tag:blogger.com,1999:blog-79957091624410684492024-02-06T17:49:23.451-08:00Robin Freeman's ClassesMerritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.comBlogger32125tag:blogger.com,1999:blog-7995709162441068449.post-72964254213820053412013-10-07T18:00:00.000-07:002013-10-07T18:00:54.374-07:00Environmental WritingI wonder what this scene would look like without the french broom, hemlock, and thistle? Would more water fill this vernal pool? Would this willow change from a tree to a thicket? What plants would fill this space in their stead? And how dense would they grow? What would the animals lose or gain from their removal? Would the spotted towhee lose a place of shelter and refuge? Would the oaks have room to breath and grow mighty? How did we allow this place to change? These conditions to be?
- Michael Mees
Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-29717069212590068972013-09-30T18:05:00.000-07:002013-09-30T18:14:23.285-07:00ENVIRONMENTAL WRITING Fall 1323 September 2013
Violet Henderson-Green
Outside the Self Reliant House
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjmC18cYpI_Wop41CvHxoUhfKld-LdqbfnwQSWlVtkxfDeshXcxhJ9DMt_5Nt7a7IKwahbKPfesj4ySBDTr7uUXcD25SDbLvZn9YnMMR9ouN9ocWpk7maJTHAPWOPhaqThkRqLlMexLum5/s1600/Env+Write+F13+007.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjmC18cYpI_Wop41CvHxoUhfKld-LdqbfnwQSWlVtkxfDeshXcxhJ9DMt_5Nt7a7IKwahbKPfesj4ySBDTr7uUXcD25SDbLvZn9YnMMR9ouN9ocWpk7maJTHAPWOPhaqThkRqLlMexLum5/s320/Env+Write+F13+007.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjduhDBxtgnCKxsyvuRR8Nk-9AkE6BUtbkjZ0JEziq_QA0qK0Qzs4NP5ujVeEeqoHbrJP5y4ZHYE1xyUYLSGCwWyrD8O9L1Mv363qD9AZiZRVmfXDKWgSHCah-ka-tg2zbl6m0oAcS3gm9k/s1600/Env+Write+F13+005.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjduhDBxtgnCKxsyvuRR8Nk-9AkE6BUtbkjZ0JEziq_QA0qK0Qzs4NP5ujVeEeqoHbrJP5y4ZHYE1xyUYLSGCwWyrD8O9L1Mv363qD9AZiZRVmfXDKWgSHCah-ka-tg2zbl6m0oAcS3gm9k/s320/Env+Write+F13+005.jpg" /></a></div>
After wondering around for five or so moments trying to figure out where I wanted to take a seat and begin writing, I looked up and down the hill reading the signs and taking in the sights until I turned around and spotted a sign that read “Edible Garden”
This is a cool space. Shady, and quiet. I hear the chirping of the birds and I see the scattering of little brow striped spiders as they seam to be investigating why on earth did I choose this spot to plant my butt down and write.
I guess it was the color purple that drew me in along with the green leaves.
The color combination always reminds me of a natural wonder of God’s perfect color combination.
It also makes me think about my name and how two of the most beloved men in my life named me. When I was born my dad named me Violet and when I got married I became Mrs. Green.
I wonder what other natural colorful name combinations there are in the world? How about Heather Blue, Grey Brown, Poppy Red or Golden Tan?
Or why people always seem to take on the characteristic of their names?
When we area not on one accord with nature either we change or the world around us changes. To evolve into something totally different and perfect once again.
Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-50740571546508858612013-04-02T15:59:00.000-07:002013-04-02T15:59:02.252-07:00TREE TO SEA; A BAY AREA CROSS SECTION - Spring 2013 Syllabus ENVMT 40 (3 Units) Code 22958 <!--[if gte mso 9]><xml>
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<span style="font-family: Arial;">Self-Reliant House (SRH)</span><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Arial;">Instructor Robin Freeman 510-434-3840 (o) <b style="mso-bidi-font-weight: normal;">510-915-1452 (cell),</b> robinf5713@aol.com<span style="mso-spacerun: yes;"> </span>and/or <a href="mailto:rfreeman@peralta.edu">rfreeman@peralta.edu</a></span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Arial;">NOTE: </span></u></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">The field locations may change.<span style="mso-spacerun: yes;"> </span>Maps and directions will be given <span style="mso-spacerun: yes;"> </span>at the class meeting before and by email. <span style="mso-spacerun: yes;"> </span>CHECK BEFOREHAND!!</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Monday, 4/1: </span></b><span style="font-family: Arial;">6:30 – 9:20 Environmental Center (SRH):
Introductions, </span></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Brief Field walk, Purpose and
methods of the course. Responsible Ecotourism; viewing and visioning a cultural
landscape.<span style="mso-spacerun: yes;"> </span>Green Infrastructure and the San
Leandro Creek Greenway proposal powerpoint and the Upper Watershed.<span style="mso-spacerun: yes;"> </span>Gaps, Connecting the Dots and Strategies for
Community involvement. Call for scouts. Continued next week.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">HEADWATERS</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Sunday, 4/7: 10am Meet at <span style="mso-bidi-font-weight: bold;">Lake Chabot Park in front of gates by path up to the Dam<span style="mso-spacerun: yes;"> </span></span></span></b><span style="font-family: Arial;">(Looking at the creek below the dam)</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 14.0pt;">Bring Lunch, Water, Dress For The
Weather (Showers?),Camera (If You Have One), Day Pack</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 14.0pt;">9:30 SRH/Merritt </span></b><span style="font-family: Arial; font-size: 14.0pt;">If you need a ride and/or are giving
one.</span></div>
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<span style="font-family: Arial;">Merritt</span><span style="font-family: Arial;"> College to Chabot Park
<span style="color: black;">From Campus
Drive <span style="mso-tab-count: 1;"> </span></span></span></div>
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<span style="color: black; font-family: Arial;">Turn <u>left</u>
onto <b style="mso-bidi-font-weight: normal;">Redwood Road</b></span></div>
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<span style="color: black; font-family: Arial;">Turn <u>left</u>
onto <b style="mso-bidi-font-weight: normal;">Mountain Blvd</b><b style="mso-bidi-font-weight: normal;"> </b>unmarked at bottom of hill below church and across from shopping
mall</span></div>
<div class="MsoNormal">
<span class="dirsegtext"><span style="color: black; font-family: Arial;">Take the 1st right onto <b>Carson
St</b> Under Freeway (signs for <b>State Hwy 13 N</b>)</span></span></div>
<div class="MsoNormal">
<span class="dirsegtext"><span style="color: black; font-family: Arial;">Turn left to merge onto <b>CA-13 S/STATE HWY 13 S</b> past 98<sup>th</sup>
and 106<sup>th</sup> TOWARD <b>HAYWARD</b><b>
to 580 </b><span style="mso-bidi-font-weight: bold;">4ish miles past to<b> DUTTON AVE/ESTUDILLO
(see below for directions to the park)</b></span></span></span></div>
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<span class="dirsegtext"><b><span style="color: black; font-family: Arial; font-size: 14.0pt;">MEET 10:00</span></b></span><span class="dirsegtext"><b><span style="color: black; font-family: Arial;">am CHABOT PARK,
SAN LEANDRO </span></b></span><span class="dirsegtext"><span style="color: black; font-family: Arial; mso-bidi-font-weight: bold;"></span></span></div>
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<span class="dirsegtext"><b><span style="color: black; font-family: Arial;">DUTTON AVE/ESTUDILLO </span></b></span><span class="dirsegtext"><span style="color: black; font-family: Arial; mso-bidi-font-weight: bold;">go along
frontage/McArthrur to <b>ESTUDILLO LEFT UNDER FREEWAY<span style="mso-spacerun: yes;"> </span></b>Uphill from the freeway, Estudillo splits
left off Lake Chabot Rd. at the brown EB Parks Lake Chabot sign</span></span></div>
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<span class="dirsegtext"><b><span style="color: black; font-family: Arial;">BEAR LEFT ON ESTUDILLO </span></b></span><span class="dirsegtext"><span style="color: black; font-family: Arial; mso-bidi-font-weight: bold;">a short
distance through houses<b> BEAR RIGHT </b>at Not a Through Street sign (<b>Sylvan</b>)
which takes you directly across a bridge into<b> CHABOT PARK</b>.<span style="mso-spacerun: yes;"> </span>Park where you can. Restrooms</span></span></div>
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<br /></div>
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<b><span style="font-family: Arial;">Afternoon – scout bike
route in San Leandro TBA</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Monday, 4/8: </span></b><span style="font-family: Arial;">6:30 – 9:20 (Sunset 7:40) <b>LION CREEK EVENING HIKE</b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Meet at SRH Environmental
Center<b style="mso-bidi-font-weight: normal;"> Studying the maps . <span style="mso-bidi-font-weight: bold;">Landscape and land use observations</span></b></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">UPLANDS</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Sunday, 4/14: 9:30 am meet at Merritt/ Car shuttle to
10am<span style="mso-spacerun: yes;"> </span><span style="mso-bidi-font-weight: bold;">Lake</span><span style="mso-bidi-font-weight: bold;"> Chabot</span><span style="font-weight: normal;"> </span><span style="mso-bidi-font-weight: bold;">Park</span><span style="mso-bidi-font-weight: bold;">. </span></span></b><span style="font-family: Arial;">Walk to Bort Meadows and Equestrian Center 6 miles minor elevation
change, then 200’ climb at the end. <span style="mso-bidi-font-weight: bold;">Grass
Valley Creek, Anthony
Chabot Park.
West side upper watershed</span></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Saturday, 4/20:<span style="mso-spacerun: yes;">
</span>Earth Day Bike Tour, BBQ and optional volunteer work day. </span></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">12:30 PM <u>BBQ & Watershed
Festival.</u><span style="mso-spacerun: yes;"> </span>Free BBQ for all Earth Day
participants! Across from 678 Cary Dr. - lot
behind Bancroft Middle School. Park on Bancroft (by Haas Ave.
Bridge) and walk in</span></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">1:30 PM <u>BICYCLE RIDE</u> <span style="mso-spacerun: yes;"> </span>MEET @ Cary Dr BBQ (above) Near S. Leandro BART</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Optional volunteer work sites</span></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">9:30 AM – 12:00 PM <u>Creek Clean Up</u>
Meet at the Starbucks (185 98<sup>th</sup>
Ave. in Oakland)</span></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">10:00 AM– 12:00 PM <u>Cobb Bench
Maintenance</u> at Madison Middle School in Oakland. Meet on 105<sup>th</sup> Ave
behind the Community Reformed Church at 457 Capistrano Dr., 94603</span></b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">9:30-11:00 AM <u>Creek Clean Up </u><span style="mso-spacerun: yes;"> </span>Root Park E 14<sup>th</sup> at Hays St. San
Leandro</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Sunday, 4/28: Tidewater Center MLK Shoreline </span></b><span style="font-family: Arial;">San Leandro Creek Canoe Trip low tide 12pm high tide
4:30 <b>TBA</b></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Monday, 4/29: </span></b><span style="font-family: Arial;">6:30 – 9:20 <b style="mso-bidi-font-weight: normal;">Review Field notes,
update field trip sites</b></span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Sunday, 5/5: Parkridge Dr. Anthony Chabot to Valle
Vista Staging Area </span></b><span style="font-family: Arial;">San Leandro Creek
Upper Watershed </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Saturday, 5/18: Valle Vista Staging Area to Rancho Laguna
Park </span></b><span style="font-family: Arial;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Sunday, 5/19: </span></b><span style="font-family: Arial;">San Leandro Creek Upper Watershed Southeast area TBA</span></div>
<div class="MsoNormal">
<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Monday, 5/20: </span></b><span style="font-family: Arial;">6:30<span style="mso-spacerun: yes;"> </span>SRH Assemble photography and
field observations</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt;">
<span style="font-family: Arial;">GRADING:
This course may be taken for a letter grade or credit/non-credit (audit).<span style="mso-spacerun: yes;"> </span>If taken for a letter grade, this course
satisfies requirements for several ENVMT majors. For Credit only; 80% class
attendance is required. For a letter grade attendance, participation, and
assignments are required. For non-credit you may choose your level of
participation.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt;">
<span style="font-family: Arial;">ASSIGNMENTS:
Most of the work is done in the field where we will record data. The optional
text is the East Bay Watershed Center CD which contains the <i style="mso-bidi-font-style: normal;">Intertidal Directory </i><span style="mso-spacerun: yes;"> </span>and the <i style="mso-bidi-font-style: normal;">Feasibility
Guide.<span style="mso-spacerun: yes;"> </span></i>Review these, especially the
“Sample Flowchart” in the beginning of the <i style="mso-bidi-font-style: normal;">Intertidal
Directory</i> and the “Summary”, “Study Uses” and “Goals (focusing on
Stakeholders)” in the <i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span>Feasibility Guide. </i><span style="mso-spacerun: yes;"> </span>Our responsible ecotourism assignment will be
to 1) research and coordinate with local creek stakeholders towards supporting
their goals where possible, and 2) enter the data we gather, including photos,
in the East Bay Watershed Directory format, or a format for stakeholder use to
be determined. You may also choose to help scout hike routes. </span></div>
<div class="MsoNormal" style="margin-bottom: 12.0pt;">
<span style="font-family: Arial;">FIELD
DAY INFORMATION: Each trip will have its own information sheets which will be
handed out either the Monday before or the morning of the trip. NOT ALL FIELD
DAYS MEET AT THE SAME PLACE. Make sure you contact the instructor beforehand if
you do not have the meeting information.<span style="mso-spacerun: yes;">
</span>In all cases bring a day pack with your lunch, water, sunscreen, hat,
sunglasses, hiking shoes or boots with lugs (ie not smooth soles except for on
board the boats) camera (optional), any medication you may need, snacks, long
pants and sleeves as needed and appropriate clothing for the weather conditions
including rain. The hikes are moderate to light and usually not more than 5
miles.<span style="mso-spacerun: yes;"> </span>We will carpool between the start
and ending sites. Some days we will be driving between several sites. R.
