriving residential multi-use, historic, varied income, parks, open space, trail access, views, schools, community centers, social services, transportation access, health care facilities, employment training and job access, youth programs, family programs, cultural arts
Field day with Healthy Community Systems Class and Friends of San Leandro Creek
10/19 Wednesday Restoration is a Social Act – Artisanal, Psycho-Social, Caretaking and Community Culture, Economic, Scientific, and Land Use Design elements
10/26 Wednesday, Site monitoring, Photo monitoring and Water Quality Monitoring
Planning for appropriate data sampling design to monitoring intent Guest or EBMUD TBA
10/23 SUNDAY Field Day Sausal Creek or San Leandro Creek TBA (Replaces 11/30 Wed evening).
10/29 SATURDAY 10AM TBA San Leandro Creek San Leandro Creek GIS with Oakland High/Katie Noonan and 0.5 day with Dave Kaplow Codornices Creek near 5th St in Berkeley
Bioengineering or Sausal Creek Headwaters hands-on restoration.
11/2 Wednesday Lion and Arroyo Viejo watershed partnership projects.
Art, watersheds and culture – Guests
11/9 Wednesday Fish passage and H20 release Guest. Visit EBMUD headquarters TBA
11/16 Wednesday Kaplow; Restoration and Maintenance
Restoration native plant communities, Maintenance of new restoration sites
Long term management of riparian zones
11/19 SATURDAY 10:00AM-3:30PM Kaplow Alhambra Creek - Martinez
riparian and brackish tidal environments
11/20 Sunday, Mini-Conference; Healthy People, Healthy Watersheds; Connecting the Dots along San Leandro Creek Optional
11/23 Wednesday Final project discussion; conference de-brief
INTRODUCTION TO GREEN BUILDING & ECOLOGICAL DESIGN And LABEnvmt 20 3.0 Units ENVMT 20L Code 43715, 1.0 (See Lab/Class Schedule Notes at end)
Robin Freeman; robinf5713@aol.com; Cell 510-915-1452 Bruce Douglas: lbdpe@sbcglobal.net 510-759-5280
Text: Introduction to Green Building, Freeman, Geathers, Douglas et al. Print $15; CD $2
September 8, Thurs 6:30-9:20pm Freeman, Introductions, Syllabus, grades, ;SRH tour of Oak knoll Ecosystem
Assignment: Read Chapters 1 through 4 in Intro. To Green Building
September 10, Sat 10:30 am-4pm Bring Lunch; dress for work. Freeman, Douglas - Tour of SRH systems, Biomimicry and Building Systems, C&D waste and the building site.
Solar site analysis
Assignment: Systems Input-output informal sketch of where you live.
September 15, Thurs Freeman
Concepts of Sustainable Building Systems Design, Global Systems and Climate
Discuss assignment 1 as it relates to natural and built systems. Roof Water Harvesting overview. Final project ideas.
Assignment: Input/Output/Systems due. Read Intro. To Green Building Chapters 7 and 9 Write architectural program wish list
September 17, Sat 10am-3pm Bring lunch Freeman Field Trip. Meet at 1170 Powell Oakland/Emeryville; corner of Fremont 2 blocks west of San Pablo Ave/Powell/Stanford , Places for Sustainability , Urban Ore, Shorebird Nature Center Assignment:: Write preliminary draft of final project ideas (lousy first draft) Due Sep 29
September 22, Thurs Douglas. Passive Solar Design; Model lab
Assignment Hand out Due Oct. 20 – Read chapters 5,6, and 8
September 24, Sat 10-3:30 ENVMT 20L Lab Begins Freeman, Poon Introductions, Roof Water Harvest installation , Richmond Shoreline Festival; Education Center Site Analysis; Point Pinole Regional Shoreline, Richmond Parkway and Giant Road
Assignment: Environmental Education Center Site Analysis, Participant Surveys
September 29, Thurs Freeman, Imagination, Design, and Thriving; Human Communities; Design determinants and bubble diagrams Tiny houses and Housing Ourselves (See Lab schedule notes)
Assignment: Describe final project Scope of Work and Goal; Prepare bubble diagrams for Pt. Pinole, your chosen project site, or the Place for Sustainability.
October 2, Sun 10-3:30 Lab Site Preparation at SRH; Materials rack design Complete green wall demo – rainbarrel cover and overflow ,Rear overhang work area sliding glass doors, benches and outdoor classroom, Fence, repair path light cases, door lock set, shop area in barn storage shelves, Solar Hot water angle adjustment and leak, Slip- form sign bases
Site visits and field work will be arranged from these options as available, DeBoer Architects- Bamboo and more, Dan Lieberman, Tiny houses, Strawbale Construction, Friends of Sausal Creek Nursery Construction Green Works Development shelter @ San Leandro Creek site, Urban Lumber milling and drying Native American urban wood siding,
Projects: Housing Ourselves next steps
Research project on Carbon footprint metrics SHR – Peralta – US
CO2 levels allowable and target metrics
SRH as a “green business” analysis
Funding, Grant Writing, partners, buying land, Land Trust
October 6, Thurs Freeman, Review Bubble Diagrams, Site project assessment and programming Design Determinants and Architectural Program
Design Basics Sustainable Planning &Transportation San Leandro Creek Greenway Integrating buildings and life (food, society, transportation, biodiversity, waste reduction)
. Assignment: Bubble Diagrams Due.
October 8, Sat 10-3:30 Lab see Oct. 2
October 13, Thurs Freeman The Speed of Green. Recent history of Green Building.- Green Building Materials; Availability, Design and Choice, Natural Building, Regenerative Design, Universal Design, Permaculture Design, Ecological Design – in class design exercise
Assignment: Design project review and graphic presentation in class Final Project group work.
October 20, Thurs Douglas Building Science - how heat, air, moisture, and light flow and interact in buildings effects: comfort, health, durability of bldg, energy consumption.
October 22, Sat 10-3:30 Lab Douglas/Freeman see Oct. 2
October 27, Thurs Douglas, lab with model houses
November 3, Thurs Freeman, LEED, Building Performance Checklists, Permits.
Assignment: Final Project group work
November 10, Thurs Freeman Energy Sources, Scale, the Built Environment and the Future
Assignment: Read Chap. 10 Draft Final Project Due
November 17, Thurs Douglas Intro to energy auditing. Residential energy career paths and professional certifications
Thanksgiving Break
December 1, Thurs Freeman Guest – Applying Green Building
December 8, Thurs Freeman Final Project presentations
Lab/Class Schedule Notes: The Green Building Class and Green Building Lab are integrated Because of late changes, and PROMT computer system errors, our Lab (20L) and Class (20) schedules need to be coordinated to accommodate the greatest number of students. We will be moving as many of the Monday 20L meetings to Thursdays 5-6:30so they connect better with the class. The 20L weekend field days are also available to students who are enrolled in 20 and not the Lab. We are working to eliminate the false conflict between the lab and Environmental 1 Careers.
COURSE REQUIREMENTS: Course Requirements for a letter grade (Non-credit also available on line): You will grade yourself based on completion of the assignments, reading, attendance, participation and final presentation. This course is required for the Green Building and Energy Management or Greening the Urban Environment majors.
LEARNING OBJECTIVES: You will be able to use architectural, construction and green building terms to approach and analyze design and construction projects and to put them into personal, site, local, regional and global context.