Freeman’s emergency cell phone 510-915-1452 </span></div>
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<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">80% </span><span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Attendance</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> or as agreed</span></div>
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<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Photographs
and/or field observations</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> </span><span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">&
help assemble them</span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 42.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.6pt;" valign="top" width="155">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Scouting
or trip directions </span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 42.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.9pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">A</span></div>
</td>
</tr>
<tr style="height: 28.0pt; mso-yfti-irow: 1; page-break-inside: avoid;">
<td style="border-top: none; border: solid black 1.0pt; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.85pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">70% </span><span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Attendance</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> or as agreed</span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 117.15pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Photographs
and/or field observations</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.6pt;" valign="top" width="155">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Scouting
or trip directions </span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.9pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">B</span></div>
</td>
</tr>
<tr style="height: 28.0pt; mso-yfti-irow: 2; page-break-inside: avoid;">
<td style="border-top: none; border: solid black 1.0pt; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.85pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">60% </span><span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Attendance</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> or as agreed</span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 117.15pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Photographs
and/or field observations</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.6pt;" valign="top" width="155">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 28.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.9pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">C</span></div>
</td>
</tr>
<tr style="height: 17.45pt; mso-yfti-irow: 3; page-break-inside: avoid;">
<td style="border-top: none; border: solid black 1.0pt; height: 17.45pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.85pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">50% </span><span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Attendance</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> or as agreed</span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 17.45pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 117.15pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">---</span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 17.45pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.6pt;" valign="top" width="155">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">---</span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 17.45pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.9pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">D</span></div>
</td>
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<tr style="height: 21.05pt; mso-yfti-irow: 4; mso-yfti-lastrow: yes; page-break-inside: avoid;">
<td colspan="3" style="border-top: none; border: solid black 1.0pt; height: 21.05pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 350.6pt;" valign="top" width="467">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">F – suggest you withdraw</span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; height: 21.05pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 116.9pt;" valign="top" width="156">
<div class="TableGrid1" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">F</span></div>
</td>
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<div class="MsoBodyText">
<br /></div>
<div class="MsoBodyText">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Student Learning Objectives </span></div>
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<div class="MsoNormal" style="margin-bottom: 17.0pt; text-indent: -24.0pt;">
<span style="font-family: "Times New Roman"; mso-fareast-font-family: Times;">1.</span><span style="font-family: "Times New Roman";"> 1. 1. . Identify and describe basic
landforms , plant community types, and aquatic system types</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 490.5pt;" valign="top" width="654">
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Times;">2. </span><span style="font-family: "Times New Roman";">Identify and describe basic land uses
related to sustainability</span><span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Times;"></span></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 490.5pt;" valign="top" width="654">
<div class="MsoNormal" style="mso-hyphenate: none; mso-layout-grid-align: none; mso-pagination: none; punctuation-wrap: simple; text-autospace: none; vertical-align: baseline;">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Times;">3. </span><span style="font-family: "Times New Roman";">Describe
and evaluate the health or sustainable characteristics of a land use system.</span></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 490.5pt;" valign="top" width="654">
<div class="MsoNormal">
<span style="font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Times;">4. Discuss and document a land
use, restoration or design project with local community members.</span></div>
<div class="MsoNormal">
<br /></div>
</td>
</tr>
</tbody></table>
<div class="MsoBodyText">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: Arial; font-size: 11.0pt; mso-bidi-language: X-NONE; mso-fareast-language: #0400;">Students with
Disabilities:</span></b><span style="font-family: Arial; font-size: 11.0pt; mso-bidi-language: X-NONE; mso-fareast-language: #0400;"> Students with
disabilities who wish to receive services and/or accommodations are asked to
submit a form from the Disability Services Program (DSP). Receiving services
and accommodations will not adversely affect your grade. This information will
be kept confidential (FERPA). Please meet with me in private as early in the
semester as possible to discuss your learning needs. If you think that you
could benefit from the services offered by DSP, please contact a counselor in
R-109, 510-436-2429, or go to our College website for more information: <a href="https://mail.peralta.edu/owa/redir.aspx?C=05923a3df08c4819be1d6112a365b20b&URL=http%3a%2f%2fwww.merritt.edu" target="_blank">www.merritt.edu</a>, click on "Student Services," and
then click on "Disability Services Program."</span><span style="font-family: Arial; font-size: 11.0pt; mso-ansi-language: #0400; mso-bidi-language: X-NONE; mso-fareast-language: #0400;"></span></div>
<br />
Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-92184556391170424442013-01-29T17:35:00.000-08:002013-01-29T17:35:48.793-08:00ENVMT 8 - INTRODUCTION TO RANGER/ NATURALIST, OUTDOOR EDUCATION Spring 2013 Syllabus Code: 23597 (3 units)<!--[if !mso]>
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<br />
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Thursdays
6:30-9:20PM @ Self Reliant House, Saturdays; Sundays (see field instructions
available before each trip)</span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Team
Contact: Robin Freeman M.A., 434-3840, </span><a href="mailto:rfreeman@peralta.edu"><span class="Hyperlink1"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">rfreeman@peralta.edu</span></span></a><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> 510-915-1452
cell<span style="mso-spacerun: yes;"> </span>Call or email Robin for office hrs
@ SRH.</span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Nancy
Ceridwyn, MS, MEd., 415-640-4270, nancyceridwyn@comcast.net</span></div>
<div class="MsoNormal">
<span style="font-family: "Arial Bold"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">FIELD TIMES AND LOCATIONS MAY CHANGE - CHECK EMAIL
NOTICES OR CHECK WITH ROBIN</span><span style="font-family: "Arial Bold";">.</span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">This
course is an overview of nature/culture interpretation and education
including<span style="mso-spacerun: yes;"> </span>planning for age-, theme- and
place-appropriate presentations for diverse audiences and settings; survey of
park management, planning and community relations.Content will include
resources and employment opportunities in the environmental management field. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Text:<span style="mso-spacerun: yes;"> </span></span></div>
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<tbody>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Beck, Larry,
and Cable, Ted</span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 45.4pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 224.95pt;" valign="top" width="300">
<div class="MsoNormal">
<span style="font-family: "Arial Italic";">Interpretation
for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and
Culture</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">,
2<sup>nd</sup> edition</span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 45.4pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 67.5pt;" valign="top" width="90">
<div class="MsoNormal" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Sagamore
Books</span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 45.4pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 39.0pt;" valign="top" width="52">
<div class="MsoNormal" style="mso-hyphenate: none; tab-stops: 0in;">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">2002</span></div>
</td>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .25in; text-indent: -.5in;">
<span style="font-family: "Arial Bold"; mso-bidi-font-family: "Arial Bold"; mso-fareast-font-family: "Arial Bold";"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial Bold";">Thursday
2/7.<span style="mso-spacerun: yes;"> </span>Introduction </span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructors:
Robin Freeman & Nancy Ceridwyn</span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Introduction
to the Course; Brief introductions of class participants and professional
interests; Discussion about grades, attendance, mini-internships, journals and
presentations either oral or written.</span></div>
<div class="MsoNormal">
<span style="font-family: "Arial Italic";">Trail experience</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">: Tour of
Environmental Center and Hilton Trail<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Please begin a class journal and begin with one of two questions: How is the
natural world part of our community culture or is it? OR What stuck with you
about the evening walk? Text: Purchase. Handout: Syllabus. Bring flashlights,
umbrellas for next week.</span></div>
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<span style="font-family: "Arial Bold"; mso-bidi-font-family: "Arial Bold"; mso-fareast-font-family: "Arial Bold";"><span style="mso-list: Ignore;">2)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial Bold";">Thursday
2/14.<span style="mso-spacerun: yes;"> </span>Defining the Profession. </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructors:
Robin Freeman & Nancy Ceridwyn </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">History
of the profession, How do we define the jobs of ranger, naturalist,
environmental educator as professions and in what arenas do each work?<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Arial Italic";">Trail experience</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">: Leona Canyon
and/or Hilton Trail. </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Write directions to a local park. Text Reading:
Intro, 1, 3, 4, 7,15</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Begin
to think about mini-internship sites.</span></div>
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<span style="font-family: "Arial Bold"; mso-bidi-font-family: "Arial Bold"; mso-fareast-font-family: "Arial Bold";"><span style="mso-list: Ignore;">3)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial Bold";">Sunday
2/17</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Arial Bold";">Elements
of Interpretation: Cultural Interpretation.</span></div>
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<span style="font-family: "Arial Bold";">Eugene O’Neill’s Tao
House, National Park Service Historic Site. </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">NPS
staff with Robin Freeman and Nancy Ceridwyn </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Presentation
and planning for interpretation of cultural and historic sites. </span><span style="font-family: "Arial Bold";"></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Meet
at Merritt College at 9:00 am and drive to Danville where we will board the
Park Service van as a group.<span style="mso-spacerun: yes;"> </span>Bring
lunch, water and hiking gear.</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Make a rough first draft of the types of mini-internship sites which interest
you. Due Thurs 2/21</span></div>
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<span style="font-family: "Arial Bold";">4)<span style="mso-spacerun: yes;"> </span>Thursday 2/21.<span style="mso-spacerun: yes;"> </span>Engaging Environmental Education: New
Techniques for Learning </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Lynn
Barakos and Ken Beals-Lawrence Hall of Science, Better Environmental Education
Teaching, Learning, Expertise and Sharing (BEETLES)</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Innovative,
practical strategies for making outdoor science experience more learner-and
discussion-centered.</span></div>
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<span style="font-family: "Arial Bold";">Way Finding-
Preparing for the Experience</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructor:
Nancy Ceridwyn/ Robin Freeman</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">The
importance of thorough directions. </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Text: Reading:
Chapters 2, 8, 12,13<span style="mso-spacerun: yes;"> </span>Handout: Directions
to Big Break Visitor Center DUE: Mini-Internship draft list. Begin arranging
your site. You may ask Robin or Nancy for help.<span style="mso-spacerun: yes;">
</span>These often take time to arrange. </span></div>
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<span style="font-family: "Arial Bold"; mso-bidi-font-family: "Arial Bold"; mso-fareast-font-family: "Arial Bold";"><span style="mso-list: Ignore;">4)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial Bold";">Saturday
2/23. </span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">10:00
- 1:00<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Arial Bold";">Elements of Interpretation</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Kevin
Damstra, Naturalist, East Bay Regional Park District with Robin Freeman and
Nancy Ceridwyn </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Meet
at Merritt College at 9:00 am or meet the group at Big Break Visitors Center @
10:00 am.</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">What
is interpretation and why do we interpret? Explore the difference between
interpretation and information, techniques, styles, and methods. </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Bring
lunch and outdoor clothing</span></div>
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<span style="font-family: "Arial Italic";">Trail experience</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">: Big Break,
Antioch</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Journal notes on your impressions of Big Break, developing your style of
interpretation and your thoughts on the presentation content.</span></div>
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<span style="font-family: "Arial Bold";">6)<span style="mso-spacerun: yes;"> </span>Thursday 2/28.<span style="mso-spacerun: yes;"> </span>Organizing Volunteer Programs and First Aid
for Participants </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructor:
Robin Freeman<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Megan
Hess Lilla- Volunteerism and Friends of Sausal Creek</span><span style="font-family: "Arial Bold";"> </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Kate
Freeman: Safety and First Aid</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Discuss
Journal assignment</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Reading Text : 6</span></div>
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<br /></div>
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<span style="font-family: "Arial Bold";">7) Thursday 3/7.<span style="mso-spacerun: yes;"> </span>Who Is the Audience?<span style="mso-spacerun: yes;"> </span>From Pre-school to Older Adults.</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructor:
Nancy Ceridwyn <span style="mso-spacerun: yes;"> </span>Making programs
appropriate for various ages, physical and mental abilities. Matching the
program to the learning styles</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Reading Text: Chapters 9, 10.<span style="mso-spacerun: yes;"> </span>Journal:
What audiences do you feel most comfortable with and why?<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<span style="font-family: "Arial Bold";">8)<span style="mso-spacerun: yes;"> </span>Thursday 3/14.<span style="mso-spacerun: yes;"> </span>Teaching without Talking: Outdoor Activities;
and Coordinating with Large Park Organizations</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Bob
Flasher, Golden Gate Park Conservancy with Robin Freeman </span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Interactive
outdoor games and interpretive activities make nature more accessible
supplemented with great ranger in-the-field stories.</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Reading Text: Chapters 11, Handout: Directions to Crab Cove</span></div>
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<span style="font-family: "Arial Bold";">9) Thursday
3/21.Environmental Writing for Brochures and Panels</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Michael
Charnofsky Naturalist, East
Bay Regional
Parks,Robin Freeman</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Meet
at Crab Cove Visitors Center, Alameda 6:30. </span><span style="font-family: "Arial Bold";"></span></div>
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<span style="font-family: "Arial Bold";">NOTE: Brief proposal
of interpretive text and activity, or walk/talk ideas/questions/lousy first
draft due</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">
</span><span style="font-family: "Arial Bold";">April 4</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: "Arial Bold";">Reminder:
Mini-internships will be due in less than a month</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Reading Text: Principles 14. Journal: What were your impressions of Crab Cove
Visitor Center?<span style="mso-spacerun: yes;"> </span>When has the non-personal
interpretation been most useful for you?<span style="mso-spacerun: yes;">
</span>When is it less useful? Handout: Directions to Anthony Chabot Eagle
Campground</span><span style="font-family: "Arial Italic";"></span></div>
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<span style="font-family: "Arial Bold Italic"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">**Spring Break – 3/25-3/29</span></div>
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<span style="font-family: "Arial Bold"; mso-bidi-font-family: "Arial Bold"; mso-fareast-font-family: "Arial Bold";"><span style="mso-list: Ignore;">10)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial Bold";">Thursday 4/4.<span style="mso-spacerun: yes;">
</span>Park Management<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Host:
Janet Gomes, Supervising Ranger, East Bay Regional Parks with Jim O’Conner,
Assistant Operations Manager EBRPD, Eric Folmer, TreeWolf Tree Service and
former EBRPD Ranger Union President and Robin Freeman</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Meet
at Merritt at 6:30pm and drive to Anthony Chabot Eagle Campground</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">The
panel will discuss changing views of park maintenance, preservation and
community interaction.</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
</span><span style="font-family: "Arial Bold";">Brief proposal of interpretive
text and activity, or walk/talk ideas/questions/lousy first draft due</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> .</span></div>
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<span style="font-family: "Arial Bold";">Research resources
for planning an interpretive presentation; Due April 18.</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: "Arial Bold";">11)<span style="mso-spacerun: yes;"> </span>Thursday 4/11</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">. </span><span style="font-family: "Arial Bold";">Experienceology and Story telling</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructor:
Nancy Ceridwyn</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Examine
8 steps to a better visitor experiences at your site.<span style="mso-spacerun: yes;"> </span>Stories to make your program come alive.</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Journal: What was your best and worst Park or Museum experience? Why?<span style="mso-spacerun: yes;"> </span>Handout: Directions to Sunol Regional Park</span></div>
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<br /></div>
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<span style="font-family: "Arial Bold";">12)<span style="mso-spacerun: yes;"> </span>*Saturday 4/13. Interpretive Plans that Work
with Park Activities</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructor:
Nancy Ceridwyn, Katie Colbert, Naturalist, East Bay Regional Wildrness</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Meet
at 9:00 in the Merritt parking lot and drive to Sunol-Ohlone Regional
Wilderness near Pleasanton or at 10 am at the Sunol Green Barn Visitors Center</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Interpretive
plans connect the themes of a park with park programs.<span style="mso-spacerun: yes;"> </span>Participate in two programs generated from
Sunol’s interpretive plans</span><span style="font-family: "Arial Bold";">.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:</span><span style="font-family: "Arial Bold";"> Prepare for April 18 Presentation </span></div>
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<br /></div>
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<span style="font-family: "Arial Bold";">13)<span style="mso-spacerun: yes;"> </span>Thursday 4/18.<span style="mso-spacerun: yes;"> </span>Class Presentations</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> – potluck.
Present walk/talk/brochure and comment on each</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">ASSIGNMENT:
Prepare interpretive activities for volunteer program on Saturday</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Class
members organize the event</span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">14)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><span style="font-family: "Arial Bold";">Saturday
4/20.</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">
Class Volunteer Coordination in Action</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Instructor:
Robin Freeman</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Class
members coordinate volunteers for projects and interpretation of San Leandro
Creek.</span></div>
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<br /></div>
<div class="MsoNormal">
<b><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">GRADES:</span></b><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> For a letter
grade (required for Certificate/Degree), reasonable attendance, class participation,
and completion of assignments will be used by students to suggest your own
grade and evaluate the course.<span style="mso-spacerun: yes;"> </span>If the
course is taken for Credit/non credit only, participation is required for this
option.<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<b><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Mini-Internships</span></b><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> consist of
5-8 hours volunteering at a park, nature center, camp, outdoor class, volunteer
environment clean-up or other venues where interpretation, parks management/maintenance
or outdoor/environmental education takes place.<span style="mso-spacerun: yes;">
</span>Reporting back verbally to the class or in writing include the name of your
intern site, the leader who worked with you, date and times and your
impressions if what was most useful to you and what was least useful. </span></div>
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<br /></div>
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<b><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Presentations</span></b><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> may be an
interpretation,<span style="mso-spacerun: yes;"> </span>an environmental
education activity of about 10 minutes, a site management activity or plan, or
a volunteer activity (on Earthday) <span style="mso-spacerun: yes;"> </span>or<span style="mso-spacerun: yes;"> </span>designing and writing a brochure or
interpretation panel.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Grading Rubric</span></div>
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<br /></div>
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<td style="border-top: none; border: solid black 1.0pt; height: 42.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 0in 0in 0in; width: 115.5pt;" valign="top" width="154">
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<span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">80% </span><span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Attendance</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> or as agreed</span></div>
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<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Mini-internship</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">: 5-8 hrs,; report back verbally or
in writing</span></div>
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<span style="font-family: "Arial Bold"; font-size: 12.0pt; mso-bidi-font-size: 10.0pt;">Presentation</span><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">: oral or written</span></div>
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<b><span style="color: windowtext; font-family: Arial; font-size: 11.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: #0400;">Students with Disabilities:</span></b><span style="color: windowtext; font-family: Arial; font-size: 11.0pt; mso-bidi-language: X-NONE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: #0400;"> Students
with disabilities who wish to receive services and/or accommodations are asked
to submit a form from the Disability Services Program (DSP). Receiving services
and accommodations will not adversely affect your grade. This information will
be kept confidential (FERPA). Please meet with me in private as early in the
semester as possible to discuss your learning needs. If you think that you
could benefit from the services offered by DSP, please contact a counselor in
R-109, 510-436-2429, or go to our College website for more information: <a href="https://mail.peralta.edu/owa/redir.aspx?C=05923a3df08c4819be1d6112a365b20b&URL=http%3a%2f%2fwww.merritt.edu" target="_blank">www.merritt.edu</a>, click on "Student Services," and
then click on "Disability Services Program."</span><span style="color: windowtext; font-family: Arial; font-size: 11.0pt; mso-ansi-language: #0400; mso-bidi-language: X-NONE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: #0400;"></span></div>
Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-51062834320257887782012-02-02T14:32:00.000-08:002012-02-02T14:50:42.427-08:00Spring 2012 Course Syllbi - ENVMT 1, 2, 2L<span style="font-weight:bold;">ENVIRONMENTAL CAREERS. ENVMT 1 #24487 1.0 UNIT<br />Spring 2012 SYLLABUS</span> <br />Environmental Center, Self Reliant House<br />INSTRUCTOR: ROBIN FREEMAN 510-434-3840, robinf5713@aol.com<br /><br />Recommended texts (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press<br /><br />Course Requirements:<br />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 <br />3) No Credit (does not affect transcript). For those taking a letter grade, you will participate in grading yourself. <br /><br />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.<br /><br />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. <br />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. <br /><br />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. <br /><br />SCHEDULE: <br />January 26, Thurs. 1-4– Introduction to the course, Class Introduction Interviews<br />February 2, Thurs. 1-4- Preference Profiles, Environ. Careers Slide presentation<br />February 9, Thurs. 1-6:20, 5 Year Plan, Strategy A and B, Resume, History of Work. To accommodate religious services, you may attend the afternoon only.<br />Break time for Interviews and Mini-internship<br />March 15, Thurs. 1-4 - Reports on interviews/internships due, discussion/task, <br />March 22, Thurs 1-4 - Reports continued, discussion, evaluation. <br /><br /><br /><span style="font-weight:bold;">INTRODUCTION TO SUSTAINABLE SYSTEMS <br />ENVMT 2, Code: 22656 (3 units)<br />SYLLABUS Spring 2012, Version 1.0<br /></span><br />Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Check field day locations and time updates the week before the field trip. Topic days may change. <br /><br />Wednesdays 6:30-9:20PM & 3 Sunday field days <br />Text: Miller, G. Tyler. Living in the Environment, 11th to 16th Editions. <br />Note: You are encouraged to use editions which you can find used. The chapter numbers change in each edition. Find the subject in the title of the lecture either in the Table of Contents or in the Index. There is free information on line for each chapter as well as a pay as you read site. There are copies on 2 hour reserve in the Library in the A Building. <br /><br />2/1 Introductions; about the course and the ENVMT program Definitions Sustainability, System, Ecology <br />2/8 Environmental Problems, Their Causes and Solutions, Sustainability and History <br />2/12 Sunday, 10am Meet at SRH Field Trip to Village Homes in Davis, 1.5 hour drive, bring lunch. <br />2/15 Urban Land Use, Economics; Politics, Sustainability <br />2/22 Science, Matter and Energy, Climate Change, Water, Carbon and<br />Geologic Cycles <br />2/26 Sunday TBA Community Meeting or event planning; Student presentation <br /> group planning<br />2/28 Ecosystems, Populations, Communities, <br />3/7 Risk, Toxicology, Air, H2O Pollution; Minerals, Soil, Water Pollution; <br /> STUDENT PRESENTATION<br />3/11 Sunday San Leandro Creek event.<br />3/14 Energy: Climate planning, Resiliency <br />3/21 Forest Resources, Restoration, Global Warming: Chapters 11-3 through<br /> 11-10, 21<br />3/28 Biodiversity, Restoration: R, Freenan <br />Pesticides, IPM, Extinctions, Wildlife Conservation <br />STUDENT PRESENTATION <br />3/30 Solid Waste, Food Resources and Food Security STUDENT PRESENTATION<br />4/4 Sustainable Planning Discussion or Speaker event PROJECT REPORTS DUE: <br />4/11 Class presentations, evaluations, grades; <br />Spring Break <br /> <br /><br /><br />Course Requirements: <br />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. <br /><br />Weekly Assignment: Each week turn in one brief paragraph for the text reading, or the lecture about how the subject affects your life in some way or, if you do not think it does, why not. <br /><br />Semester Project: <br />Option 1 - Choose one of the subjects from the ENVMT 2L lab list and and volunteer a minimum of 8 hours on a project. It can be the same as the Lab project you are doing. It can be in the community or research or work on your own that is useful to the group or sector you choose. We will work with other classes this semester on the integrated curriculum in the San Leandro Creek corridor. 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. <br />Option 2 – Select one of the STUDENT PRESENTATION italicized lecture topics above. Research it in the text and anywhere else, use your own experience, if you have experience in the subject. Present a lecture, discussion, or workshop activity on that topic individually or in a group. <br /><br />Grade You will suggest your grade 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. <br /><br /><br /><span style="font-weight:bold;">Introduction to Sustainable Systems Lab <br />Spring 2012 Syllabus<br />ENVMT 2L (1 Unit) Code: 23930</span><br /><br />Robin Freeman, robinf5713@aol.com, (510) 434-3840, Cell: (510) 915-1452<br /><br />Wednesday, 2/1: 3:00 optional Drop in Orientation, 5:00 Orientation<br />What is a project? What is a plan?<br />Wednesday, 2/8 – 5/9 Regular update meetings at 5:30; attend as needed. <br />Wednesday, 5/16 Project and course Evaluations/pot luck<br />Each student will make his or her own plan, goals and schedule with me. The Lab schedule will be flexible to accommodate student projects. <br /><br />ENVMT 2L projects can be combined with ENVMT 50 projects and both volunteer and paid internships. <br /><br />A completely sustainable system will include everything that humans do. For that reason, this lab course has access to many and diverse projects. Everything we are doing to learn how to live sustainably is a global experiment. You can join working groups from various courses that will be working on multiple projects through Green Works Development beginning in February. They will include all the student initiated projects that are on-going and will include orientations and powerpoint updates. Set individual or group meetings to outline what you want to focus on for the semester.<br /><br />Course Requirements:<br />.<br />1) Select project(s) from this list, or you may suggest your own. Due Feb. 8 a priority list of which projects interest you most and questions you have about them<br />2) Form working groups<br />3) Write a lousy first draft of a project plan. Due Feb. 15 A preliminary project plan and schedule<br />4) Begin Project – meet with Robin to develop final plan agreement. <br />5) Continue updating via meetings, emails, phone, Wednesday 5:30 meetings<br />6) Your evaluation of your project is due May 9. You will suggest your grade based on these 6 steps. Your project is an experiment, so it does not have to be a “success”. A successful project will have a plan and an execution of the plan as much as possible and an evaluation of lessons learned.<br /><br /><br />Ongoing Projects of the Environmental Management and Technology Program and partners.<br />Green Building:<br />Self Reliant House Environmental Center<br />1. Complete lumber rack (Robin)<br />2. Complete tracking mechanism for Batch Solar Water Heater (Bruce Douglas)<br />3. Connect water to Batch Heater (Bruce Douglas, John Poon)<br />4. Paint doors with Zero Volatile Organic Compound (VOC) non-toxic paint (Robin)<br />5. Repair fence with green materials (Robin)<br />6. Complete Urban Wood green wall bench<br />7. Upgrade directional and interpretive signs <br />8. Build slip form interpretive sign posts<br />9. Upgrade Local Area Network<br />10. Other<br />Friends of Sausal Creek Nursery<br />1. Hang Bee house<br />2. General project work with staff (Megan Hess, Jeffrey Chilcott)<br /><br /> Many Generations Health Center Urban Wood Paneling<br />1. Complete bid(Robin)<br />2. Complete design<br />3. Cut and dry lumber, build, install (Treewolf, Noel Woodhouse)<br /><br /> Urban Lumber Milling and drying (Robin) <br />1. Big Leaf Maple logs<br />2. See Urban Lumber under Organizing<br /><br /> Housing Ourselves<br />1. Designing high quality, low income housing in “found” space (Robin)<br />2. Working on sustainable garden installation at a residence<br /> <br />Ecological Landscape and Stream Restoration: <br />1. San Leandro Creek Restoration and Greenway Plan and research (also see Urban Planning) We have been working on the San Leandro Creek Greenway as a lab project for both Restoration and Urban Planning You can look up "Waters of Connection" on Wiki to see some of the on-line work that students have done as well as San Leandro Creek on Google Sites as San Leandro Creek Greenway (Robin, David Ralston, many more) <br />2. Self Reliant House Ecological Study Zone planting and invasive control (Michael Meese, Shirley Knight, Robin)<br />3. City of Emeryville bayside pedestrian underpass native gardens planning(Robin)<br />4. Leona Open Space (Michael Charnofsky, Janet Gomes)<br />5. Lion Creek (Grace Neufeld)<br />6. Friends of Sausal Creek (Megan Hess)<br />7. Trout in the Classroom (Grace Neufeld)<br />8. Feral Cats at SRH<br /><br />Ranger Naturalist Interpretation: <br />1. Interpretive signs and brochures at SRH Hilton Trail<br />2. York trail brochure box<br />3. Friends of Sausal Creek volunteer interpreter (Megan Hess)<br />4. Leona Open Space interpretive walks (Michael Charnofsky)<br />5. Baywood Learning Center and York Trail/Lion creek. <br /><br />Urban Planning: <br />1. San Leandro Greenway urban and regional planning with city and regional staff, elected officials and community groups,<br />2. Emeryville native planting (see Restoration)<br />3. Urban Lumber Milling and Sales organizing<br /><br />Solid Waste- Reduce, Re-use, Recycle: <br />1. Zero Waste Crafts – The Land and the People Student Club (Robin) <br />2. SRH Compost and wood/yard waste re-cycling (Robin, Leslie Geathers)<br />3. East Bay Depot for Creative Re-Use volunteer<br />4. Urban Lumber Milling and Sales organizing<br /><br />Water Use: <br />1. SRH Rain Barrel installation<br />2. Starting a Rainbarrel/Rain Garden design and installation service<br /><br />Food and food production:<br />1. Work on the Urban/Edible garden (Leslie Geathers)<br />2. Culinary sustainable food event or preparation<br /><br />Planning ENVMT/Outreach/Fundraising: <br />1. SRH Volunteer Days (Eric Lindberg, Michael Meese, Shirley Knight)<br />2. 50th Anniversary Program and Speakers (Everybody)<br />3. ENVMT Transition Team (Wendy Wheeler, Eric, Robin)<br />4. California Higher Education Sustainability Conference, Davis CA, Summer<br />5. Grant writing<br />6. Green Works Development organizational planning events (David Ralston, Robin, David and Janis Poon, many others)<br /><br />Other:<br /><br /><br /><br />PROJECT PLAN WORKSHEET<br />VISION<br />Why are you interested, what inspires or motivates you about your choice as it fits into your life and creating a sustainable and thriving world? What is the story behind what you want to do or find out about? Use other sheets to write your drafts and plan. <br /><br /><br /><br />GOAL(S)<br />What outcome(s) do you expect or hope for? What will happen at the end, what “work products” or other information or learning or observations will lead to a successful effort by your own definition. <br /><br /><br /><br />OBJECTIVES <br />Are there smaller pieces that can add up to the goal above?<br /><br /><br /><br />ACTIONS<br />What will you do to make the objectives happen? Begin small. For instance, filling in a very rough first draft of this worksheet is an action.<br /><br /><br /><br />TIME LINE or SCHEDULE:<br />When will you do the actions? Who will do each action? What has to come before what else?<br /><br /><br /><br />BUDGET<br />Will your project cost anything? Where will the money or materials come from? This can be entirely your class time, or it can be funded in some manner. <br /><br /><br /><br />EVALUATION<br />What did you learn from the project? How did it fit what you imagined for each element of your plan? Would you re-define “success”?<br /><br /><br /><br />TEXT<br />What lectures in ENVMT 2 Introduction to Sustainable Systems or sections of Living in the Environment does your project relate to?Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-79533832226398817932011-11-15T15:17:00.000-08:002011-11-15T15:21:23.686-08:00<strong>Introduction to Sustainable<br />Systems</strong>ENVMT 2 (3 units) Code: 22656<br />Freeman, SRH<br />Wed 6:30‐9:20 PM (2/2‐4/11)<br />Sun 9:30 AM‐5:15 PM (2/12, 2/26, 3/11)<br />Interdisciplinary study of the impact of human<br />civilization on the earth’s major ecological<br />systems: Issues examined in historic,<br />contemporary, and future settings, including<br />both Western and non‐Western contexts;<br />material presented from a theoretical point of<br />view, with a focus on core concepts and<br />methods related to ecology, sustainability,<br />human population, natural resources, wastes<br />and pollution; reflection of how human<br />economic, political, and ethical behaviors are<br />inextricably interwoven with the<br />environment; and presentation of<br />environmental career options.<br /><strong>Introduction to Sustainable<br />Systems Lab</strong>ENVMT 2L (3 units) Code: 23930<br />Freeman, SRH<br />First Meeting: Wed, 2/2 3:00‐6:15 PM<br />(Lab schedule can be flexible to accommodate student<br />projects.)<br />A real world field course that identifies and<br />works with the sustainable environmental<br />principles discussed in ENVMT 2. ENVMT 2L<br />projects can be combined with ENVMT 50<br />projects.