Tuesday, April 5, 2011
Introduction to Ranger/Naturalist Outdoor Education Syllabus
Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Field cell 510-915-1452
Instructor and guests: Robin Freeman, Michael Charnofsky, Kevin Demstra, Bob Flasher, Kate Freeman, Megan Hess, Nancy Ceridwyn, Regie Archie, Janet Gomes, Tara Reinertson, Shirley Knight, Adrienne Peer
Tuesdays 6:30-9:20PM at the Environmental Center, Self Reliant House
Sundays 9:30 - 5:30 (hours may change)
FIELD TIMES AND LOCATIONS MAY CHANGE CHECK EMAIL NOTICES OR CHECK WITH ROBIN
COURSE: Overview of nature/culture interpretation and education: Planning for age-, theme- and place-appropriate presentations for diverse ages and settings; resources and employment opportunities in the environmental management field. Survey of park management, planning and community relations. This course is required for Environmental Management Fundamentals Certificate. As an introductory course, it also is useful for new students who are taking the general core and are exploring options in the Environmental Management program.
TEXT:
Beck, Larry, and Cable, Ted Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, 2nd edition Sagamore Books 2002
3/22 Tuesday. Introductions & Welcome
Brief introductions of class participants and professional interests; Descriptions of assignments and projects
Trail experience: Tour of Environmental Center and Hilton Trail
Robin Freeman
ASSIGNMENT: What stuck with you the most or you liked best about the tour? Do you have new questions? Text Reading: Handout; Read Introduction, Chapters 1, 3, 5, 6
3/29 Tuesday. Defining the Profession: History, Definitions, Audiences
Survey the development of the professions; define terms used in the ranger/naturalist, outdoor educator and recreation professions; discuss audiences.
Trail experience: Hilton Trail Interpretation and Signage
Robin Freeman, Nancy Ceridwyn, Naturalist Aide, Hayward Shoreline Interpretive Center
ASSIGNMENT: Text Reading: Chapters 2, 4, 7, 8, 13
Written assignment: Write directions to a trail, park or event.
Due: Discuss Environmental Center (SRH)Tour
4/3 Sunday. Elements of Interpretation. Black Diamond Regional Preserve.
Meet at SRH to carpool. 10 AM-4 PM Bring lunch and hiking gear.
What is interpretation and why we interpret? Explore the difference between interpretation and information, techniques, styles, and methods. On a hike through the park, observe non-personal interpretive media and how the same techniques apply while leading a hike as when writing a panel. Critique an interpretive program. Discuss the role of professional organizations
Kevin Damstra, Naturalist, East Bay Regional Park District
Trail experience: Black Diamond
4/5 Tuesday. Universal Access and Other Audiences; Trail Design and Maintenance
Making programs and appropriate for all physical and mental abilities; addressing other special audience such as teens in the outdoors. What are the steps in designing a trail and maintaining it? Discuss park management, planning and community relations.
Freeman
Applying Experienceology: Follow-up to field trip
8 steps to a better visitor experience.
Nancy Ceridwyn
Trail experience: Interpretive SRH Trail and Train maintenance work
ASSIGNMENT: Text Reading: Chapters 9,10,12,14
Projects: 1st Draft description of projects that Interest you for a final project
Due: Directions
4/10 Sunday. Learning Styles and Engaging Participants through Questioning
10:00 - 12:30 SRH Interpretive planning. Finding your own learning style and understanding styles of your audience. Presenting age-, place-, and culturally-appropriate lessons and activities.
Robin Freeman
Sobrante Park and San Leandro Creek.
2:00 – 4:00. Observe interpretation and participate in hands-on volunteer trail work with the Green Works Development Project
Richie Archie
4/12 Tuesday. Life as a Ranger
Explore organizing outdoor activities, interactive indoor activities, interacting with the public and enjoy real stories of working in parks organizations.
Bob Flasher
ASSIGNMENT: Text Chapters 11, 15
Written Assignment: Write a critique of an interpretive program, graphic or written text. What interpretive principles were used? Were you engaged by the presentation? Was there a beginning, middle and end? What was the take home message?
Due: Ist Draft interests
4/17 Sunday. Sausal Creek Restoration Day
9:30 Meet at SRH (optional) or meet at site @ 10am; 10:00 - 1:00. Joaquin Miller Park Monterey Redwood site Bring lunch and outdoor clothing, gloves
Shirley Knight and Adrienne Peer, Friends of Sausal Creek Interns
ASSIGNMENT: Written Assignment: Develop a brief lousy first draft project proposal of interpretive text and activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
Eco Tourism TBD
4/19 No Class- Spring Break
4/26. Tuesday. Interpretive Writing for Brochures and Panels
Meet at Crab Cove Nature Center, Alameda Explore writing styles for brochures and panels. Also discuss job websites of different organizations that post them for a planning or interpretive career.
Michael Charnofsky, Naturalist, East Bay Regional Parks District
ASSIGNMENT: Written Assignment: Create an interpretive paragraph or graphic
Develop a brief lousy first draft proposal of interpretive text, an activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
DUE: Critique
Lousy first draft project proposal
4/30 & 5/1 Saturday and/or Sunday Optional Field Trip to Redwood Forest Institute
5/3 Tuesday. Organizing Volunteer Programs, Trail First Aid
Friends of Sausal Creek, a case study in volunteer organizing and management.
Megan Hess, Restoration and Nursery Manager, Friends of Sausal Creek
Kate Freeman, Emergency Room R.N.
ASSIGNMENT: Continue work on proposal
DUE: Interpretive Paragraph or Graphic
5/10 Park Program Management
What are the major issues in parks operation? What careers are available in these areas?
Janet Gomes, Supervisor East Bay Regional Parks District
Present walk/talk/brochure and comment
ASSIGNMENT: Research resources for planning an interpretive career
5/15 Sunday. Volunteer Event Organized by Students & Class Presentations
5/17 Tuesday. Class Presentations
Present walk/talk/brochure and comment
ASSIGNMENT: Plan and prepare as a group for final night cookout and campfire program
Due: Interpretive text/sign/brochure
5/24 Tuesday. Cookout, Campfire Presentations and Evaluations
Present walk/talk/brochure and comment
ASSIGNMENTS:
Final Project: Conduct an interpretive walk, activity, volunteer event or campfire (i.e.a single location). Choose a location from the Merritt Environmental Center, Hilton Nature Trail, Lion Creek/York Trail, EB Parks Leona Open Space Arroyo Viejo or a site of your choice. Identify principles from the text or class that you used. One (1) interpretive text/sign/brochure station will be due May 17 from the same choice as above. This can be one sign, one description of a station, or a map of a path with multiple stations identifies OR a brochure. These can include graphic illustrations, photos, or suggestions for illustrations. The single station should be accompanied by a map or detailed location description. Again, include principles you used. Research the costs of preparing and printing or installing the interpretive element you choose. Include goals and /or learning outcomes for your interpretive project.
GRADES: For a letter grade (required for Certificate/Degree), reasonable attendance (70%), class participation, and completion of assignments will be used by students to suggest your own grade and evaluate the course. The course may be taken for Credit only - participation is required for this option. No Credit - same as auditing, you choose your level of participation.
Students will be able to:
Distinguish between environmental education, outdoor/adventure education, ecotourism and interpretation.
Set appropriate learning goals for a particular time and place.
Research resources for preparing an interpretive activity.
Prepare and present an appropriate walk/talk.