<br /><strong>Introduction to Urban and<br />Regional Planning</strong>ENVMT 11 (3 units) Code: 23931<br />Freeman, SRH<br />Tues 6:30‐9:20 PM (3/20 ‐5/22)<br />Sat 9:30 AM‐4:50 PM (3/31, 4/28, 5/12 )<br />Survey of sustainable urban and regional<br />planning: Overview of the problems and<br />solutions of environmentally and socially<br />sustainable planning of cities, suburbs and<br />rural areas: history philosophies and<br />theories of urban planning; rural land use<br />and planning strategies; and the regional<br />approach to planning.<br /><strong>From Tree to Sea: A Bay Area<br />Environmental Cross Section</strong>ENVMT 40 (3 units) Code: 23932<br />Freeman, SRH and field<br />Mon 6:30‐9:20 PM (3/26,4/9, 4/30, 5/21)<br />Sun 9:30 AM‐4:50 PM (4/15, 4/22, 4/29,<br />5/6, 5/20)<br />Sat 9:30‐4:50 (5/19)<br />Hike, bike, and boat the outdoor<br />environment of the San Francisco Bay<br />watershed environment and nearby sites;<br />field study of ecosystems of the bay, hills,<br />forest lands, creeks and wetlands;<br />exploration of sustainable cultural,<br />ecotourism, and economic uses of the Bay<br />environments.<br /><strong>Special Projects</strong>ENVMT 50 (1‐3 units) Codes: 22410 & 22411<br />Freeman, SRH<br />Fri (2/24‐5/25)<br />First meeting: Fri, 2/24 10:30 AM<br />Contact: rfreeman@peralta.edu<br />(Future meetings can be flexible to accommodate<br />student projects.)<br />Student‐initiated projects in Green Building,<br />Ecological Restoration, Ranger, Naturalist/<br />Outdoor Education, and Community<br />Development. On‐ or off‐campus internships<br />and other hands‐on projects and<br />partnerships are encouraged, including<br />research opportunities in the environment<br />and society with the Brower‐Dellums<br />Institute for Sustainable Policy Studies.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-13721823529854057382011-09-13T16:41:00.000-07:002011-09-16T13:15:15.059-07:00Fall 2011 Course Syllabus<strong>ENVIRONMENTAL CAREERS. ENVMT 1. 1.0 UNIT</strong><br />INSTRUCTOR: ROBIN FREEMAN 510-434-3840, robinf5713@aol.com<br /><strong>Recommended texts</strong> (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press<br /><strong>Course Requirements</strong>:<br />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 <br />3) No Credit (does not affect transcript). For those taking a letter grade, you will participate in grading yourself. <br />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.<br />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. <br />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. <br /><strong>Learning Outcomes:</strong> 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. <br /><strong>SCHEDULE:</strong> <br /><strong>August 22,</strong> 6:30-9:20pm, Monday– Introduction to the course, Class Introduction Interviews<br /><strong>August 29</strong>, 6:30-9:20pm, Monday - Preference Profiles, Environ. Careers Slide presentation<br /><strong>Sept 11</strong>, 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.<br />Break time for Interviews and Mini-internship<br /><strong>October 17</strong>, 6:30-9:20pm, Monday - Reports on interviews/internships due, discussion/task, <br /><strong>October 24</strong>, 6:30-9:20pm, Monday - Reports continued, discussion, evaluation.<br /><br /><br /><br /><strong>INTRODUCTION TO HEALTHY COMMUNITY SYSTEMS</strong> <br />Envmt 16 3.0 Unit<br />Team Contact: Robin Freeman, 434-3840, Cell 510-915-1452 robinf5713@aol.com, Office hrs @ SRH, Guest Lecturer: David Ralston PhD Dralston@oaklandnet.com, <br /><strong>September 13</strong>, 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<br />NOTE: Field locations and times may change; check updates<br />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<br />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. <br /><strong>September 20</strong>, 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 <br />Assignment: Prepare a first informal list of what a healthy city would be like. <br /><strong>September 27</strong>, Tues: CONCEPTUAL FRAMEWORK <br />Origins of the City, Patterns of Civilization and their Health Effects, Stress, Authority, Risk, Trauma, Hierarchies VS Thriving, Caretaking, Participation <br />Discussion: Conference brainstorming based on health indicators and vision of a Healthy City<br />Assignment: Health Indicator lists due – Conference goals, purpose. Format and contents, whom to invite, and tasks preliminary list due 10/4<br /><strong>October 4</strong>, 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<br />Discussion: Conference planning, timeline and task groups<br />Assignment: Conference preliminary list due. Begin task group activities<br /><strong>October 11</strong>, Tues: Conference Planning and San Leandro Greenway Report critique<br />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.<br />Task updates due each week.<br /><strong>October 16</strong>, 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 <br />Assignment: Conference preliminary list due. Begin task group activities<br />Task updates due each week.<br /><strong>October 18</strong>, Tues: Guests, Healthy City Research presentations begin<br />WORKING GROUP SESSION FOR CONFERENCE – Invitation lists and strategy<br />Task updates due each week.<br /><strong>October 25</strong>, Tues 6:30-9:20pm: Case study student research presentations, Guests <br />WORKING GROUP SESSION <br />Task updates due each week.<br /><strong>November 2</strong>, Tues Case study research presentations, Guests WORKING GROUP SESSION Task updates due each week.<br /><strong>November 6</strong>, Sun 10am-3pm: Guests FIELD TRIP WORKING GROUP SESSION <br /><strong>November 8</strong>, Tues: Case study research presentations WORKING GROUP SESSION <br />Task updates due each week.<br /><strong>November 15</strong>, Tues: FINAL MINI-CONFERENCE TASK PLANNING<br />Task updates due each week.<br /><strong>November 20</strong>, Sun 10am-3pm MINI CONFERENCE – Working Title, Healthy People, Healthy Watersheds; Connecting the Dots Along San Leandro Creek <br /><strong>November 22</strong>, Tues Conference De-brief, guest (Possible Alternative Conference date)<br /><strong>November 29</strong>, Tues Next Steps, Case study research presentations; guest<br /><strong>December 6</strong>, Tues Potluck, Case study research presentations and next steps continued; Evaluations<br />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. <br /><br /><br /><br /><strong>RESTORATION OF WATERCOURSES Envmt 33AA – AC </strong><br />3 Units Robin Freeman; robinf5713@aol.com; Cell 510-915-1452 <br />David Kaplow<br />*NOTE: Check with me. TIMES AND LOCATIONS MAY CHANGE!! <br />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. <br /><strong>ASSIGNMENTS</strong>: 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. <br />1) Read SER Primer (see "Text") <br />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. <br />11 WEDNESDAYS 6:30 to 9:20pm SATURDAY/SUNDAYS 10:00 to 3:30, or as arranged.<br /><strong>TEXTS: </strong> 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. <br /><strong>9/14 Wednesday</strong>, SRH Arroyo Viejo Rifle Range Headwaters twilight walk.<br />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<br />Creek lab site introduction. Assignment: Read SER Primer (15 pages) <br /><strong>9/21 Wednesday 6:30 </strong>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 <br />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. <br /><strong>9/24 Sat Optional 10am </strong>SRH Rainwater Harvesting Rainbarrel installation with Green Building Lab<br /><strong>9/28 Wednesday </strong>Freeman, How do streams and watersheds work?<br />Guest: Will Stockard, City of Oakland Public Works Stormwater Runoff Rainbarrels and rainwater Harvesting <br />Assignment: Scan the California Watershed Manual; paying attention to the chapter headings as a model for choosing headings for your project proposal <br /><strong>10/5 Wednesday </strong>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”<br /><strong>10/12 Wednesday</strong> Feasibility Study and Watershed Management San Leandro Creek restoration opportunities Writing project grants and Project design, Internships<br /> Assignment: Read “Creek Restoration Pre-Design Directory”<br /><strong>10/15 SATURDAY</strong> - North Coast Native Nursery in Petaluma<br />Native plants, riparian restoration project and Ellis Creek wastewater facility water treatment wetlands<br /><strong>October 16, Sun 10am-3pm:</strong> 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 <br />Field day with Healthy Community Systems Class and Friends of San Leandro Creek<br /><strong>10/19 Wednesday</strong> Restoration is a Social Act – Artisanal, Psycho-Social, Caretaking and Community Culture, Economic, Scientific, and Land Use Design elements<br /><strong>10/26 Wednesday</strong>, Site monitoring, Photo monitoring and Water Quality Monitoring<br />Planning for appropriate data sampling design to monitoring intent Guest or EBMUD TBA<br /><strong>10/23 SUNDAY</strong> Field Day Sausal Creek or San Leandro Creek TBA (Replaces 11/30 Wed evening).<br /><strong>10/29 SATURDAY 10AM </strong>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 <br />Bioengineering or Sausal Creek Headwaters hands-on restoration. <br /><strong>11/2 Wednesday</strong> Lion and Arroyo Viejo watershed partnership projects.<br />Art, watersheds and culture – Guests<br />11/9 Wednesday Fish passage and H20 release Guest. Visit EBMUD headquarters TBA<br /><strong>11/16 Wednesday </strong>Kaplow; Restoration and Maintenance<br />Restoration native plant communities, Maintenance of new restoration sites<br />Long term management of riparian zones<br /><strong>11/19 SATURDAY 10:00AM-3:30PM</strong> Kaplow Alhambra Creek - Martinez<br />riparian and brackish tidal environments<br /><strong>11/20 Sunday</strong>, Mini-Conference; Healthy People, Healthy Watersheds; Connecting the Dots along San Leandro Creek Optional <br /><strong>11/23 Wednesday </strong>Final project discussion; conference de-brief<strong></strong><br /><br /><br /><br /><strong>INTRODUCTION TO GREEN BUILDING & ECOLOGICAL DESIGN And LAB</strong>Envmt 20 3.0 Units ENVMT 20L Code 43715, 1.0 (See Lab/Class Schedule Notes at end)<br />Robin Freeman; robinf5713@aol.com; Cell 510-915-1452 Bruce Douglas: lbdpe@sbcglobal.net 510-759-5280<br /><strong>Text:</strong> Introduction to Green Building, Freeman, Geathers, Douglas et al. Print $15; CD $2<br /><strong>September 8</strong>, Thurs 6:30-9:20pm Freeman, Introductions, Syllabus, grades, ;SRH tour of Oak knoll Ecosystem <br />Assignment: Read Chapters 1 through 4 in Intro. To Green Building <br /><strong>September 10</strong>, 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. <br />Solar site analysis<br />Assignment: Systems Input-output informal sketch of where you live.<br /><strong>September 15</strong>, Thurs Freeman<br />Concepts of Sustainable Building Systems Design, Global Systems and Climate<br />Discuss assignment 1 as it relates to natural and built systems. Roof Water Harvesting overview. Final project ideas. <br />Assignment: Input/Output/Systems due. Read Intro. To Green Building Chapters 7 and 9 Write architectural program wish list<br /><strong>September 17</strong>, 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<br /><strong>September 22</strong>, Thurs Douglas. Passive Solar Design; Model lab<br />Assignment Hand out Due Oct. 20 – Read chapters 5,6, and 8<br /><strong>September 24</strong>, 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<br />Assignment: Environmental Education Center Site Analysis, Participant Surveys<br /><strong>September 29</strong>, Thurs Freeman, Imagination, Design, and Thriving; Human Communities; Design determinants and bubble diagrams Tiny houses and Housing Ourselves (See Lab schedule notes) <br />Assignment: Describe final project Scope of Work and Goal; Prepare bubble diagrams for Pt. Pinole, your chosen project site, or the Place for Sustainability.<br /><strong>October 2</strong>, 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<br />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, <br />Projects: Housing Ourselves next steps<br />Research project on Carbon footprint metrics SHR – Peralta – US<br />CO2 levels allowable and target metrics<br />SRH as a “green business” analysis<br />Funding, Grant Writing, partners, buying land, Land Trust<br /><strong>October 6</strong>, Thurs Freeman, Review Bubble Diagrams, Site project assessment and programming Design Determinants and Architectural Program <br />Design Basics Sustainable Planning &Transportation San Leandro Creek Greenway Integrating buildings and life (food, society, transportation, biodiversity, waste reduction)<br />. Assignment: Bubble Diagrams Due.<br /><strong>October 8</strong>, Sat 10-3:30 Lab see Oct. 2<br /><strong>October 13</strong>, 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 <br />Assignment: Design project review and graphic presentation in class Final Project group work. <br /><strong>October 20</strong>, Thurs Douglas Building Science - how heat, air, moisture, and light flow and interact in buildings effects: comfort, health, durability of bldg, energy consumption.<br /><strong>October 22</strong>, Sat 10-3:30 Lab Douglas/Freeman see Oct. 2<br /><strong>October 27</strong>, Thurs Douglas, lab with model houses <br /><strong>November 3</strong>, Thurs Freeman, LEED, Building Performance Checklists, Permits. <br />Assignment: Final Project group work<br /><strong>November 10</strong>, Thurs Freeman Energy Sources, Scale, the Built Environment and the Future<br />Assignment: Read Chap. 10 Draft Final Project Due<br /><strong>November 17</strong>, Thurs Douglas Intro to energy auditing. Residential energy career paths and professional certifications<br /><strong>Thanksgiving Break</strong><br /><strong>December 1</strong>, Thurs Freeman Guest – Applying Green Building<br /><strong>December 8</strong>, Thurs Freeman Final Project presentations<br />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.<br /><strong>COURSE REQUIREMENTS</strong>: 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. <br /><strong>LEARNING OBJECTIVES</strong>: 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.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-37138323402975982512011-04-05T15:27:00.000-07:002011-04-05T15:28:52.042-07:00Introduction to Ranger/Naturalist Outdoor Education SyllabusTeam Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Field cell 510-915-1452<br /><br />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<br /><br />Tuesdays 6:30-9:20PM at the Environmental Center, Self Reliant House<br />Sundays 9:30 - 5:30 (hours may change)<br /><br />FIELD TIMES AND LOCATIONS MAY CHANGE CHECK EMAIL NOTICES OR CHECK WITH ROBIN<br /><br /><br />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.<br /><br />TEXT: <br />Beck, Larry, and Cable, Ted Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, 2nd edition Sagamore Books 2002<br /><br /><br />3/22 Tuesday. Introductions & Welcome<br />Brief introductions of class participants and professional interests; Descriptions of assignments and projects<br />Trail experience: Tour of Environmental Center and Hilton Trail<br />Robin Freeman<br /><br />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<br /><br />3/29 Tuesday. Defining the Profession: History, Definitions, Audiences <br />Survey the development of the professions; define terms used in the ranger/naturalist, outdoor educator and recreation professions; discuss audiences. <br />Trail experience: Hilton Trail Interpretation and Signage<br />Robin Freeman, Nancy Ceridwyn, Naturalist Aide, Hayward Shoreline Interpretive Center<br /><br />ASSIGNMENT: Text Reading: Chapters 2, 4, 7, 8, 13<br /> Written assignment: Write directions to a trail, park or event.<br /> Due: Discuss Environmental Center (SRH)Tour<br /><br />4/3 Sunday. Elements of Interpretation. Black Diamond Regional Preserve.<br />Meet at SRH to carpool. 10 AM-4 PM Bring lunch and hiking gear.<br />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<br />Kevin Damstra, Naturalist, East Bay Regional Park District<br />Trail experience: Black Diamond<br /><br />4/5 Tuesday. Universal Access and Other Audiences; Trail Design and Maintenance<br />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. <br />Freeman<br />Applying Experienceology: Follow-up to field trip<br />8 steps to a better visitor experience.<br />Nancy Ceridwyn<br />Trail experience: Interpretive SRH Trail and Train maintenance work<br /><br />ASSIGNMENT: Text Reading: Chapters 9,10,12,14<br /> Projects: 1st Draft description of projects that Interest you for a final project <br /> Due: Directions<br /><br />4/10 Sunday. Learning Styles and Engaging Participants through Questioning<br />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. <br />Robin Freeman<br />Sobrante Park and San Leandro Creek. <br />2:00 – 4:00. Observe interpretation and participate in hands-on volunteer trail work with the Green Works Development Project <br />Richie Archie<br /><br />4/12 Tuesday. Life as a Ranger<br />Explore organizing outdoor activities, interactive indoor activities, interacting with the public and enjoy real stories of working in parks organizations. <br />Bob Flasher <br /><br />ASSIGNMENT: Text Chapters 11, 15<br />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?<br /> Due: Ist Draft interests<br /><br />4/17 Sunday. Sausal Creek Restoration Day<br />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 <br />Shirley Knight and Adrienne Peer, Friends of Sausal Creek Interns<br /><br />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. <br /><br />Eco Tourism TBD<br /> <br />4/19 No Class- Spring Break<br /><br />4/26. Tuesday. Interpretive Writing for Brochures and Panels<br />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.<br />Michael Charnofsky, Naturalist, East Bay Regional Parks District<br /><br />ASSIGNMENT: Written Assignment: Create an interpretive paragraph or graphic <br />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. <br />DUE: Critique<br /> Lousy first draft project proposal<br /><br />4/30 & 5/1 Saturday and/or Sunday Optional Field Trip to Redwood Forest Institute<br /><br />5/3 Tuesday. Organizing Volunteer Programs, Trail First Aid<br />Friends of Sausal Creek, a case study in volunteer organizing and management. <br />Megan Hess, Restoration and Nursery Manager, Friends of Sausal Creek <br />Kate Freeman, Emergency Room R.N.<br /><br />ASSIGNMENT: Continue work on proposal<br />DUE: Interpretive Paragraph or Graphic<br /><br />5/10 Park Program Management <br />What are the major issues in parks operation? What careers are available in these areas? <br />Janet Gomes, Supervisor East Bay Regional Parks District<br />Present walk/talk/brochure and comment<br /><br />ASSIGNMENT: Research resources for planning an interpretive career <br /><br />5/15 Sunday. Volunteer Event Organized by Students & Class Presentations<br /><br />5/17 Tuesday. Class Presentations <br />Present walk/talk/brochure and comment<br /><br />ASSIGNMENT: Plan and prepare as a group for final night cookout and campfire program<br /> Due: Interpretive text/sign/brochure<br /><br />5/24 Tuesday. Cookout, Campfire Presentations and Evaluations<br />Present walk/talk/brochure and comment <br /><br />ASSIGNMENTS:<br />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.