Prepare interpretive text for signs and brochures.
Research resources for planning an interpretive career.
Instructor and guests: Robin Freeman, Michael Charnofsky, Kevin Demstra, Bob Flasher, Kate Freeman, Megan Hess, Nancy Ceridwyn, Regie Archie, Janet Gomes, Tara Reinertson, Shirley Knight, Adrienne Peer
Tuesdays 6:30-9:20PM at the Environmental Center, Self Reliant House
Sundays 9:30 - 5:30 (hours may change)
FIELD TIMES AND LOCATIONS MAY CHANGE CHECK EMAIL NOTICES OR CHECK WITH ROBIN
COURSE: Overview of nature/culture interpretation and education: Planning for age-, theme- and place-appropriate presentations for diverse ages and settings; resources and employment opportunities in the environmental management field. Survey of park management, planning and community relations. This course is required for Environmental Management Fundamentals Certificate. As an introductory course, it also is useful for new students who are taking the general core and are exploring options in the Environmental Management program.
TEXT:
Beck, Larry, and Cable, Ted Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, 2nd edition Sagamore Books 2002
3/22 Tuesday. Introductions & Welcome
Brief introductions of class participants and professional interests; Descriptions of assignments and projects
Trail experience: Tour of Environmental Center and Hilton Trail
Robin Freeman
ASSIGNMENT: What stuck with you the most or you liked best about the tour? Do you have new questions? Text Reading: Handout; Read Introduction, Chapters 1, 3, 5, 6
3/29 Tuesday. Defining the Profession: History, Definitions, Audiences
Survey the development of the professions; define terms used in the ranger/naturalist, outdoor educator and recreation professions; discuss audiences.
Trail experience: Hilton Trail Interpretation and Signage
Robin Freeman, Nancy Ceridwyn, Naturalist Aide, Hayward Shoreline Interpretive Center
ASSIGNMENT: Text Reading: Chapters 2, 4, 7, 8, 13
Written assignment: Write directions to a trail, park or event.
Due: Discuss Environmental Center (SRH)Tour
4/3 Sunday. Elements of Interpretation. Black Diamond Regional Preserve.
Meet at SRH to carpool. 10 AM-4 PM Bring lunch and hiking gear.
What is interpretation and why we interpret? Explore the difference between interpretation and information, techniques, styles, and methods. On a hike through the park, observe non-personal interpretive media and how the same techniques apply while leading a hike as when writing a panel. Critique an interpretive program. Discuss the role of professional organizations
Kevin Damstra, Naturalist, East Bay Regional Park District
Trail experience: Black Diamond
4/5 Tuesday. Universal Access and Other Audiences; Trail Design and Maintenance
Making programs and appropriate for all physical and mental abilities; addressing other special audience such as teens in the outdoors. What are the steps in designing a trail and maintaining it? Discuss park management, planning and community relations.
Freeman
Applying Experienceology: Follow-up to field trip
8 steps to a better visitor experience.
Nancy Ceridwyn
Trail experience: Interpretive SRH Trail and Train maintenance work
ASSIGNMENT: Text Reading: Chapters 9,10,12,14
Projects: 1st Draft description of projects that Interest you for a final project
Due: Directions
4/10 Sunday. Learning Styles and Engaging Participants through Questioning
10:00 - 12:30 SRH Interpretive planning. Finding your own learning style and understanding styles of your audience. Presenting age-, place-, and culturally-appropriate lessons and activities.
Robin Freeman
Sobrante Park and San Leandro Creek.
2:00 – 4:00. Observe interpretation and participate in hands-on volunteer trail work with the Green Works Development Project
Richie Archie
4/12 Tuesday. Life as a Ranger
Explore organizing outdoor activities, interactive indoor activities, interacting with the public and enjoy real stories of working in parks organizations.
Bob Flasher
ASSIGNMENT: Text Chapters 11, 15
Written Assignment: Write a critique of an interpretive program, graphic or written text. What interpretive principles were used? Were you engaged by the presentation? Was there a beginning, middle and end? What was the take home message?
Due: Ist Draft interests
4/17 Sunday. Sausal Creek Restoration Day
9:30 Meet at SRH (optional) or meet at site @ 10am; 10:00 - 1:00. Joaquin Miller Park Monterey Redwood site Bring lunch and outdoor clothing, gloves
Shirley Knight and Adrienne Peer, Friends of Sausal Creek Interns
ASSIGNMENT: Written Assignment: Develop a brief lousy first draft project proposal of interpretive text and activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
Eco Tourism TBD
4/19 No Class- Spring Break
4/26. Tuesday. Interpretive Writing for Brochures and Panels
Meet at Crab Cove Nature Center, Alameda Explore writing styles for brochures and panels. Also discuss job websites of different organizations that post them for a planning or interpretive career.
Michael Charnofsky, Naturalist, East Bay Regional Parks District
ASSIGNMENT: Written Assignment: Create an interpretive paragraph or graphic
Develop a brief lousy first draft proposal of interpretive text, an activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
DUE: Critique
Lousy first draft project proposal
4/30 & 5/1 Saturday and/or Sunday Optional Field Trip to Redwood Forest Institute
5/3 Tuesday. Organizing Volunteer Programs, Trail First Aid
Friends of Sausal Creek, a case study in volunteer organizing and management.
Megan Hess, Restoration and Nursery Manager, Friends of Sausal Creek
Kate Freeman, Emergency Room R.N.
ASSIGNMENT: Continue work on proposal
DUE: Interpretive Paragraph or Graphic
5/10 Park Program Management
What are the major issues in parks operation? What careers are available in these areas?
Janet Gomes, Supervisor East Bay Regional Parks District
Present walk/talk/brochure and comment
ASSIGNMENT: Research resources for planning an interpretive career
5/15 Sunday. Volunteer Event Organized by Students & Class Presentations
5/17 Tuesday. Class Presentations
Present walk/talk/brochure and comment
ASSIGNMENT: Plan and prepare as a group for final night cookout and campfire program
Due: Interpretive text/sign/brochure
5/24 Tuesday. Cookout, Campfire Presentations and Evaluations
Present walk/talk/brochure and comment
ASSIGNMENTS:
Final Project: Conduct an interpretive walk, activity, volunteer event or campfire (i.e.a single location). Choose a location from the Merritt Environmental Center, Hilton Nature Trail, Lion Creek/York Trail, EB Parks Leona Open Space Arroyo Viejo or a site of your choice. Identify principles from the text or class that you used. One (1) interpretive text/sign/brochure station will be due May 17 from the same choice as above. This can be one sign, one description of a station, or a map of a path with multiple stations identifies OR a brochure. These can include graphic illustrations, photos, or suggestions for illustrations. The single station should be accompanied by a map or detailed location description. Again, include principles you used. Research the costs of preparing and printing or installing the interpretive element you choose. Include goals and /or learning outcomes for your interpretive project.
GRADES: For a letter grade (required for Certificate/Degree), reasonable attendance (70%), class participation, and completion of assignments will be used by students to suggest your own grade and evaluate the course. The course may be taken for Credit only - participation is required for this option. No Credit - same as auditing, you choose your level of participation.
Students will be able to:
Distinguish between environmental education, outdoor/adventure education, ecotourism and interpretation.
Set appropriate learning goals for a particular time and place.
Research resources for preparing an interpretive activity.
Prepare and present an appropriate walk/talk.
Prepare interpretive text for signs and brochures.