<br /> <br />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. <br /><br />Students will be able to:<br />Distinguish between environmental education, outdoor/adventure education, ecotourism and interpretation.<br />Set appropriate learning goals for a particular time and place.<br />Research resources for preparing an interpretive activity.<br />Prepare and present an appropriate walk/talk.<br />Prepare interpretive text for signs and brochures.<br />Research resources for planning an interpretive career.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-13349370614598208242011-03-25T18:04:00.000-07:002011-03-25T18:12:32.063-07:00Outdoor Education SyllabusINTRODUCTION TO RANGER/ NATURALIST OUTDOOR EDUCATION<br /> SYLLABUS<br /><br />Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Field cell 510-915-1452<br />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<br /><br />Tuesdays 6:30-9:20PM at the Environmental Center, Self Reliant House<br />Sundays 9:30 - 5:30 (hours may change)<br /><br />FIELD TIMES AND LOCATIONS MAY CHANGE CHECK EMAIL NOTICES OR CHECK WITH ROBIN<br />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.<br /><br />TEXT: <br />Beck, Larry, and Cable, Ted Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, 2nd edition Sagamore Books 2002<br /><br /><span style="font-style:italic;">3/22 Tuesday</span>. Introductions & Welcome<br />Brief introductions of class participants and professional interests; Descriptions of assignments and projects<br />Trail experience: Tour of Environmental Center and Hilton Trail<br />Robin Freeman<br />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<br /><br /><span style="font-style:italic;">3/29 Tuesday</span>. Defining the Profession: History, Definitions, Audiences <br />Survey the development of the professions; define terms used in the ranger/naturalist, outdoor educator and recreation professions; discuss audiences. <br />Trail experience: Hilton Trail Interpretation and Signage<br />Robin Freeman, Nancy Ceridwyn, Naturalist Aide, Hayward Shoreline Interpretive Center<br />ASSIGNMENT: Text Reading: Chapters 2, 4, 7, 8, 13<br /> Written assignment: Write directions to a trail, park or event.<br /> Due: Discuss Environmental Center (SRH)Tour<br /><br /><span style="font-style:italic;">4/3 Sunday.</span> Elements of Interpretation. Black Diamond Regional Preserve.<br />Meet at SRH to carpool. 10 AM-4 PM Bring lunch and hiking gear.<br />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<br />Kevin Damstra, Naturalist, East Bay Regional Park District<br />Trail experience: Black Diamond<br /><br /><span style="font-style:italic;">4/5 Tuesday.</span> Universal Access and Other Audiences; Trail Design and Maintenance<br />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. <br />Freeman<br />Applying Experienceology: Follow-up to field trip<br />8 steps to a better visitor experience.<br />Nancy Ceridwyn<br />Trail experience: Interpretive SRH Trail and Train maintenance work<br />ASSIGNMENT: Text Reading: Chapters 9,10,12,14<br /> Projects: 1st Draft description of projects that Interest you for a final project <br /> Due: Directions<br /><br /><span style="font-style:italic;">4/10 Sunday</span>. Learning Styles and Engaging Participants through Questioning<br />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. <br />Robin Freeman<br />Sobrante Park and San Leandro Creek. <br />2:00 – 4:00. Observe interpretation and participate in hands-on volunteer trail work with the Green Works Development Project <br />Richie Archie<br /><br /><span style="font-style:italic;">4/12 Tuesday</span>. Life as a Ranger<br />Explore organizing outdoor activities, interactive indoor activities, interacting with the public and enjoy real stories of working in parks organizations. <br />Bob Flasher <br />ASSIGNMENT: Text Chapters 11, 15<br />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?<br /> Due: Ist Draft interests<br /><br /><br /><span style="font-style:italic;">4/17 Sunday</span>. Sausal Creek Restoration Day<br />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 <br />Shirley Knight and Adrienne Peer, Friends of Sausal Creek Interns<br />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. <br />Eco Tourism TBD<br /><br /><span style="font-weight:bold;">4/19 No Class- Spring Break</span><br /><br /><span style="font-style:italic;">4/26. Tuesday</span>. Interpretive Writing for Brochures and Panels<br />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.<br />Michael Charnofsky, Naturalist, East Bay Regional Parks District<br />ASSIGNMENT: Written Assignment: Create an interpretive paragraph or graphic <br />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. <br />DUE: Critique<br /> Lousy first draft project proposal<br /><br /><span style="font-style:italic;">4/30 & 5/1 Saturday and/or Sunday </span>Optional Field Trip to Redwood Forest Institute<br /><br /><span style="font-style:italic;">5/3 Tuesday</span>. Organizing Volunteer Programs, Trail First Aid<br />Friends of Sausal Creek, a case study in volunteer organizing and management. <br />Megan Hess, Restoration and Nursery Manager, Friends of Sausal Creek <br />Kate Freeman, Emergency Room R.N.<br />ASSIGNMENT: Continue work on proposal<br />DUE: Interpretive Paragraph or Graphic<br /><br /><span style="font-style:italic;">5/10 </span> Park Program Management <br />What are the major issues in parks operation? What careers are available in these areas? <br />Janet Gomes, Supervisor East Bay Regional Parks District<br />Present walk/talk/brochure and comment<br />ASSIGNMENT: Research resources for planning an interpretive career <br /><br /><span style="font-style:italic;">5/15 Sunday</span>. Volunteer Event Organized by Students & Class Presentations<br /><br /><span style="font-style:italic;">5/17 Tuesday</span>. Class Presentations <br />Present walk/talk/brochure and comment<br />ASSIGNMENT: Plan and prepare as a group for final night cookout and campfire program<br /> Due: Interpretive text/sign/brochure<br /><br /><span style="font-style:italic;">5/24 Tuesday</span>. Cookout, Campfire Presentations and Evaluations<br />Present walk/talk/brochure and comment <br /><br />ASSIGNMENTS:<br />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.<br />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. <br />Students will be able to:<br />Distinguish between environmental education, outdoor/adventure education, ecotourism and interpretation.<br />Set appropriate learning goals for a particular time and place.<br />Research resources for preparing an interpretive activity.<br />Prepare and present an appropriate walk/talk.<br />Prepare interpretive text for signs and brochures.<br />Research resources for planning an interpretive career.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com1tag:blogger.com,1999:blog-7995709162441068449.post-74439810611908705682011-02-15T17:38:00.000-08:002011-02-15T17:41:08.373-08:00Field Notations TemplateField Notations<br /><br />Location: <br /><br />Altitude:<br /><br />Temperature, ambient (shade thermometer): <br /><br />Water (depth):<br /><br />Wind strength and direction:<br /><br />Weather conditions:<br /><br />Vegetation Types and amounts:<br /><br /><br /><br /><br />Wildlife (noises, sat, prints, insects, fish, land animals):<br /><br /><br /><br />Moisture level: <br /><br />Water Amount, flow, quality (turbidity), smell:<br /><br /><br />Slope (how steep): <br />Exposure (i.e. direction slope faces):<br /><br />Geomorphology (land, shape, features):<br /><br />Land use (past, present):<br /><br /><br />View/ Scene:<br /><br />Noise type and level:<br /><br />Condition (ecosystem health, cleanliness, other):<br /><br /><br />Are people around- who, how many? (thriving, active isolated, suspicious, other)<br /><br /><br />Building Types, age, conditions:<br /><br /><br />Your impressions: what you like or don’t like, do you want to linger or leave?<br /><br />How does it seem to fit together as a whole? How does it “read”? What meanings does it suggest? Is any ecosystem visible?Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-5137722614561242622011-02-15T14:00:00.000-08:002011-02-15T14:30:04.216-08:00ENVMT 50 Tree to Sea/Urban Regional Planning SylabusSpring 2011 Version 1.0<br /><br /><strong>Feb. 7 Monday </strong>SRH<br /> 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 <br />Assignment: Urban Planning – Read Connect the Dots article and this syllabus.<br />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. <br />Tree to Sea: Field observations and/or photo documentation <br /> <br />Review of syllabus, required and suggested readings, grading, and course requirements. Hand out Connect the Dots other <br />• Sustainable Urban and Regional Planning<br />• Tree to Sea, A Bay Area Cross Section<br />• Choose one for substitution/grade as needed or both for your learning pleasure<br /><br />Student Survey for those who haven’t filled one out. <br />Connect Dots and GWD powerpoint<br />Responsible Ecotourism and Field Trip<br />Student introductions Inventory of where students are from and interests in class and subject and experience hope and worry - Interview each<br /><br />Discussion<br />Where do Cities Come From? Overview of the city, creation of problem and exploring solutions: <br />-Environmentalism and reactions to industrial urbanization<br />-Why sustainability and why corridors (corridors and sheds as orienting features) and links and connecting the dots<br />-Setting Sustainable Planning Goals- Vision for your neighborhood<br /><br />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.<br /><br />Community Meeting Planning; your ideas – immersion learning, no time to waste<br />Where cities are headed. Planning in the Public Domain: From Theory to Implementation. Preview of some key efforts – the context for connecting dots<br /><br /><strong>Feb 13 Sunday</strong> 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. <br />Assignment For Tree to Sea: Write a draft list of items you want to observe on future field trips. Due Feb. 21<br />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)<br /><br /><strong>Feb 14 Monday </strong>Urban Planning, Zoning, SB 375 review field trip Powerpoint whole creek and reference sites<br />• Planning through Oakland’s History - Ralston<br />(highlight in this story: pictures, local maps, texts, plans, role of planners)<br />-Industrializing Oakland, implementation of planning/zoning; Public health and the City Beautiful; the Hegmann Plan; WPA projects; <br />-Advent of the General Plan, land-use and policies; development of case law regarding covenant restrictions; takings and the extent of “Police powers”<br />-Federal freeways and “model city” planning initiatives <br />-Regulatory environmentalism enters planning: NEPA and CEQA.<br />-Planning for the “community”: issues of equity/equality, gentrification<br />-The greening of planning and urban design and new density <br />-Re-emergence of health in planning, environmental justice<br /><br /> • Structure of the Planning Office and division of labor, interaction with other local and regional agencies<br /> • 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. <br /> • Introduction of Connecting the Dots and small scale interventions in the Oakland Region – Freeman<br />-(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?<br /><br />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? <br /><br /><br /><strong>Feb 21 Mon</strong>. <strong>President’s Day Holiday<br />No Class</strong><br /><br /><strong>Feb. 28</strong> Plan meeting/ asset map-opportunities-obstacles vision<br />Background on Planning Practice and Tools - Ralston<br />Regulatory Tools for Planners: Tools: Mapping and planning, GIS exercises<br />-CEQA and the EIR process, zoning, design review <br /><br />-Finish review presentation of their local situations<br /> • Regulatory Tools for Planners: <br />-CEQA and the EIR process; easements, exactations, zoning, design review and standards<br />-Current issues in planning (density, parking reductions vs. neighborhood groups)<br />-Examples of General Plans and their structure<br /> • Tools: Mapping and planning:<br />-Understanding spatial structures and local topography (urban geography)<br />-GIS exercises <br />-Review their maps and data assessments <br /><br />Discussions <br />– story what is it like living there, what is good, what needs fixing <br />– resources – what can everyone pitch in?<br />- Describe the successes, gaps and failures from our experience, and our proposed solutions in praxis as Connecting the Dots;<br />-Re-villaging the City; Locally based caretaking as a solution set based on Institute research.<br /> • Overview of Development process and sustainable systems and case studies <br />-Sustainable developments, mixed-use or single use? <br />-Green building<br />-Housing, TODs, eco-villages and new urbanism (Calthorpe examples)<br /><br /><br /><strong>March 7 </strong>Urban Planning lecture <br />Charrette of goals/vision<br /><br /><strong>March 13 </strong>Sunday Optional trip to Village Homes<br /><br /><strong>March 14</strong><br /><br /><strong>March 20 </strong>Sunday Meeting <br />Community Meeting Green Workforce Development<br />March 21 Last evening class – review meeting<br /><br /><strong>April 3</strong> Optional Ranger Naturalist Black Diamond <br /><br /><strong>April 30</strong> Saturday 9-5 Redwood Forest Institute Field trip to Willits/Skunk train area Redwood Forest Institute<br /><br /><strong>May 15</strong> Sunday Tree to sea hike<br /><br /><strong>May 22</strong> Sunday Tree to sea hike<br /><br />Suggested Readings:<br />Jacobs, Jane. The Death and Life of Great American Cities<br />Anything by Louis Mumford – e.g., The City in History<br />Illich, Ivan. H20 and the waters of Forgetfulness<br />Hawkins, Paul. The Ecology of Commerce, and other works <br />Brechin, Gray. Imperial San Francisco<br />Taylor, Shelley. The Tending Instinct<br />Urban Habitat publications including Race, Poverty, and the Environment, Pacific Institute Project Reports (both of these organizations are in Oakland)<br />McHarg, Ian. Design with Nature<br />Garreau, Joel. Edge City: Life on the New Frontier<br />Mugerauer. Dwelling, Place and Environment; <br />Alexander, Pattern language <br />Buttimer, A. Dynamics of the Lifeworld<br />Hough, Nature in the City?<br />Beatley, T. Sustainable PlanningMerritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-37179180233605755592011-01-27T11:58:00.000-08:002011-01-27T12:07:05.044-08:00Spring 2011 INTRODUCTION TO SUSTAINABLE SYSTEMS<strong>ENVMT 2</strong>, Code 24164 3 units<br /><br />Team Contact: Robin Freeman M.A., 434-3840, robinf5713@aol.com, Office hrs (call first) @ SRH; Check field day locations and time updates.<br /><br />Wednesday 6:30-9:30PM at the Environmental Center, Self Reliant House<br />Text: Miller, G. Tyler. Living in the Environment, 14th Edition <br />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.<br /><br /><strong>1/26</strong> Introductions; about the course and the ENNVMT program Definitions sustainability, system, ecology <br /><br /><strong>2/2 </strong> <strong>Environmental Problems, Their Causes and Solutions, Sustainability and History </strong> Reading due: Edition 14:Chapters 1, 2<br /><br /><strong>2/6 </strong> 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<br /><br /><strong>2/9 </strong> <strong>Urban Land Use, Economics; Chapters 25, 26; Politics, Sustainability</strong> – discussion; Chapters 27, 28;: <br /><br /><strong>2/16 </strong><strong>Science, Matter and Energy, Climate, Water, and Carbon and Geologic Cycles</strong> Chapters 3, 4, 6 Sections-1, 2, Chapters 15, 16;. <br />Minerals, Soil, Water Pollution; Chapters 14-3&4; <br /><br /><strong>2/23 </strong><strong>Ecosystems, Populations, Communities</strong>, Chaps 8, 9, 10; <br /><br /><strong>3/2</strong> <strong>Risk, Toxicology, Air, H2O Pollution</strong>; Chapters 19,20, 22; 24-7 <br /><br /><strong>3/9 </strong> <strong>Energy</strong>: Chapters 17,18; guest Bruce Douglas P.E. <br /><br /><strong>3/13</strong> Sunday Village Homes, Davis 1.5 hrs drive and/or Community Meeting planning <br /><br /><strong>3/16 </strong><strong>Forest Resources, Restoration, Global Warming</strong>: Chapters 11-3 through<br /> 11-10, 21<br /><br /><strong>3/23 </strong><strong>Population, Biodiversity, Restoration</strong>: Chapters 5, 6, 3-7, 11-1, 2, 7-10; <br /> Pesticides, IPM, Extinctions, Conservation Biology,Chapters 11 <br /> (remaining sections) 12,13, 23; <br /><br /><strong>3/30</strong> <strong>Solid Waste, Food Resources Economics</strong>; Chapter 24-1 24-6, 24-10; <br /><br /><strong>4/6</strong> <strong>Sustainable Planning</strong> Discussion<br /><br /><strong>4/13</strong> <strong>PROJECT REPORTS DUE</strong>: Class presentations, evaluations, grades; <br /><br /><strong>Spring Break</strong> <br /><br /><strong>5/1</strong> Sunday (Fri and Sat option) Redwood Forest Institute, Willits 4.5 hrs drive<br /> <br /><strong>Course Requirements</strong>: <br />• 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. <br />• 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?<br />• 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. <br />• 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.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-83532405704030399232010-10-04T17:33:00.000-07:002010-10-04T17:53:53.486-07:00CIVILIZATION’S IMPACT ON THE ENVIRONMENT<strong>ENVMT 19/ENVMT 50 CODE: 43725 </strong><br />3 UNITS<br />FALL 2010 SYLLABUS<br />Robin Freeman, 510-434-3840 robinf5713@aol.com<br />Tuesdays 6:30-9:20pm beginning 10/5 at the Environmental Center, Self-Reliant House (SRH)<br /><br />Course Requirements: The course may be taken for credit/non-credit (audit) or for a letter grade. For credit or a letter grade, reasonable attendance, participation, and completion of reading assignments are required. For a letter grade, written papers and the data annotation project are also required. To use the course towards a certificate or degree you must take it for a letter grade. At the end of the semester, you will evaluate the course and suggest your own grade. <br /><br />Text: Freeman & Rauh; Hope, Stress and Authority, Reader Version 3.1,The Conservation Press, 2010<br />Recommended Reading: (Available at bookstores and on line.)