Research resources for planning an interpretive career.
Friday, March 25, 2011
Outdoor Education Syllabus
INTRODUCTION TO RANGER/ NATURALIST OUTDOOR EDUCATION
SYLLABUS
Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Field cell 510-915-1452
Instructor and guests: Robin Freeman, Michael Charnofsky, Kevin Demstra, Bob Flasher, Kate Freeman, Megan Hess, Nancy Ceridwyn, Regie Archie, Janet Gomes, Tara Reinertson, Shirley Knight, Adrienne Peer
Tuesdays 6:30-9:20PM at the Environmental Center, Self Reliant House
Sundays 9:30 - 5:30 (hours may change)
FIELD TIMES AND LOCATIONS MAY CHANGE CHECK EMAIL NOTICES OR CHECK WITH ROBIN
COURSE: Overview of nature/culture interpretation and education: Planning for age-, theme- and place-appropriate presentations for diverse ages and settings; resources and employment opportunities in the environmental management field. Survey of park management, planning and community relations. This course is required for Environmental Management Fundamentals Certificate. As an introductory course, it also is useful for new students who are taking the general core and are exploring options in the Environmental Management program.
TEXT:
Beck, Larry, and Cable, Ted Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, 2nd edition Sagamore Books 2002
3/22 Tuesday. Introductions & Welcome
Brief introductions of class participants and professional interests; Descriptions of assignments and projects
Trail experience: Tour of Environmental Center and Hilton Trail
Robin Freeman
ASSIGNMENT: What stuck with you the most or you liked best about the tour? Do you have new questions? Text Reading: Handout; Read Introduction, Chapters 1, 3, 5, 6
3/29 Tuesday. Defining the Profession: History, Definitions, Audiences
Survey the development of the professions; define terms used in the ranger/naturalist, outdoor educator and recreation professions; discuss audiences.
Trail experience: Hilton Trail Interpretation and Signage
Robin Freeman, Nancy Ceridwyn, Naturalist Aide, Hayward Shoreline Interpretive Center
ASSIGNMENT: Text Reading: Chapters 2, 4, 7, 8, 13
Written assignment: Write directions to a trail, park or event.
Due: Discuss Environmental Center (SRH)Tour
4/3 Sunday. Elements of Interpretation. Black Diamond Regional Preserve.
Meet at SRH to carpool. 10 AM-4 PM Bring lunch and hiking gear.
What is interpretation and why we interpret? Explore the difference between interpretation and information, techniques, styles, and methods. On a hike through the park, observe non-personal interpretive media and how the same techniques apply while leading a hike as when writing a panel. Critique an interpretive program. Discuss the role of professional organizations
Kevin Damstra, Naturalist, East Bay Regional Park District
Trail experience: Black Diamond
4/5 Tuesday. Universal Access and Other Audiences; Trail Design and Maintenance
Making programs and appropriate for all physical and mental abilities; addressing other special audience such as teens in the outdoors. What are the steps in designing a trail and maintaining it? Discuss park management, planning and community relations.
Freeman
Applying Experienceology: Follow-up to field trip
8 steps to a better visitor experience.
Nancy Ceridwyn
Trail experience: Interpretive SRH Trail and Train maintenance work
ASSIGNMENT: Text Reading: Chapters 9,10,12,14
Projects: 1st Draft description of projects that Interest you for a final project
Due: Directions
4/10 Sunday. Learning Styles and Engaging Participants through Questioning
10:00 - 12:30 SRH Interpretive planning. Finding your own learning style and understanding styles of your audience. Presenting age-, place-, and culturally-appropriate lessons and activities.
Robin Freeman
Sobrante Park and San Leandro Creek.
2:00 – 4:00. Observe interpretation and participate in hands-on volunteer trail work with the Green Works Development Project
Richie Archie
4/12 Tuesday. Life as a Ranger
Explore organizing outdoor activities, interactive indoor activities, interacting with the public and enjoy real stories of working in parks organizations.
Bob Flasher
ASSIGNMENT: Text Chapters 11, 15
Written Assignment: Write a critique of an interpretive program, graphic or written text. What interpretive principles were used? Were you engaged by the presentation? Was there a beginning, middle and end? What was the take home message?
Due: Ist Draft interests
4/17 Sunday. Sausal Creek Restoration Day
9:30 Meet at SRH (optional) or meet at site @ 10am; 10:00 - 1:00. Joaquin Miller Park Monterey Redwood site Bring lunch and outdoor clothing, gloves
Shirley Knight and Adrienne Peer, Friends of Sausal Creek Interns
ASSIGNMENT: Written Assignment: Develop a brief lousy first draft project proposal of interpretive text and activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
Eco Tourism TBD
4/19 No Class- Spring Break
4/26. Tuesday. Interpretive Writing for Brochures and Panels
Meet at Crab Cove Nature Center, Alameda Explore writing styles for brochures and panels. Also discuss job websites of different organizations that post them for a planning or interpretive career.
Michael Charnofsky, Naturalist, East Bay Regional Parks District
ASSIGNMENT: Written Assignment: Create an interpretive paragraph or graphic
Develop a brief lousy first draft proposal of interpretive text, an activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
DUE: Critique
Lousy first draft project proposal
4/30 & 5/1 Saturday and/or Sunday Optional Field Trip to Redwood Forest Institute
5/3 Tuesday. Organizing Volunteer Programs, Trail First Aid
Friends of Sausal Creek, a case study in volunteer organizing and management.
Megan Hess, Restoration and Nursery Manager, Friends of Sausal Creek
Kate Freeman, Emergency Room R.N.
ASSIGNMENT: Continue work on proposal
DUE: Interpretive Paragraph or Graphic
5/10 Park Program Management
What are the major issues in parks operation? What careers are available in these areas?
Janet Gomes, Supervisor East Bay Regional Parks District
Present walk/talk/brochure and comment
ASSIGNMENT: Research resources for planning an interpretive career
5/15 Sunday. Volunteer Event Organized by Students & Class Presentations
5/17 Tuesday. Class Presentations
Present walk/talk/brochure and comment
ASSIGNMENT: Plan and prepare as a group for final night cookout and campfire program
Due: Interpretive text/sign/brochure
5/24 Tuesday. Cookout, Campfire Presentations and Evaluations
Present walk/talk/brochure and comment
ASSIGNMENTS:
Final Project: Conduct an interpretive walk, activity, volunteer event or campfire (i.e.a single location). Choose a location from the Merritt Environmental Center, Hilton Nature Trail, Lion Creek/York Trail, EB Parks Leona Open Space Arroyo Viejo or a site of your choice. Identify principles from the text or class that you used. One (1) interpretive text/sign/brochure station will be due May 17 from the same choice as above. This can be one sign, one description of a station, or a map of a path with multiple stations identifies OR a brochure. These can include graphic illustrations, photos, or suggestions for illustrations. The single station should be accompanied by a map or detailed location description. Again, include principles you used. Research the costs of preparing and printing or installing the interpretive element you choose. Include goals and /or learning outcomes for your interpretive project.
GRADES: For a letter grade (required for Certificate/Degree), reasonable attendance (70%), class participation, and completion of assignments will be used by students to suggest your own grade and evaluate the course. The course may be taken for Credit only - participation is required for this option. No Credit - same as auditing, you choose your level of participation.
Students will be able to:
Distinguish between environmental education, outdoor/adventure education, ecotourism and interpretation.