<br />Diamond, Jared, <em>Guns, Germs, and Steel</em>, Norton 1999 <br />Taylor, Shelley, <em>The Tending Instinct</em>, Times Books Henry Holt, 2002 <br /><br />Learning Outcomes should assist in being able to:<br />1. Describe the basic psychological, cultural, and economic systems of humans.<br />2. Analyze and describe ecosystem concepts as they relate to human behavior.<br />3. Explain and discuss examples of sustainability problems, solutions, and scales from both a human psychosocial and an ecological perspective.<br />4. Analyze and discuss methods of measuring obstacles and opportunities for action.<br />5. Propose or identify potential psychological and sustainable ecological interventions and plans.<br /><br /><strong>Oct 5– Introductions, Hunches, Evidence and Research and What is Human Nature? </strong><br />– Ecosystems Where And How We Live In Them <br />a. Ecosystem and system definitions<br />b. Homeostasis and feedback loops<br />c. Niches<br />d. Exponential growth<br />e. Stress and carrying capacity<br />f. Adaptive/maladaptive behavior<br />About course, Introductions<br /><br />Assignment: list what you think are basic human nature characteristics. Read pages 5-13<br /><br /><strong>Oct 12 Tuesday 6:30-9:20pm – Psychological Development and the Natural History of Humans</strong><br />Key Background concepts and definitions- , Human development, learning, and psychology, Sustainability, Infrastructure, and Ecosystem<br /><br />Assignment Due: Human nature list due<br /><br />Assignment: Write about a childhood experience of friendship, good will, and/or bullying, and fear. Read, Glossary p14-22<br /><br /><strong>Oct 19 Tuesday 6:30-9:20pm – Civilization, Authority, Stress and Collapse; Characterizing the Problem</strong><br />Despair vs. Hope; what is our sense of the future? Naming the problem. <br />Do human development and ecology interact?<br /><br />Assignment: - Write about an expansive, inspiring, pivotal, important or epiphinal experience, or the closest thing to it you have had. <br />Read pages 21-43 Which terms from the glossary apply to each case study?<br /><br /><strong>Oct 26 Tuesday 6:30-9:20pm <br />- Authoritarian Stress Syndrome Caretaking, Tending and the Infrastructure of solutions.</strong> <br />Chaos theory, scale and interventions. How does it all fit together?<br />The nature of hope. Connect the Dots<br /><br />Assignment: Analyzing systems and research methods: Choose a data set to read and annotate. <br />Read 44-78 and pages 97-98 Which terms from the glossary apply to each case study? <br /><br /><strong>Nov 2 Tuesday 6:30-9:20pm – The Shared Narrative and Sequellae</strong>;<br /><strong>Characterizing the Solutions Maintaining the Problems</strong><br />- Empire, Social Class, Power, Money Decision Making And Democracy <br />– The Invention Of Economics And Corporations<br />- Symbols of Authority<br />- Creating Violence; Infrastructures Of Addiction <br />- Creating Peace Environments Integrated Against Alienation<br />Building a village by hand, Building a city by fiat. The Artisan and the Empire<br /><br /><strong>Nov 9 Tuesday 6:30-9:20pm – Infrastructure and Interconnections </strong><br />– Give Hope a Plan– Institutional capacity<br />– Characterizing the Solutions/ Building a Research Agenda and an Action Plan<br /><br />Choosing the future: Creating visions, plans, next steps, strategies: <br />a. Planning methods<br />b. Developing a vision: Where ideas come from, uses of the imagination<br />c. Social-based marketing<br />d. Designing interventions<br /><br />Assignment: Read: pages 79-93<br /><br /><strong>Nov 16 Tuesday 6:30-9:20pm –Case Studies and Developing a Plan Research Data Case Histories</strong><br /><br /><strong>Nov 23 Tuesday 6:30-9:20pm – Case Studies/Data sets</strong><br /><br /><strong>Nov 30 Tuesday 6:30-9:20pm – Case Studies/Data sets</strong>Final <br /><br />Assignment Due: Final Project <br /><br /><strong>Dec 7 Tuesday 6:30-9:20pm – Next steps/Roundtable</strong><br />Course evaluations.<br /><br />Final Project: Review and write an annotation about 2 of the case studies listed on page 97/98. We will discuss how to find the data to review from the Institute archives or by interview. We will also choose an application of the concepts during the class to work on together.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-18547020433087059612010-09-15T19:19:00.000-07:002010-09-15T19:28:10.299-07:00Sylibi for Fall 2010ENVIRONMENTAL CAREERS (ENVMT 1) <br />CODE 44694 1.O UNIT.<br />INSTRUCTOR: <br />ROBIN FREEMAN 510-434-3840, robinf5713@aol.com<br /><br />Recommended texts (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press<br /><br />Course Requirements:<br />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 <br />3) No Credit (does not affect transcript). For those taking a letter grade, the course is self-grading.<br /><br />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.<br /><br />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. <br />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 on line, at the Ecology Center on San Pablo Avenue in Berkeley and numerous government agencies. <br /><br />SCHEDULE: <br />Sep 13, 10:00am to 12:50pm - Introduction to the course, Class Introduction Interviews<br /><br />Sep 20, 10:00am to 12:50pm - Preference Profiles, Environ. Careers Slide presentation<br /><br />Sep 26, Sunday 10-4pm Bring bag lunch, 5 Year Plan, Strategy A and B, Resume, History of Work, guest. To accommodate religious services, you may attend the afternoon only.<br /><br />Break time for Interviews and Mini-internship<br /><br />Oct 18 10:00 am to 12:50pm Reports on interviews/internships due, discussion/task, <br /><br />Oct 25 10:00 am to 12:50pm Reports continued, discussion, evaluation. <br /><br /><br />ENVIRONMENTAL WRITING (ENVMT 18)<br />Codes: 43728, 43729 2.5 units <br />Instructor: Robin Freeman, Contact: robinf5713@aol.com 510 434 3840 for office hours at SRH <br /><br />SRH Environmental Center or field. Mondays 6:30-9:20 pm (9/13-12/6). Sat 10-4pm (9/25, 10/16, 10/30, 12/4). <br /><br />SYLLABUS<br /><br />Student Learning Outcomes: You will be able to initiate writing projects in your own voice. This is an introduction to technical, experiential or narrative, descriptive, grant, report and publicity environmental writing. You will be able to identify, write rough drafts for, and edit several types of writing commonly used in the environmental field. You will be able to prepare a document to submit for publication. <br /><br />Monday 9/13 Introductions, About Program, About Course, <br />Writing Experience discussion. Tidbits from writers on writing<br />Every class: Journal Exercises, Readings from other writers, read-around <br />Writing Assignment: Write about your best and worst writing experiences in the past. Due 9/20<br /><br />MON 9/20,. Shitty first draft. and finding your own voice. Categories of Environmental Writing <br />Read Best and Worst Experiences <br />Assignment: Childhood experience in the environment due 9/25 <br />Due: best and worst writing experiences<br /><br />SAT 9/25 Bring Lunch. Read from Childhood experience. <br />Interpretive trail walk and writing. <br />First experiences in this course. Review writing types you would like to suggest and your preferred order. Lecture/Sample/Exercise choice<br />Review library and select reading<br />Assignment: . Writing a clear description, directions or instructions for a general audience; Due: Childhood experience in the environment<br /><br />MON 9/27 What are you going to use writing for? Tailoring the exercises to the class. Discuss final project possibilities. <br />Assignment List final project unedited draft ideas/annotate the subject categories at least 2 of your ideas<br />Due: Brief descriptive paragraphs Description of your first experience in this course. Selected readings <br />Assignments: as determined by class from here on. <br /><br />MON 10/4 <br />Due: Draft interpretive sign or brochure element for Nature Trail<br /><br />MON 10/11 Brainstorming and begin writing final project. <br />Assignment: Write unedited lousy first draft<br /><br />SAT 10/16 Field trip: Pt. Pinole Richmond Shoreline Festival<br />Assignment: Event description, interviews, interpretive <br />Due: Project first draft <br /><br />MON 10/18 Review final project <br />Assignments: as determined by class goals <br />MON 10/25 <br />SAT 10/30<br />MON 11/1 <br />MON 11/8<br />MON 11/15 <br />MON 11/22 Final project due – submit for publication<br />MON 11/29<br />Sat 12/4<br />Mon 12/6 Read-around, pot luck<br /><br />Course Requirements: If you want to take the course for credit/non-credit you must do that on the user unfriendly PROMT/Passport system right away, if you haven’t already.<br />This course satisfies requirements for several ENVMT majors. If you are taking the course for a letter grade, there are ongoing writing and research assignments and a final project. The final project is to prepare one piece of writing for publication. It can be of any length. You will research and identify at least one venue where you can submit it. For a longer piece, you may prepare a proposal and query letter without having completed the work itself. You will evaluate the course and suggest a grade for yourself based on the value you have or might receive from participating in the course.<br /><br />Examples of Environmental Writing Types from which to choose:<br />Narrative telling the story; - autobiographical/place/descriptive/regional<br />Technical report writing – Environmental Impact Reports, Legal, Scope of Work, etc. <br />Science/Health<br />Natural History and Nature Writing<br />Persuasion; essay, letter to editor, press point of view or promotional Press Release<br />Social and Environmental Justice<br />Grant writing<br />Interpretive writing, Educational<br />Instruction writing <br />Power point writing / film/photo essay<br />Creative writing and Environmental Poetry<br />Historical <br />Children’s<br />Ethics<br />Spiritual and/or Religious<br />Green Business<br />Your idea here…..<br /><br /><br /><br />Introduction to Green Building and Ecological Design (ENVMT 20) Code: 44399<br /><br />Instructor Team Contacts: <br />Leslie Geathers: nativearch@sbcglobal.net c. 510-292-7266 <br />Bruce Douglas: lbdpe@sbcglobal.net 510-759-5280<br /><br />Thursdays 6:30-9:30pm (9/9-12/2), and 3 Saturdays 10-4pm (9/11, 9/18, 10/2)<br />Environmental Center, Self Reliant House<br />Text: Introduction to Green Building, Freeman, Geathers, Douglas et al. text: $15 CD: $2<br />Sustainable Architecture White Papers, Brown et al. approx. $17 Builder’s Booksource<br /><br />****************************************************<br />Please subscribe to the course email list: GreenBuildingDesign-subscribe@yahoogroups.com to receive announcements, and see related materials. Also, some information will be posted on Robin Freeman’s Classes at www.ecomerritt.org under “links”. See Environmental Jobs at the same site.<br />****************************************************<br />Th 9/ 9: Introductions, “What Is Green Building?”<br /> Course Project introduction. Explanation of on-going projects, Merritt Environmental Center tour. <br />Sat 9/11: Introduction to Concepts of Sustainable Design & Systems, Body Solar & Sun mapping exercise, (*Note: Please bring lunch) <br /> Assignment 1: Home analysis<br /> Read: Introduction to Green Building (IGB): Chapter 1,2,3.<br />Th 9/16: Passive Solar Design: Principles and building/testing model passive house<br />Sat 9/18: Menu of green materials: Green materials trailer tour, Building systems review, Assignment 1 review.<br /> Assignment 2: Home materials/ systems analysis <br /> Read: IGB: Chapter 8,9.<br />Th 9/23: Water management details installation, door sealing/preserving on green materials trailer. Intro to energy auditing. Residential energy career paths and professional certifications. Green building rating systems. <br />Th 9/30: Water Resource Management: Grey Water Action: Guest Lecture. <br /> West Coast Green Begins.<br />Sat 10/2: Final Project review; client presentation, Review Assignment 2.<br /> Afternoon: Tour local Eco Complex & salvage yards. West Coast Green Alternate activity.<br /> Assignment 3: Materials cradle-to-cradle use/impact list.<br />Th 10/7: Solar power systems + Redwood bench back construction <br /> Read: IGB: Chapter 4,5,6,7.<br />Th 10/14: Green wall systems: Greenhouse bench - west wall construction. <br />Th 10/23: Thermal & moisture protection: <br />Th 10/28: Project check-in day <br />Th 11/4: Sustainable Planning &Transportation: <br />Th 11/11: “Living Architecture” urban food systems: Living Wall. Guest Lecture<br />Th 11/18: Project check-in day Environmental Center green building projects hands on work.<br />Th 11/25: THANKSGIVING DAY <br />Th 12/2: Final project presentations Pot Luck meal/desserts.<br />You may take the class Credit/Non-Credit or for a letter grade based on: <br />55% Attendance/participation<br /> 45% Projects<br /><br /><br /><br />ENVMT 50 SPECIAL PROJECTS <br />IN ECOLOGICAL DESIGN, INSTALLATION AND MAINTANENCE <br />Code # 43724, 43725 3.0 Units<br />Instructor: Robin Freeman; robinf5713@aol.com; 510-434-3840 <br /><br />9/13 Monday 1-3:50pm First general class meeting. Students select projects; tour the Environ. Center if new to program. Special project schedules to be arranged. (18 hours per unit – ie 0.5 unit = 9 hrs). Discuss relationship to ENVMT 501, or contact the instructor<br /><br />Civilization's Impact: The Psychology of Trashing the Earth. Envmt 19 Lab Version. Sign up for Envmt 50 (Special Projects) with code 43725 for 3 units<br />This lab course will meet Tuesdays 6:30-9:20pm beginning 10/5 at SRH and can be substituted for Envmt 19 for those who need it for credit. We will cover the theory first and then apply it locally through the Merritt College Environmental Management and Technology and to our Brower, Dellums Institute for Sustainable Policy Studies goals as we brainstorm how to integrate partners and resources in the East Bay Green Corridor. We will review and organize the Institute data and written material to help make this possible. <br /><br />Civilization's Impact Course Description: Intro to civilization's impact on the environment: Connections between human psychological development and the creation of both environmental problems and their solutions, human communities and their niche within the relative balance with the environment in past millennia; the human psyche, its origins in nature, and its influence and obstacles to planning a sustainable future. <br /><br />Restoration of Watercourses: ENVMT 50 can be used for a field lab hours to substitute for the required units which are not being offered this semester. <br /><br />Student Designed Projects - This is always an important part of this course. Use our faculty and resources to support your selection and design of a project of your choice. <br /><br />Requirements: Written Agreement describing your project and either written evaluation report or oral presentation for those completing special projects. <br /><br />Learning Outcome: You will be able to select, plan, and execute green related projects utilizing available resources.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.comtag:blogger.com,1999:blog-7995709162441068449.post-9968002202261719282010-04-15T16:52:00.000-07:002010-04-15T17:00:12.169-07:00SYLLABUS Envmt 40 From Tree to Sea: A Bay Area Cross Section Spring 2010SYLLABUS<br />From Tree to Sea: A Bay Area Cross Section <br />ENVMT 40 CODE 24508<br /><br />Hike, bike and boat Field study of ecosystems of the bay, explorations of sustainable cultural, ecotourism, and economic uses of the Bay environment. Choose any or all field trips. <br /><br />1.0-3.0 units Freeman SRH, Field <br />Wednesdays 6:30-9:20pm, 3 Saturdays 10am-4pm 3 Sundays 10am-4pm Contact robinf5713@aol.com (510) 434 3840 office (510) 915-1452 cell, Oakland Emergency OPD: (510) 777-3211, Alameda County Sheriff Emergency: (510) 351-2020<br /><br />NOTE: The field locations may change. It is strongly recommended that you attend the previous Wednesday to your selected weekend(s). Instructions will be given the evening meeting before the field day otherwise contact the instructor several days in advance for details. All the meetings and field days together are a 3 unit course. 18 hrs = 1 unit. <br /><br />Wednesday 3/24 Introductions, Responsible Ecotourism, Intro Watershed and Community – What it takes to know a place and each other, re – spaces between us <br />6:30 – 9:30 Environmental Center (SRH): Introductions, Field walk and field information, Recording field observations, Purpose and methods of the course. <br /><br />HEADWATERS<br /><br />Saturday 3/27 <br />10am: Ridge Trail and Upper Sausal Creek Watershed <br />Downhill through the Redwoods, some fairly steep areas. Bring on all trips: lunch, water, snacks, sunblock and sun hat and wear walking shoes and layered clothes.<br /><br />Sunday 4/11 <br />San Lorenzo Creek Upper Watershed Dinosaur Ridge<br />Up and downhill, some steep areas <br /><br />Wednesday 4/14 SRH Tour Sunset 7:43<br /><br />PEDIMENT (FOOT OF HILLS)<br /><br />Sunday 4/25 San Lorenzo Piedmont or San Lorenzo Ashland / Cherryland <br /><br />Wednesday 4/28 SRH Sunset 7:56, Full Moon Assemble data and review<br /><br />Wednesday 5/5 SRH Sunset 8:02, half moon Lion/Arroyo Viejo watershed hike<br /><br />ALLUVIAL PLAIN - SHORELINE<br /><br />Wednesday 5/12 Sunset 8:08 Bay Trail San Lorenzo creek, Hayward shoreline<br />TBA<br /><br />Saturday 5/15 San Leandro Creek<br />Wednesday 5/19 SRH Sunset 8:14 Final Trip Prep, Assemble data<br /><br />Saturday 5/22 Raft or Angel Island<br /><br />Sunday 5/23 Raft, Angel Island or Bay Trail <br /><br />GRADING: This course may be taken for a letter grade or credit/non-credit. It may be taken for 1.0 to 3.0 units (18 class hours= 1 unit; If taken for a letter grade, this course satisfies the 2 unit field course requirement for the EMART majors. For Credit only; 80% class attendance is required. For a letter grade attendance, participation, and assignments are required. <br />ASSIGNMENTS: Most of the work is done in the field where we will record data. The text is the East Bay Watershed Center CD which contains the Intertidal Directory and the Feasibility Guide. Review these, especially the “Sample Flowchart” in the beginning of the Intertidal Directory and the “Summary”, “Study Uses” and “Goals (focusing on Stakeholders)” in the Feasibility Guide. Our responsible ecotourism assignment will be to 1) research and coordinate with local stakeholders towards supporting their goals where possible, and 2) enter the data we gather, including photos, in the East Bay Watershed Directory format. Since this may be time consuming, additional credit and hours are available through ENVMT 10, Special Projects.<br />FIELD DAY INFORMATION: Each trip will have its own information sheets which will be handed out either the Wednesday before or the morning of the trip or by email. NOT ALL FIELD DAYS MEET AT THE SAME PLACE. Make sure you contact the instructor beforehand if you do not have the meeting information. In all cases bring a day pack with your lunch, water, sunscreen, hat, sunglasses, hiking shoes or boots with lugs (ie not smooth soles except for on board the boats) camera (optional), any medication you may need, snacks, long pants and sleeves as needed and appropriate clothing for the weather conditions. The hikes are moderate to light and usually not more than 4 miles. For bicycle trips, bring a helmet, windbreaker (and wind pants, if you like) and gloves are recommended; the pace will be slow to moderate. We will carpool between the start and ending sites. Some days we will be driving between several sites. R. Freeman’s emergency cell phone (510)915-1452.<br /><br /><br /><br />Tree to Sea Directions<br /><br />Upper Sausal Creek <br />From Park Boulevard, just below Highway 13, turn southeastward onto Monterey (it's a frontage road, here.) Stay to the right. After 1500', just past the Montclair Golf Course, look for a trash can and trailhead sign. The trail here leads down into the redwoods -- the small stone bridge may not be passable immediately after big rain. Our Redwood Understory restoration site is a narrow band along the switchbacks that lead up to the Bridgeview Trail (1,000 feet beyond this trailhead is a pedestrian tunnel that leads under Highway 13, and into Joaquin Miller Park.)<br /><br />Shuttle from Monterey Trailhead on Sausal Creek to Moon Gate: <br />Take Monterey ~3/4back to Joaquin Miller Rd., turn left uphill across the freeway and follow Joaquin Miller Road 1+mile up to Skyline Blvd. Turn left 2+ miles to Moon Gate dirt parking area hidden sign on right near 9383 Skyline Blvd mailboxes. Ridge trail starting point. <br /><br />Upper San Lorenzo Creek<br />Meet at Merritt campus, parking lot E at 10am. From Merritt, turn right onto Campus Drive back to Redwood Rd. Turn right onto Redwood Rd, up the hill. You will cross Skyline Blvd, dropping into the Upper San Leandro Reservoir watershed passing the reservoir. Proceed on Redwood Rd for 10.1 miles, where the road makes a hairpin right turn and you will make a left into the Chabot Staging Area parking lot. <br /><br />From Chabot Staging Area to stopping point <br />Make a left onto Redwood Road. After roughly 2.5 miles, you will come to Heyer Ave – make a Left onto Heyer. Take Heyer over the Cull Canyon Lagoon to Cull Canyon Rd and kake a Left onto Cull Canyon Rd. Make a Left just after the parking lot onto Columbia Dr. Follow Columbia through a sub-division for roughly 1.8 miles until it turns sharply to the right and becomes Bellhurst. Once you identify the EBMUD access drive on the left, park.<br /><br />End of hike shuttle back to Chabot Staging Area<br />Take Bellhurst to Columbia Dr, and go back down the hill to Cull Canyon and make a Right onto Cull Canyon. Turn Right onto Heyer, and follow back to Redwood Rd. Turn Right onto Redwood Rd, and follow it roughly 2.5 miles until you see the Chabot Staging Area on your right hand side.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-84291357605396071952010-04-15T16:46:00.000-07:002010-04-15T16:50:01.865-07:00SYLLABUS Envmt 21 Solar and Sustainable Energy Options Spring 2010Envmt 21 (24506) Solar and Sustainable Energy Options Spring 2010<br /><br />SYLLABUS: Bruce Douglas, P.E., Robin Freeman M.A. 434-3840 robinf5713@aol.com<br /><br />Meeting times: 6 Thursdays: 6:30pm – 9:20pm AND 5 Weekend days: 9am – 4pm.<br /><br />Grading and other Policies for this course: The course is available for a letter grade or credit/non-credit for those who are not using it for a certificate or degree, but you must designate Cr/NC on line at the beginning of the course. 80% Class and lab participation is required for credit and completion of assignments is required for a letter grade. You will provide a class evaluation at the last class and suggest your grade based on your assignments and participation. <br /><br />See next page for reading assignments:<br /><br />Final Project: Goal: to show your thought about addressing SCALE GAPS to achieve sustainable solutions. Groups: 2 or more people. Product: prepare and present a 5 minute proposal. Your proposal must SYNTHESIZE the technical details learned in this course and LINK you, the Environmental Program at Merritt, Government, Industry, and the Global picture. 3 hours of class time will be used for final project work time.<br /><br /> <br />Thursday 4/15<br />Introductions, About this course, what is the final project?<br />The Institute for Sustainable Policy Studies (ISPS) theme.<br />Scale, the power grid and the power structure.<br /><br />Saturday 4/17 Reading #1 due today.<br />Sun’s motions: Solar pathfinding<br />Infrared radiation & greenhouse effect<br />Solar cooking demo<br />Basic Electricity, photovoltaics (PV) <br /><br />Sunday 4/18<br />PV system components and set up<br />Thermodynamics, Efficiency<br />PV economics, payback, ROI<br /><br />Thursday 4/22 PV questions due.<br />Energy and society: Philosophy, Policy and Economics.<br />Mapping student & staff travel<br /><br />Saturday 4/24 Reading #2 due today.<br />Electric Vehicles and Boats: Concepts, Physics of motion, power, and energy.<br />Motors, Controllers, Batteries, Transmission, Equipment selection<br /><br />Thursday 4/29<br />Energy: Sources / Impacts, Conservation, No to Nuclear<br />Light the Spectrum and Wave behavior<br /><br />Thursday 5/6 EV questions due.<br />Transportation issues: Planning, Affordability of living, Locality.<br />Energy jobs.<br />Student personal energy picture.<br /><br />Saturday 5/8<br />Electric Vehicle lab: concepts review, electric vehicle designing and building. Field visits.<br /><br />Thursday 5/13<br />Water Resources & Systems, water and energy, watersheds, water conservation.<br /><br />Sunday 5/16 Reading #3 due today.<br />Solar Hot Water <br />Solar Hot Water lab.: Hands-on with SRH water systems.<br /><br />Thursday 5/20 Solar DHW questions due.<br />Final Project Presentation<br />Potluck<br />Evaluations<br /> <br /> <br /><br />Reading/Research #1 due 4/17:<br />Excerpts from: Photovoltaics-Design & Installation Manual, SEI 2004. This is posted on the GreenBuildingDesign Yahoo Group. To join this group go to: http://groups.yahoo.com/search?query=greenbuildingdesign <br />www.amazon.com/Photovoltaics-Installation-Solar-Energy-International/dp/0865715203<br />www.energy.ca.gov/reports/2001-09-04_500-01-020.PDF<br />www.pvresources.com/en/environment.php<br /><br />Reading / Research #2 due 4/24:<br />www.amazon.com/Build-Your-Own-Electric-Vehicle/dp/0830642315<br />http://evworld.com/article.cfm?storyid=1212&first=5187&end=5186<br />http://www.evworld.com/fasttrack/index.cfm?show=primer<br />http://www.qsl.net/k5lxp/ev/primer/primer.html<br />http://www.qsl.net/k5lxp/ev/primer/primer.html<br />http://www.evworld.com/article.cfm?storyid=1084<br />http://www.evworld.com/article.cfm?storyid=1206<br />http://www.evworld.com/article.cfm?storyid=1111<br /><br />Reading / Research #3 due 5/16:<br />http://www.recurve.com/your-home/major-systems/water-heaters/?mm_campaign=5786f023d3e0ff3cbeac4435aecee440&keyword=solar%20domestic%20hot%20water&utm_source=Google&utm_medium=CPC&utm_campaign=Adwords&pi_ad_id=5112297161&gclid=CJi33_-C_aACFQgSawody2X-mA<br />http://www.jc-solarhomes.com/how_to.htm<br />http://homepower.com/basics/hotwater/<br />http://www.heliodyne.com/<br />http://www.energymatters.com.au/renewable-energy/solar-power/solar-hot-water/solar-hot-water-works.php<br />http://www.solarheatingcanada.com/solar-domestic-hot-water-system.htmlMerritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-14402377646900107002010-02-25T15:23:00.000-08:002010-02-25T15:26:17.732-08:00Envmt 30 Ecological Restoration: UplandsEnvmt 30 Ecological Restoration: Uplands Code 24507<br />SYLLABUS SPRING 2010<br />Robin Freeman, robinf5713@aol.com, 434-3840; 510-915-1452 cell<br /><br />Thursdays 6:30-8:20pm Saturday Sunday 9 or 10am-3 or 4pm<br />!!!!!NOTE: Field Times and dates may be re-arranged. Check with instructor beforehand!!!!!!<br /><br />DESCRIPTION: <br />Principles/techniques of ecological restoration: Emphasis on use of native trees, grasses, shrubs,wildflowers in urban/suburban/parks/wildland areas "Uplands" distinguishes this course from "Wetlands Restoration" and "Restoration and Monitoring of Watercourses", which are either within the intertidal zone, in- stream, aquatic or bank focused. Uplands receive precipitation and ground water, but not standing or flowing water and include terrestrial from low to high elevations. <br /><br />ASSIGNMENTS: This class is primarily a lecture and field course compressed into a short time. There is basic background reading, some research and a class project that support what you will do in class. <br />1) Read SER Primer (see "Text") . Use additional research and resources as needed. Review Merritt East Bay Watershed community documents on CD<br />2) The course project is reviewing our on-site materials and projects at Merritt and the adjacent parks, organizing, and/or implementing a restoration, planning or research project here. You may organize your project 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 as handbooks to help plan your project. 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,. You may do your project as a group if you wish. 3) Ongoing research for our course site visits and logistics organizing. <br /><br />TEXT: 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. Recommended:.Arthur Kruckberg, Introduction to California Soils and Plants, UC Press - useful uplands restoration information.<br /><br />Thursday 2/4 INTRODUCTIONS, goals, schedule, assignments<br />What is “Uplands” Restore to What; Scale and Goals<br />Assignment: Read SER Primer (15 pages) by 2/18; begin research on sites below and Ca Watershed Manual <br /> <br />Thursday 2/11 Restoration is a Social Act – Artisinal, Psycho-Social, Caretaking and Community,Economic, Scientific, Scale Alhambra Creek Watershed report in class<br /><br />Thursday 2/18, Charli Danielson, Native Here Nursery, California Native Plant Society, Tilden Park: Local Plant Material; Selecting, Propagation And Care Alhambra Creek Watershed report in class (if time allows and it is needed) <br /><br />Saturday 2/20 9:00am -3:pm (45 min from Oakland) Strentzel Meadow, Alhambra Creek workday, tour, canyon hike, Beaver Damn http://www.ccrcd.org/alhambra.html#strentzel <br /><br />Sunday 2/21 FIELD TRIP options; You schedule for Native Here volunteering groups of 3-5 only. Friday 9-noon, Sat 10-2, Tues noon-3 Possible Skyline Serpentine Prarie; Huckleberry Preserve restoration project, On campus projects <br /><br />Thursday 2/25, Stew Winchester, Vegetation Communities Of The Bay Area And The Environmental Influences That Shape Them <br /><br />Thursday 3/4, Student EBWC project planning – Invasives/Guest Sausal Creek report in class<br /><br />Saturday 3/6 10:30 FIELD TRIP Friends Of Sausal Creek; meet at the Dimond or Redwood site for a walkthrough "lecture" and an hour of work (10:30-12:30?), lunch; nursery day 1:30-4:30 meet at the nursery at 1:30 <br /><br />Thursday3/11 Student EBWC project planning – Invasives/Guest Pacific Open Space/grasslands report in class<br /><br />Saturday 3/13 Pacific Open Space Nursery, Petaluma<br /><br />Thursday 3/18 Daylight Savings Merritt East Bay Watershed project hands on and planning discussion.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-80893318246267789292010-01-30T08:23:00.000-08:002010-01-30T08:25:31.727-08:00SUSTAINABLE URBAN AND REGIONAL PLANNINGSUSTAINABLE URBAN AND REGIONAL PLANNING<br />SPRING 2010 ENVMT 11 CODE: 24505 3 UNITS<br />SYLLABUS<br /><br />Tuesdays: 6:30-9:30pm, 1/26 – 3/23; <br />Saturdays: 10:00am-4:00pm, 1/30, 2/6, 2/27, 3/20;<br />Sunday: 10:00am-4:00pm, 3/7 <br />Location: The Environmental Center, Self-Reliant House (SRH), Merritt College Campus. Instructors: Robin Freeman MA, robinf5713@aol.com, 510-434-3840, 510-915-1452 cell David Ralston Phd, dralston@oaklandnet.com<br /><br />Description: This is a nine-week intensive practicum course, meeting once a week with four additional weekend day-long field research sessions. The course will introduce students to current issues and prospects for incorporating sustainability within urban and regional planning. Specific case studies will investigate “Connecting the Dots” in the Oakland/East Bay “Green Corridor” region (e.g., green industry/job-shed; neighborhood centers; open space; watershed; transit; wildlife; cultural art and other points of connection). In the course, students will gain a background in the key concepts, debates, history, legal/regulatory framework, strategic approaches, and terminology associated with the US planning profession.. Students will become familiarized with various skill-sets utilized within the planning profession including geographic-based mapping; site data assessment methods; reading/interpreting maps and General Plans; and strategies for neighborhood-scale bottom up urban planning as a means for achieving sustainability. . <br /><br />Course requirements: Urban and Regional Planning may be taken for a letter grade or Credit/No Credit . It must be taken for a letter grade for a Certificate or Degree. For Credit, 75% attendance and participation is required. For a letter grade, minimum 75% attendance, class participation, assignments and a Final Project are required. You will evaluate the course and suggest a grade for yourself. This course satisfies requirements in several ENVMT majors. <br /><br />Primary Text: Sustainable Oakland by Durst ($12, order in class). <br /><br /><br /><br />Tues January 1/26 – Introductions, Course Overview, Community Meeting Prep; Where Cities Come From/ LINCS Research from the Brower Dellums Institute for Sustainable Policy Studies<br />– Freeman, Ralston<br />Where cities are headed. Planning in the Public Domain: From Theory to Implementation. Preview of some key efforts – the context for connecting dots. Exercise: Mapping Oakland<br /><br /><br />[Course Assignments: Read Forward, chapters 1-3 in Durst (Pending arrival of books); Connecting the Dots, Smith; Optional Readings: American City Planning, APA Press; Mumford, The City in History, City Reader. You may choose a classic in the planning literature (see Bibliography) and give a brief synopsis and an annotation for our bibliography. <br />Neighborhood assets, problems, goals - 1. Make a brief list of what you like about a neighborhood where you live, work, or otherwise use; also list what you like least. 2. Briefly list goals you would envision for that same neighborhood. <br /><br />Saturday 1/30 10:00 am SRH Community Meeting Green Workforce Development meeting set up at ASMC Conference Room in the R-Building for the 11:00 am meeting with the High School students from the GWD You will help with identifying neighborhood assets and problems in breakout sessions with them, recording them and locating them on maps., lunch, tour campus/city overview, meeting de-brief mapping<br /><br />Neighborhood Assets/Problems list #1 due. <br />Read: Durst, Chapter 4<br /><br />Tuesday 2/2 Meeting Review in class discussion<br />Critical Sustainability and Planning; Resiliency and the Ecological Footprint<br />Ralston<br />Durst Sustainable Oakland Chapters 5 and 7<br /><br />Saturday 2/6, Scoping and site visits: Coliseum Redevelopment. area, North Richmond Shoreline <br />Freeman<br />Read: Durst, Appendices <br />Due: Neighborhood goals list #2<br /><br />Final project: This is either a written report or a hands-on activity, or both. Choose a project or site from the course and propose how you will either work directly on that area, or how you will research or analyze some aspect of one of the study sites from the point of view of neighborhood scale sustainable planning. In your research assess what will local and global impact be of the project; address issues of inclusiveness; gentrification/displacement, effect on local assets and surrounding neighborhoods, jobs. Set-up your own indicators in assessing the potential of the project. List stakeholders/ agencies/ CBO’s associated with the project (including local residents and a city planner/county planner, elected officials)These are due March 16th, the second to last meeting of the class and are a major part of the course grade. Students will make a presentation to the class on the project at the last class meeting.<br /><br /><br />Tuesday 2/9-Planning through History - Ralston<br />• Legal and Regulatory Basis of Planning in U.S.<br />• The Cumulative Planned City (De-constructing the layers)<br />• Structure of Oakland’s Planning Office (Politics and Planning)<br /><br />Introduction of Connecting the Dots and small scale interventions in the Oakland/East Bay Region – Freeman<br /><br />Tuesday 2/16 – Background on Planning Practice and Tools - Ralston<br />Tools for Planners: Land-use Mapping, Site Assessment (Spatial and Place-Based). GIS exercises<br />Project-Based Planning: CEQA and the EIR process, zoning, design review <br /><br />Tuesday 2/23–Neighborhood Case Studies: Problems, Solutions, Effectiveness; Planning a discussion panel - Ralston<br />Neighborhood-Based Planning and the Neighborhood Scale<br />Invited speakers<br /><br />Saturday 2/27 Coliseum Redev. area survey, and/or:<br />Presentation for East Bay Regional Park District planning<br />APA Panel preparation<br /><br />Tuesday 3/2 – Current Corridor Case Studies: Problems, Solutions, Effectiveness - Freeman <br />• Hands on planning in class<br />Due: Book annotations and brief report in class<br /><br />Sunday 3/7 TBD APA/City/ Climate action planning/resilience/re-villaging Presentation for East Bay Regional Park District <br />(Option: Change to a weeday lunch?)