Set appropriate learning goals for a particular time and place.
Research resources for preparing an interpretive activity.
Prepare and present an appropriate walk/talk.
Prepare interpretive text for signs and brochures.
Research resources for planning an interpretive career.
SYLLABUS
Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Field cell 510-915-1452
Instructor and guests: Robin Freeman, Michael Charnofsky, Kevin Demstra, Bob Flasher, Kate Freeman, Megan Hess, Nancy Ceridwyn, Regie Archie, Janet Gomes, Tara Reinertson, Shirley Knight, Adrienne Peer
Tuesdays 6:30-9:20PM at the Environmental Center, Self Reliant House
Sundays 9:30 - 5:30 (hours may change)
FIELD TIMES AND LOCATIONS MAY CHANGE CHECK EMAIL NOTICES OR CHECK WITH ROBIN
COURSE: Overview of nature/culture interpretation and education: Planning for age-, theme- and place-appropriate presentations for diverse ages and settings; resources and employment opportunities in the environmental management field. Survey of park management, planning and community relations. This course is required for Environmental Management Fundamentals Certificate. As an introductory course, it also is useful for new students who are taking the general core and are exploring options in the Environmental Management program.
TEXT:
Beck, Larry, and Cable, Ted Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, 2nd edition Sagamore Books 2002
3/22 Tuesday. Introductions & Welcome
Brief introductions of class participants and professional interests; Descriptions of assignments and projects
Trail experience: Tour of Environmental Center and Hilton Trail
Robin Freeman
ASSIGNMENT: What stuck with you the most or you liked best about the tour? Do you have new questions? Text Reading: Handout; Read Introduction, Chapters 1, 3, 5, 6
3/29 Tuesday. Defining the Profession: History, Definitions, Audiences
Survey the development of the professions; define terms used in the ranger/naturalist, outdoor educator and recreation professions; discuss audiences.
Trail experience: Hilton Trail Interpretation and Signage
Robin Freeman, Nancy Ceridwyn, Naturalist Aide, Hayward Shoreline Interpretive Center
ASSIGNMENT: Text Reading: Chapters 2, 4, 7, 8, 13
Written assignment: Write directions to a trail, park or event.
Due: Discuss Environmental Center (SRH)Tour
4/3 Sunday. Elements of Interpretation. Black Diamond Regional Preserve.
Meet at SRH to carpool. 10 AM-4 PM Bring lunch and hiking gear.
What is interpretation and why we interpret? Explore the difference between interpretation and information, techniques, styles, and methods. On a hike through the park, observe non-personal interpretive media and how the same techniques apply while leading a hike as when writing a panel. Critique an interpretive program. Discuss the role of professional organizations
Kevin Damstra, Naturalist, East Bay Regional Park District
Trail experience: Black Diamond
4/5 Tuesday. Universal Access and Other Audiences; Trail Design and Maintenance
Making programs and appropriate for all physical and mental abilities; addressing other special audience such as teens in the outdoors. What are the steps in designing a trail and maintaining it? Discuss park management, planning and community relations.
Freeman
Applying Experienceology: Follow-up to field trip
8 steps to a better visitor experience.
Nancy Ceridwyn
Trail experience: Interpretive SRH Trail and Train maintenance work
ASSIGNMENT: Text Reading: Chapters 9,10,12,14
Projects: 1st Draft description of projects that Interest you for a final project
Due: Directions
4/10 Sunday. Learning Styles and Engaging Participants through Questioning
10:00 - 12:30 SRH Interpretive planning. Finding your own learning style and understanding styles of your audience. Presenting age-, place-, and culturally-appropriate lessons and activities.
Robin Freeman
Sobrante Park and San Leandro Creek.
2:00 – 4:00. Observe interpretation and participate in hands-on volunteer trail work with the Green Works Development Project
Richie Archie
4/12 Tuesday. Life as a Ranger
Explore organizing outdoor activities, interactive indoor activities, interacting with the public and enjoy real stories of working in parks organizations.
Bob Flasher
ASSIGNMENT: Text Chapters 11, 15
Written Assignment: Write a critique of an interpretive program, graphic or written text. What interpretive principles were used? Were you engaged by the presentation? Was there a beginning, middle and end? What was the take home message?
Due: Ist Draft interests
4/17 Sunday. Sausal Creek Restoration Day
9:30 Meet at SRH (optional) or meet at site @ 10am; 10:00 - 1:00. Joaquin Miller Park Monterey Redwood site Bring lunch and outdoor clothing, gloves
Shirley Knight and Adrienne Peer, Friends of Sausal Creek Interns
ASSIGNMENT: Written Assignment: Develop a brief lousy first draft project proposal of interpretive text and activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
Eco Tourism TBD
4/19 No Class- Spring Break
4/26. Tuesday. Interpretive Writing for Brochures and Panels
Meet at Crab Cove Nature Center, Alameda Explore writing styles for brochures and panels. Also discuss job websites of different organizations that post them for a planning or interpretive career.
Michael Charnofsky, Naturalist, East Bay Regional Parks District
ASSIGNMENT: Written Assignment: Create an interpretive paragraph or graphic
Develop a brief lousy first draft proposal of interpretive text, an activity for a walk/talk, volunteer coordination or campfire program. Include preliminary location and ideas/questions.
DUE: Critique
Lousy first draft project proposal
4/30 & 5/1 Saturday and/or Sunday Optional Field Trip to Redwood Forest Institute
5/3 Tuesday. Organizing Volunteer Programs, Trail First Aid
Friends of Sausal Creek, a case study in volunteer organizing and management.
Megan Hess, Restoration and Nursery Manager, Friends of Sausal Creek
Kate Freeman, Emergency Room R.N.
ASSIGNMENT: Continue work on proposal
DUE: Interpretive Paragraph or Graphic
5/10 Park Program Management
What are the major issues in parks operation? What careers are available in these areas?
Janet Gomes, Supervisor East Bay Regional Parks District
Present walk/talk/brochure and comment
ASSIGNMENT: Research resources for planning an interpretive career
5/15 Sunday. Volunteer Event Organized by Students & Class Presentations
5/17 Tuesday. Class Presentations
Present walk/talk/brochure and comment
ASSIGNMENT: Plan and prepare as a group for final night cookout and campfire program
Due: Interpretive text/sign/brochure
5/24 Tuesday. Cookout, Campfire Presentations and Evaluations
Present walk/talk/brochure and comment
ASSIGNMENTS:
Final Project: Conduct an interpretive walk, activity, volunteer event or campfire (i.e.a single location). Choose a location from the Merritt Environmental Center, Hilton Nature Trail, Lion Creek/York Trail, EB Parks Leona Open Space Arroyo Viejo or a site of your choice. Identify principles from the text or class that you used. One (1) interpretive text/sign/brochure station will be due May 17 from the same choice as above. This can be one sign, one description of a station, or a map of a path with multiple stations identifies OR a brochure. These can include graphic illustrations, photos, or suggestions for illustrations. The single station should be accompanied by a map or detailed location description. Again, include principles you used. Research the costs of preparing and printing or installing the interpretive element you choose. Include goals and /or learning outcomes for your interpretive project.
GRADES: For a letter grade (required for Certificate/Degree), reasonable attendance (70%), class participation, and completion of assignments will be used by students to suggest your own grade and evaluate the course. The course may be taken for Credit only - participation is required for this option. No Credit - same as auditing, you choose your level of participation.
Students will be able to:
Distinguish between environmental education, outdoor/adventure education, ecotourism and interpretation.
Set appropriate learning goals for a particular time and place.
Research resources for preparing an interpretive activity.
Prepare and present an appropriate walk/talk.
Prepare interpretive text for signs and brochures.
Research resources for planning an interpretive career.
Tuesday, February 15, 2011
Field Notations Template
Field Notations
Location:
Altitude:
Temperature, ambient (shade thermometer):
Water (depth):
Wind strength and direction:
Weather conditions:
Vegetation Types and amounts:
Wildlife (noises, sat, prints, insects, fish, land animals):
Moisture level:
Water Amount, flow, quality (turbidity), smell:
Slope (how steep):
Exposure (i.e. direction slope faces):
Geomorphology (land, shape, features):
Land use (past, present):
View/ Scene:
Noise type and level:
Condition (ecosystem health, cleanliness, other):
Are people around- who, how many? (thriving, active isolated, suspicious, other)
Building Types, age, conditions:
Your impressions: what you like or don’t like, do you want to linger or leave?
How does it seem to fit together as a whole? How does it “read”? What meanings does it suggest? Is any ecosystem visible?
Location:
Altitude:
Temperature, ambient (shade thermometer):
Water (depth):
Wind strength and direction:
Weather conditions:
Vegetation Types and amounts:
Wildlife (noises, sat, prints, insects, fish, land animals):
Moisture level:
Water Amount, flow, quality (turbidity), smell:
Slope (how steep):
Exposure (i.e. direction slope faces):
Geomorphology (land, shape, features):
Land use (past, present):
View/ Scene:
Noise type and level:
Condition (ecosystem health, cleanliness, other):
Are people around- who, how many? (thriving, active isolated, suspicious, other)
Building Types, age, conditions:
Your impressions: what you like or don’t like, do you want to linger or leave?
How does it seem to fit together as a whole? How does it “read”? What meanings does it suggest? Is any ecosystem visible?
ENVMT 50 Tree to Sea/Urban Regional Planning Sylabus
Spring 2011 Version 1.0
Feb. 7 Monday SRH
Introductions, Course Overview, Lab Praxis-Community Meeting LINCS Project at the Brower Dellums Institute for Sustainable Policy Studies and Green Works Development ; Responsible Eco-Tourism-Connecting the Dots in the San Leandro Creek Watershed
Assignment: Urban Planning – Read Connect the Dots article and this syllabus.
Course Project: Urban Planning lab practicum – The class will plan and host the community meetings. We will choose tasks, times, and who will execute them.
Tree to Sea: Field observations and/or photo documentation
Review of syllabus, required and suggested readings, grading, and course requirements. Hand out Connect the Dots other
• Sustainable Urban and Regional Planning
• Tree to Sea, A Bay Area Cross Section
• Choose one for substitution/grade as needed or both for your learning pleasure
Student Survey for those who haven’t filled one out.
Connect Dots and GWD powerpoint
Responsible Ecotourism and Field Trip
Student introductions Inventory of where students are from and interests in class and subject and experience hope and worry - Interview each
Discussion
Where do Cities Come From? Overview of the city, creation of problem and exploring solutions:
-Environmentalism and reactions to industrial urbanization
-Why sustainability and why corridors (corridors and sheds as orienting features) and links and connecting the dots
-Setting Sustainable Planning Goals- Vision for your neighborhood
Review of theory: psycho-social aspects of hierarchies vs. caretaking patterns. What interventions are appropriate and how theory informs institutions that have human potentials (health, education, justice) Linking civil society organizations and agencies at the neighborhood level at which they are accountable.
Community Meeting Planning; your ideas – immersion learning, no time to waste
Where cities are headed. Planning in the Public Domain: From Theory to Implementation. Preview of some key efforts – the context for connecting dots
Feb 13 Sunday San Leandro Creek Watershed Meet SRH on campus. BRING LUNCH, WATER, CAMERA (optional) DRESS FOR HIKING/ Rain or Shine, . – Headwaters to the Bay. Ridge Trail, Lake Chabot., Sobrante Park, Arrowhead Marsh. Site Scoping.
Assignment For Tree to Sea: Write a draft list of items you want to observe on future field trips. Due Feb. 21
Introduction to field methods: participant/observation, collecting narratives; field mapping; understanding features of site landscape, marking with GPS, assessing sustainable structures, observation of uses and residents)
Feb 14 Monday Urban Planning, Zoning, SB 375 review field trip Powerpoint whole creek and reference sites
• Planning through Oakland’s History - Ralston
(highlight in this story: pictures, local maps, texts, plans, role of planners)
-Industrializing Oakland, implementation of planning/zoning; Public health and the City Beautiful; the Hegmann Plan; WPA projects;
-Advent of the General Plan, land-use and policies; development of case law regarding covenant restrictions; takings and the extent of “Police powers”
-Federal freeways and “model city” planning initiatives
-Regulatory environmentalism enters planning: NEPA and CEQA.
-Planning for the “community”: issues of equity/equality, gentrification
-The greening of planning and urban design and new density
-Re-emergence of health in planning, environmental justice
• Structure of the Planning Office and division of labor, interaction with other local and regional agencies
• The Cumulative Planned City: Review map of Oakland in the multi-jurisdictional region with different layers of infrastructure, land-use and tentacle connections to water, energy, and waste streams.
• Introduction of Connecting the Dots and small scale interventions in the Oakland Region – Freeman
-(referencing above map and others) Highlight sustainable planning initiatives around specific corridors and sheds (e.g. San Pablo/green corridor jobsheds, BRT transit, watersheds, greenways/ridge and bay trails; wildlife; foodsheds, industrial-port corridor seaport to airport goods movement corridor; cultural arts corridor, utility ROW corridors) How do these relate to community stories and narratives and the basic assumption of taking care of everybody and everything?
Discussion: How do we want to plan our class sponsored community events for strategy, learning, and practicality? identify corridor assets from your own neighborhood; draw these out and discuss in a group; try to remember certain features and connections, what is sustainable about it in your mind, what is not?
Feb 21 Mon. President’s Day Holiday
No Class
Feb. 28 Plan meeting/ asset map-opportunities-obstacles vision
Background on Planning Practice and Tools - Ralston
Regulatory Tools for Planners: Tools: Mapping and planning, GIS exercises
-CEQA and the EIR process, zoning, design review
-Finish review presentation of their local situations
• Regulatory Tools for Planners:
-CEQA and the EIR process; easements, exactations, zoning, design review and standards
-Current issues in planning (density, parking reductions vs. neighborhood groups)
-Examples of General Plans and their structure
• Tools: Mapping and planning:
-Understanding spatial structures and local topography (urban geography)
-GIS exercises
-Review their maps and data assessments
Discussions
– story what is it like living there, what is good, what needs fixing
– resources – what can everyone pitch in?
- Describe the successes, gaps and failures from our experience, and our proposed solutions in praxis as Connecting the Dots;
-Re-villaging the City; Locally based caretaking as a solution set based on Institute research.
• Overview of Development process and sustainable systems and case studies
-Sustainable developments, mixed-use or single use?
-Green building
-Housing, TODs, eco-villages and new urbanism (Calthorpe examples)
March 7 Urban Planning lecture
Charrette of goals/vision
March 13 Sunday Optional trip to Village Homes
March 14
March 20 Sunday Meeting
Community Meeting Green Workforce Development
March 21 Last evening class – review meeting
April 3 Optional Ranger Naturalist Black Diamond
April 30 Saturday 9-5 Redwood Forest Institute Field trip to Willits/Skunk train area Redwood Forest Institute
May 15 Sunday Tree to sea hike
May 22 Sunday Tree to sea hike
Suggested Readings:
Jacobs, Jane. The Death and Life of Great American Cities
Anything by Louis Mumford – e.g., The City in History
Illich, Ivan. H20 and the waters of Forgetfulness
Hawkins, Paul. The Ecology of Commerce, and other works
Brechin, Gray. Imperial San Francisco
Taylor, Shelley. The Tending Instinct
Urban Habitat publications including Race, Poverty, and the Environment, Pacific Institute Project Reports (both of these organizations are in Oakland)
McHarg, Ian. Design with Nature
Garreau, Joel. Edge City: Life on the New Frontier
Mugerauer. Dwelling, Place and Environment;
Alexander, Pattern language
Buttimer, A. Dynamics of the Lifeworld
Hough, Nature in the City?
Beatley, T. Sustainable Planning
Feb. 7 Monday SRH
Introductions, Course Overview, Lab Praxis-Community Meeting LINCS Project at the Brower Dellums Institute for Sustainable Policy Studies and Green Works Development ; Responsible Eco-Tourism-Connecting the Dots in the San Leandro Creek Watershed
Assignment: Urban Planning – Read Connect the Dots article and this syllabus.
Course Project: Urban Planning lab practicum – The class will plan and host the community meetings. We will choose tasks, times, and who will execute them.
Tree to Sea: Field observations and/or photo documentation
Review of syllabus, required and suggested readings, grading, and course requirements. Hand out Connect the Dots other
• Sustainable Urban and Regional Planning
• Tree to Sea, A Bay Area Cross Section
• Choose one for substitution/grade as needed or both for your learning pleasure
Student Survey for those who haven’t filled one out.
Connect Dots and GWD powerpoint
Responsible Ecotourism and Field Trip
Student introductions Inventory of where students are from and interests in class and subject and experience hope and worry - Interview each
Discussion
Where do Cities Come From? Overview of the city, creation of problem and exploring solutions:
-Environmentalism and reactions to industrial urbanization
-Why sustainability and why corridors (corridors and sheds as orienting features) and links and connecting the dots
-Setting Sustainable Planning Goals- Vision for your neighborhood
Review of theory: psycho-social aspects of hierarchies vs. caretaking patterns. What interventions are appropriate and how theory informs institutions that have human potentials (health, education, justice) Linking civil society organizations and agencies at the neighborhood level at which they are accountable.
Community Meeting Planning; your ideas – immersion learning, no time to waste
Where cities are headed. Planning in the Public Domain: From Theory to Implementation. Preview of some key efforts – the context for connecting dots
Feb 13 Sunday San Leandro Creek Watershed Meet SRH on campus. BRING LUNCH, WATER, CAMERA (optional) DRESS FOR HIKING/ Rain or Shine, . – Headwaters to the Bay. Ridge Trail, Lake Chabot., Sobrante Park, Arrowhead Marsh. Site Scoping.
Assignment For Tree to Sea: Write a draft list of items you want to observe on future field trips. Due Feb. 21
Introduction to field methods: participant/observation, collecting narratives; field mapping; understanding features of site landscape, marking with GPS, assessing sustainable structures, observation of uses and residents)
Feb 14 Monday Urban Planning, Zoning, SB 375 review field trip Powerpoint whole creek and reference sites
• Planning through Oakland’s History - Ralston
(highlight in this story: pictures, local maps, texts, plans, role of planners)
-Industrializing Oakland, implementation of planning/zoning; Public health and the City Beautiful; the Hegmann Plan; WPA projects;
-Advent of the General Plan, land-use and policies; development of case law regarding covenant restrictions; takings and the extent of “Police powers”
-Federal freeways and “model city” planning initiatives
-Regulatory environmentalism enters planning: NEPA and CEQA.
-Planning for the “community”: issues of equity/equality, gentrification
-The greening of planning and urban design and new density
-Re-emergence of health in planning, environmental justice
• Structure of the Planning Office and division of labor, interaction with other local and regional agencies
• The Cumulative Planned City: Review map of Oakland in the multi-jurisdictional region with different layers of infrastructure, land-use and tentacle connections to water, energy, and waste streams.
• Introduction of Connecting the Dots and small scale interventions in the Oakland Region – Freeman
-(referencing above map and others) Highlight sustainable planning initiatives around specific corridors and sheds (e.g. San Pablo/green corridor jobsheds, BRT transit, watersheds, greenways/ridge and bay trails; wildlife; foodsheds, industrial-port corridor seaport to airport goods movement corridor; cultural arts corridor, utility ROW corridors) How do these relate to community stories and narratives and the basic assumption of taking care of everybody and everything?
Discussion: How do we want to plan our class sponsored community events for strategy, learning, and practicality? identify corridor assets from your own neighborhood; draw these out and discuss in a group; try to remember certain features and connections, what is sustainable about it in your mind, what is not?
Feb 21 Mon. President’s Day Holiday
No Class
Feb. 28 Plan meeting/ asset map-opportunities-obstacles vision
Background on Planning Practice and Tools - Ralston
Regulatory Tools for Planners: Tools: Mapping and planning, GIS exercises
-CEQA and the EIR process, zoning, design review
-Finish review presentation of their local situations
• Regulatory Tools for Planners:
-CEQA and the EIR process; easements, exactations, zoning, design review and standards
-Current issues in planning (density, parking reductions vs. neighborhood groups)
-Examples of General Plans and their structure
• Tools: Mapping and planning:
-Understanding spatial structures and local topography (urban geography)
-GIS exercises
-Review their maps and data assessments
Discussions
– story what is it like living there, what is good, what needs fixing
– resources – what can everyone pitch in?
- Describe the successes, gaps and failures from our experience, and our proposed solutions in praxis as Connecting the Dots;
-Re-villaging the City; Locally based caretaking as a solution set based on Institute research.
• Overview of Development process and sustainable systems and case studies
-Sustainable developments, mixed-use or single use?
-Green building
-Housing, TODs, eco-villages and new urbanism (Calthorpe examples)
March 7 Urban Planning lecture
Charrette of goals/vision
March 13 Sunday Optional trip to Village Homes
March 14
March 20 Sunday Meeting
Community Meeting Green Workforce Development
March 21 Last evening class – review meeting
April 3 Optional Ranger Naturalist Black Diamond
April 30 Saturday 9-5 Redwood Forest Institute Field trip to Willits/Skunk train area Redwood Forest Institute
May 15 Sunday Tree to sea hike
May 22 Sunday Tree to sea hike
Suggested Readings:
Jacobs, Jane. The Death and Life of Great American Cities
Anything by Louis Mumford – e.g., The City in History
Illich, Ivan. H20 and the waters of Forgetfulness
Hawkins, Paul. The Ecology of Commerce, and other works
Brechin, Gray. Imperial San Francisco
Taylor, Shelley. The Tending Instinct
Urban Habitat publications including Race, Poverty, and the Environment, Pacific Institute Project Reports (both of these organizations are in Oakland)
McHarg, Ian. Design with Nature
Garreau, Joel. Edge City: Life on the New Frontier
Mugerauer. Dwelling, Place and Environment;
Alexander, Pattern language
Buttimer, A. Dynamics of the Lifeworld
Hough, Nature in the City?
Beatley, T. Sustainable Planning
Thursday, January 27, 2011
Spring 2011 INTRODUCTION TO SUSTAINABLE SYSTEMS
ENVMT 2, Code 24164 3 units
Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Check field day locations and time updates.
Wednesday 6:30-9:30PM at the Environmental Center, Self Reliant House
Text: Miller, G. Tyler. Living in the Environment, 14th Edition
Note: You are welcome to use other editions if you can find them used. The chapter numbers here are for Edition14; read the chapters with similar titles in other editions. See the correlations for editions 11-14; most recent is Ed, 17.
1/26 Introductions; about the course and the ENNVMT program Definitions sustainability, system, ecology
2/2 Environmental Problems, Their Causes and Solutions, Sustainability and History Reading due: Edition 14:Chapters 1, 2
2/6 Sunday, 9:15 Meet at SRH Ecosystem and Biomimicry tour; drive or carpool to hands-on work at East Oakland Boxing Association on 98th Ave Sustainability and then Sobrante Park and San Leandro Creek Green Works Development, and finally Berkeley’s Strawberry Creek Park
2/9 Urban Land Use, Economics; Chapters 25, 26; Politics, Sustainability – discussion; Chapters 27, 28;:
2/16 Science, Matter and Energy, Climate, Water, and Carbon and Geologic Cycles Chapters 3, 4, 6 Sections-1, 2, Chapters 15, 16;.
Minerals, Soil, Water Pollution; Chapters 14-3&4;
2/23 Ecosystems, Populations, Communities, Chaps 8, 9, 10;
3/2 Risk, Toxicology, Air, H2O Pollution; Chapters 19,20, 22; 24-7
3/9 Energy: Chapters 17,18; guest Bruce Douglas P.E.
3/13 Sunday Village Homes, Davis 1.5 hrs drive and/or Community Meeting planning
3/16 Forest Resources, Restoration, Global Warming: Chapters 11-3 through
11-10, 21
3/23 Population, Biodiversity, Restoration: Chapters 5, 6, 3-7, 11-1, 2, 7-10;
Pesticides, IPM, Extinctions, Conservation Biology,Chapters 11
(remaining sections) 12,13, 23;
3/30 Solid Waste, Food Resources Economics; Chapter 24-1 24-6, 24-10;
4/6 Sustainable Planning Discussion
4/13 PROJECT REPORTS DUE: Class presentations, evaluations, grades;
Spring Break
5/1 Sunday (Fri and Sat option) Redwood Forest Institute, Willits 4.5 hrs drive
Course Requirements:
• Field Days: If you schedule does not permit you to attend a field day, you may substitute a field day from another course in the Integrated Curriculum this semester.
• Weekly Assignment: Each week turn in one brief paragraph for the text reading about how the subjects affect your life in some way or, if you do not think it does, why not. How does it relate to class discussion and lecture?
• Semester Project: Choose one of the subjects from anywhere in the text or lectures and volunteer a minimum of 8 hours on a project related to how to implement it locally. It can be in the community or research or work on your own that is useful to the group or sector you choose. We hope to work with other classes this semester on the integrated curriculum in the San Leandro Creek corridor. You may also choose a project with the Environmental Program or the Brower, Dellums Institute for Sustainable Policy Studies. Write briefly where you volunteered, what you did, and what was most and least useful to you about the experience and how, or if that particular area of effort affects, or could affect the human (or other species) health and the quality of life both locally and globally. You will present your work in class. You can work in groups.
• Grade You will grade yourself based on attendance, completion of weekly reading and writing assignments, and completion of your final project. This course is required for all of the Environmental majors. Environmental Studies 2 satisfies certain UC, CSU Social Sciences requirements. You must choose a grade or CR/NC by the beginning of class.
Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Check field day locations and time updates.
Wednesday 6:30-9:30PM at the Environmental Center, Self Reliant House
Text: Miller, G. Tyler. Living in the Environment, 14th Edition
Note: You are welcome to use other editions if you can find them used. The chapter numbers here are for Edition14; read the chapters with similar titles in other editions. See the correlations for editions 11-14; most recent is Ed, 17.
1/26 Introductions; about the course and the ENNVMT program Definitions sustainability, system, ecology
2/2 Environmental Problems, Their Causes and Solutions, Sustainability and History Reading due: Edition 14:Chapters 1, 2
2/6 Sunday, 9:15 Meet at SRH Ecosystem and Biomimicry tour; drive or carpool to hands-on work at East Oakland Boxing Association on 98th Ave Sustainability and then Sobrante Park and San Leandro Creek Green Works Development, and finally Berkeley’s Strawberry Creek Park
2/9 Urban Land Use, Economics; Chapters 25, 26; Politics, Sustainability – discussion; Chapters 27, 28;:
2/16 Science, Matter and Energy, Climate, Water, and Carbon and Geologic Cycles Chapters 3, 4, 6 Sections-1, 2, Chapters 15, 16;.
Minerals, Soil, Water Pollution; Chapters 14-3&4;
2/23 Ecosystems, Populations, Communities, Chaps 8, 9, 10;
3/2 Risk, Toxicology, Air, H2O Pollution; Chapters 19,20, 22; 24-7
3/9 Energy: Chapters 17,18; guest Bruce Douglas P.E.
3/13 Sunday Village Homes, Davis 1.5 hrs drive and/or Community Meeting planning
3/16 Forest Resources, Restoration, Global Warming: Chapters 11-3 through
11-10, 21
3/23 Population, Biodiversity, Restoration: Chapters 5, 6, 3-7, 11-1, 2, 7-10;
Pesticides, IPM, Extinctions, Conservation Biology,Chapters 11
(remaining sections) 12,13, 23;
3/30 Solid Waste, Food Resources Economics; Chapter 24-1 24-6, 24-10;
4/6 Sustainable Planning Discussion
4/13 PROJECT REPORTS DUE: Class presentations, evaluations, grades;
Spring Break
5/1 Sunday (Fri and Sat option) Redwood Forest Institute, Willits 4.5 hrs drive
Course Requirements:
• Field Days: If you schedule does not permit you to attend a field day, you may substitute a field day from another course in the Integrated Curriculum this semester.
• Weekly Assignment: Each week turn in one brief paragraph for the text reading about how the subjects affect your life in some way or, if you do not think it does, why not. How does it relate to class discussion and lecture?
• Semester Project: Choose one of the subjects from anywhere in the text or lectures and volunteer a minimum of 8 hours on a project related to how to implement it locally. It can be in the community or research or work on your own that is useful to the group or sector you choose. We hope to work with other classes this semester on the integrated curriculum in the San Leandro Creek corridor. You may also choose a project with the Environmental Program or the Brower, Dellums Institute for Sustainable Policy Studies. Write briefly where you volunteered, what you did, and what was most and least useful to you about the experience and how, or if that particular area of effort affects, or could affect the human (or other species) health and the quality of life both locally and globally. You will present your work in class. You can work in groups.
• Grade You will grade yourself based on attendance, completion of weekly reading and writing assignments, and completion of your final project. This course is required for all of the Environmental majors. Environmental Studies 2 satisfies certain UC, CSU Social Sciences requirements. You must choose a grade or CR/NC by the beginning of class.
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