<br /><br />Tuesday 3/9 – Case Studies Comprehensive Neighborhood Based Urban Plans and Policies – Freeman and Ralston<br /><br />Tuesday 3/16 Utopias, Distopias and Trends; Creating the Future<br />Final project draft due<br /><br /><br />Saturday 3/20<br />APA/City/ Climate action planning/resilience/re-villaging Presentation to EBRPD as arranged by the class<br /><br />Tues 3/23 – Student Project Presentations – Freeman and Ralston<br /> Student Presentations (5-10 minutes each) <br /> Course wrap-up. <br />____________________________________________________________________________________________________________________________<br /><br />Handbook (optional): Blueprint for a Sustainable Bay Area, Urban Ecology Inc., 1966 ($15, 414 13th St. Suite 500, between Franklin and Broadway, Oakland 251-6330)<br /><br />Suggested Readings:<br />Jacobs, Jane. The Death and Life of Great American Cities<br />Anything by Louis Mumford – e.g., The City in History<br />Illich, Ivan. H20 and the waters of Forgetfulness<br />Hawkins, Paul. The Ecology of Commerce, and other works <br />Brechin, Gray. Imperial San Francisco<br />Taylor, Shelley. The Tending Instinct<br />Urban Habitat publications including Race, Poverty, and the Environment, Pacific Institute Project Reports (both of these organizations are in Oakland)<br />McHarg, Ian. Design with Nature<br />Garreau, Joel. Edge City: Life on the New Frontier<br />Mugerauer. Dwelling, Place and Environment; <br />Alexander, Pattern language <br />Buttimer, A. Dynamics of the Lifeworld<br />Hough, Nature in the City?<br />Beatley, T. Sustainable PlanningMerritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com1tag:blogger.com,1999:blog-7995709162441068449.post-27032359840815305562010-01-30T08:21:00.000-08:002010-01-30T08:23:39.517-08:00ENVIRONMENTAL CAREERS. ENVMT 1ENVIRONMENTAL CAREERS. ENVMT 1. # 23810 1.O UNIT<br />Spring ‘10 SYLLABUS <br />Environmental Center, Self Reliant House<br />INSTRUCTOR: ROBIN FREEMAN 510-434-3840, robinf5713@aol.com<br /><br />Recommended texts (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press<br /><br />Course Requirements:<br />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 <br />3) No Credit (does not affect transcript). For those taking a letter grade, you will participate in grading yourself. <br /><br />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.<br /><br />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. <br />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. <br /><br />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. <br /><br />SCHEDULE: <br />Jan 25, 6:30-9:20 pm - Introduction to the course, Class Introduction Interviews<br />Feb 1, 6:30-9:20 pm - Preference Profiles, Environ. Careers Slide presentation<br />Feb 7 - Sunday, 10am – 4pm Bring bag lunch, 5 Year Plan, Strategy A and B, <br />Resume, History of Work,. To accommodate religious services, you may attend the afternoon only.<br />Break time for Interviews and Mini-internship<br />March 1, 6:30-9:20pm Reports on interviews/internships due, discussion/task, <br />March 8, 6:30-9:20pm Reports continued, discussion, evaluation.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-30435566835861385972010-01-02T09:21:00.000-08:002010-01-02T09:36:50.337-08:00Connecting the Dots: Merritt College Environmental Program Hosts Community Forum for Environmental Activists in Oakland CA.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4liEaMk5qvEv2EKpDo74dnHKul0x65mgOUv7d31cbqXXHzETgsULG8lwKzhSbyFuQObFqP9Ez7BA49XMd_pliad51GxFaQNChgAYMLDROKSHBVjBEBaU5LkQJ2KStmmiSprB2NxVSrvCV/s1600-h/P1010051.JPG"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 320px; DISPLAY: block; HEIGHT: 240px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5422197378807594338" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4liEaMk5qvEv2EKpDo74dnHKul0x65mgOUv7d31cbqXXHzETgsULG8lwKzhSbyFuQObFqP9Ez7BA49XMd_pliad51GxFaQNChgAYMLDROKSHBVjBEBaU5LkQJ2KStmmiSprB2NxVSrvCV/s320/P1010051.JPG" /></a> Photo by Jennifer Jordan-Wong<br /><div><br /><br /><br /><a title="http://oaklandlocal.com/blogs/2009/10/connecting-dots-merritt-college-environmental-program-hosts-community-forum-environmen" href="http://oaklandlocal.com/blogs/2009/10/connecting-dots-merritt-college-environmental-program-hosts-community-forum-environmen" jquery1261075936500="26"><span style="font-size:180%;">Connecting the Dots: Merritt College Environmental Program Hosts Community Forum for Environmental Activists in Oakland CA.</span></a><span style="font-size:180%;"><br /></span><a title="http://oaklandlocal.com/people/phoenixcan" href="http://oaklandlocal.com/people/phoenixcan" jquery1261075936500="27">Phoenix Smith</a> Thu, 10 Dec at 5:44pm <a class="lightbox-processed" title="http://oaklandlocal.com/sites/default/files/i/merriitt environmental.jpg" href="http://oaklandlocal.com/sites/default/files/i/merriitt%20environmental.jpg" rel="lightbox[field_image][Merritt College Ecology Center, home of this cool event]" jquery1261075936500="16"></a><br /><br />Merritt College Ecology Center, home of this cool event<br />During a time in which Oakland was listed as the third most violent city in the United States, an eclectic blend of goodness gathered at Merritt College last month to create a community of possibilities in Oakland, filled with opportunities for solutions and co-creation. Nestled among the Oaks and Monterey Pine trees at the back of the Merritt College parking lot and overlooking the hills in Oakland, lies an inconspicuous house. As you walk along the path leading to the Self Reliant house you might forget that you are on a college campus. You’ve stepped into a project that is a work in progress. The Self Reliant House home to the David Brower, Ronald Dellums Institute for Sustainable Policy Studies and Environmental Management and Technology Program at Merritt College is the meeting place of students and community members and a living lab of green and ecologically sustainable building materials. Oakland is the home of dozens of organizations, non-profits, and governmental entities addressing environmental issues including food justice, climate action, gardening, and water justice. These concerns often compete for publicity, grants, and an audience, and rarely come together to share a big pot of soup, engage in arts and crafts and tell their stories. But on a beautiful day in November, Robin Freeman, Chair of Merritt College Environmental Management and Technology program, City Planner David Ralston and their students hosted a forum bringing some of these groups together to do just that. <a title="http://www.facebook.com/ecomerritt?v=" href="http://www.facebook.com/ecomerritt?v=wall" target="_self" jquery1261075936500="28">Connecting the Dots in Oakland </a>was a conversation, between individuals, organizations and communities working to grow and preserve Oakland’s green heritage by sharing their stories and imagining how to initiate greater connection with others to create a community of renewed possibilities in Oakland. <a title="http://www.luisahteish.com/" href="http://www.luisahteish.com/" target="_self" jquery1261075936500="29">Luisah Teish</a>, acclaimed author, griot, and ecospiritualist, set the stage by leading the group in a visualization that connected people to the depths of the earth and to the stars above. Her open visualization reminded us that we, as humans share a destiny with all that exists, the animals, the rocks, the water, the sky and the trees. The intergenerational, culturally diverse forum consisted of youth workers in the Oakland Green Jobs program, environmental students at Merritt College, and a representative from a local neighborhood creek organization, city planners, eco-spiritual activists of<a title="http://www.ileorunmilaoshun.org/" href="http://www.ileorunmilaoshun.org/" target="_self" jquery1261075936500="30"> Ile Orunmila Oshun</a>, DIG Cooperative, the East Oakland Boxing Association, East Bay Greenway members, and green entrepreneurs. This gathering not only sought to connect organizations and individuals but was also designed to honor the connection between one’s head and one’s heart through shared activities such as planting seeds, making paper and cooking and sharing a meal together. The panelists on the afternoon roundtable included Don Neuwrith of Urban Ecology, Ingrid Severson of DIG and members of East Oakland Boxing Association, Jane Wardani Community Green space planner and youth workers from Oakland Green Jobs, Oakland City Planner David Ralston, Luisah Teish, Eco-Spiritual activist, and Diony Gamoso of Friends of Peralta Creek Don Neuwrith of Urban Ecology shared how listening to the community when planning new projects can lead the work into unexpected directions. “We convened hundreds of community meetings to find out what the community needed in East Oakland to support open space. Parents told us that unlike other neighborhoods in the East Bay their children do not have safe places to be outside.” The lack of safe, green open space in the neighborhood prevented children and community members from spending quality time outdoors. To address the lack of open space, Urban Ecology targeted health issues such as childhood obesity and subsequently received funding to begin the East Bay Greenway. The East Bay Greenway will build multi-use trails connecting neighborhoods, schools and public transit among the region's diverse, low-income communities. These trails will create safe and accessible places to be active as well as address childhood obesity and asthma. DIG and East Oakland Boxing association shared how despite the recent murder of one of their youth workers; they were committed to serving youth from various neighborhoods in East Oakland through boxing, cooking, gardening and water harvesting. David Ralston, Oakland city planner, shared the successes and challenges to creating green and open space for youth in Oakland. Diony Gamoso of Friends of Peralta Creek offered his ten year vision of engaging Ohlone storytellers to illuminate the history of the creeks and the land in his Laurel neighborhood. The synergy of the day inspired many participants to comment that Oakland is such a gem and one participant even pointed out that “This was the first forum I’ve attended where everyone was on the same page of wanting to connect more with each other and to share resources and ideas ”. As folks mingled outside during breaks to create paper, gather herb pots and eat the collective soup of goodness a spark was created rooted in connection to each other and to a shared narrative of hope and new possibilities for Oakland. One flame born from the spark of this meeting and created by two Merritt College students and green entrepreneurs Leslie Cleaver and Nikki Woulk, is Oakland Commons<a title="http://www.oaklandcommons.com/" href="http://www.oaklandcommons.com/" target="_self" jquery1261075936500="31"> www.oaklandcommons.com</a> a soon to be launched local online reference and resource guide for all of the great green happenings in Oakland.<br />The plan is to hold more forums designed in a similar fashion but to extend the invite to artists, spiritual organizations, more neighborhood groups and others interested in continuing the conversation. Freeman and Ralston will continue the discussion in the spring semester with Sustainable Urban and Regional Planning at Merritt’s Environmental program, www.ecomerritt.org About Phoenix Smith<br /><a title="http://oaklandlocal.com/people/phoenixcan" href="http://oaklandlocal.com/people/phoenixcan" jquery1261075936500="32"></a><br />n/a<br /><a title="http://oaklandlocal.com/blogs/phoenixcan" href="http://oaklandlocal.com/blogs/phoenixcan" jquery1261075936500="33">Phoenix Smith's blog</a><br /><a title="http://oaklandlocal.com/comment/reply/3814#comment-form" href="http://oaklandlocal.com/comment/reply/3814#comment-form" jquery1261075936500="34">Add new comment</a><br /><a class="stbutton stico_default" title="javascript:void(0)" href="javascript:void(0)" st_page="home">ShareThis</a> </div>Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-21476792982722296832009-10-06T09:22:00.000-07:002009-10-06T09:23:11.707-07:00CIVILIZATION’S IMPACT ON THE ENVIRONMENT;CIVILIZATION’S IMPACT ON THE ENVIRONMENT; <br />THE PSYCHOLOGY OF TRASHING THE EARTH<br />FALL 2009 ENVMT 19 CODE: 44739 3 UNITS<br />SYLLABUS Version 1<br /><br />6:30-9:30pm Tuesdays, Saturday/Sunday 9:30am-4:00pm (lunch 12:30-1:00) 5/24 at the Environmental Center, Self-Reliant House (SRH) Robin Freeman, 510-434-3840 robinf5713@aol.com, David Ralston, DRalston@oaklandnet.com<br /><br />Texts: Diamond, Jared, Guns, Germs, and Steel, Norton 1999 and Taylor, Shelley, The Tending Instinct, Times Books Henry Holt, 2002 - Available at bookstores, on line and on reserve in the Library. Course readers. Working Title: Authority, Stress. and Hope; How Civilization Lost Its Connection With Nature and How We Can Repair It. Freeman, Rauh et al. Creating Peace, Freeman<br />NOTE: Some syllabus details may change.<br /><br />Introduction to civilization’s impact on the environment: Connections between human psychosocial development and the creation of both environmental problems and their solutions. Exploration of the human psyche, its origins in nature, and its influence on the story of life on earth; an exploration of the opportunities and obstacles to planning a sustainable future. The course will cover:<br /><br />1 - Background concepts in ecology and psychology<br />2- Characterizing the problem applying new findings to old issues<br />3 - Research hypotheses<br />4 - Characterizing the solution<br /><br />Learning Outcomes should assist in being able to:<br />1. Describe the basic psychological, cultural, and economic systems of humans.<br />2. Analyze and describe ecosystem concepts as they relate to human behavior.<br />3. Explain and discuss examples of sustainability problems, solutions, and scales from both a human psychosocial and an ecological perspective.<br />4. Analyze and discuss methods of measuring obstacles and opportunities for action.<br />5. Propose or identify potential psychological and sustainable ecological interventions and plans.<br /><br />October 6 – Introductions, Hunches, Evidence and Research and What is Nature? Ecosystems; How We Live In Them<br />About course, Introductions Gaps beyond the cutting edge, emerging research and scientific discovery. Fire and Watersheds – Findings of the Fire and Watershed projects. <br />a. Ecosystem and system definitions<br />b. Homeostasis and feedback loops<br />c. Niches<br />d. Exponential growth<br />e. Stress and carrying capacity<br />f. Adaptive/maladaptive behavior<br />Discussion: What is civilization? What is basic human nature?<br />Assignment: list what you think are basic human nature characteristics <br />Read Guns, Germs and Steel Prologue through Chapter 5 <br />October 10 Sat No class – These hours will be rescheduled to support class case studies. <br /><br />October 13 – Psychological Development and the Natural History of Humans<br />Key Background concepts and definitions- , Human development, learning, and psychology, Sustainability, Infrastructure, and Ecosystem<br /><br />Discussion: Basic human nature from a developmental point of view. Do human development and ecology interact?<br /><br />Human nature list due<br />Assignment:: Write a paragraph of how the lecture topic affects you personally, or if not, why. <br />Read: Guns, Germs and Steel Chapter 6-10 and Authority, Stress. and Hope Preface, Introduction, and Hypothesis<br />Final Project: Choose any sector of literature listed below and one or more key concepts and research the literature. Keep track of where you looked and what you found. Summarize or annotate your findings, what general trends did you find? You will give a presentation to class. You may work in groups. Your research will be part of the archives at the Institute for Sustainable Policy Studies. Topic choice draft due Nov. 10. Draft due Nov. 24<br />Scientific: Psychology, Sociology, Anthropology, Education, Political Science, Public Health, <br />Philosophy: Aesthetics, Ethics and the Nature of Good; Phenomenology, Rational Reductionism<br />Technical: Literature of solutions, Monitoring research of scale and type of problems<br />Popular Media: Non religious/spiritual reportage of solutions<br />Cultural Writing/Literature: Stories of solutions, hope and well being<br />Religious/Spiritual: Stories of solutions, hope and well being<br />Ancient Oral and Mythic: Stories of solutions, hope and well being<br /><br />October 20 – PROFESSIONAL DAY No class<br /><br />October 27 – Civilization, Authority, Stress and Collapse; Characterizing the Problem Origins and outcomes of Civilization <br />Paragraph due<br />Discussion: Despair vs. Hope; what is our sense of the future? Naming the problem. <br />Assignment: Write about your experience as a child in nature, and/or a childhood experience of friendship, good will, bullying, or fear. Due Nov. 8<br />Read: Authority, Stress. and Hope glossary and Guns, Germs and Steel Chapters 11-14, 18 Epilogue and Afterward<br />November 3 – Hypotheses for Hope <br />Authoritarian Stress Syndrome Caretaking, Tending and the Infrastructure of solutions. Chaos theory, scale and interventions. How does it all fit together?<br />Discussion: The nature of hope. <br />Assignment: - Write about an expansive, inspiring, pivotal or epiphinal experience, or the closest thing to it you have had. <br />Read: The Tending Instinct Chapters 1-3<br /><br />November 8 Sun <br />Preparing the pre-conditions in the East Bay Green Corridor<br />Can we use the East Bay Green Corridor to redefine our landscape and city scape as a thriving, safe and healthy place beginning with the resources at hand?<br />Community-building/design-build and creative engagement weekend projects<br />Oakland Mayor’s Task Force participation and authority<br />Framing conversations on nested scales and systems<br /> This class, Merritt ENVMT,Hills Neighborhood – Forests and watersheds<br /> Oakland,East Bay, Global check list<br />East Bay Regional Parks Working Group to work with Whitney Dotson re: equitable access and San Leandro Creek <br />Childhood experience due<br /><br />November 10 – The Shared Narrative and Sequellae; Characterizing the Solutions; Maintaining the Problems<br />Research draft list due. Inspiring experience due<br />Read Tending Instinct Chapters 4-6 and Authority, Stress. and Hope <br />November 15 Sun – host meeting EB Green Corridor TBA Exploring the creative potential and need of humans and how this has been effectively suppressed and exploited in modern civilization<br />Read: Creating Peace<br />November 17 - Empire, Social Class, Power, Money Decision Making And Democracy – The Invention Of Economics And Corporations- Symbols of Authority<br />Building a village by hand, Building a city by fiat. The Artisan and the Empire<br />Read Tending Instinct Chapters 7-9<br /><br />November 22 Sun Institutional capacity: Why Robert Frost favors semi-revolutions.– host meeting EB Green Corridor TBA<br />Read Tending Instinct Chapters 10 - 11<br /><br />November 24– Creating Violence; Infrastructures Of Addiction - Creating Peace Environments Integrated Against Alienation<br />Read Creating Peace<br />Assignment: Build a problem set of research questions. Suggest a method to research one element of your problem set and how to implement it as an alpha test.<br />Final Project Draft Due<br /><br />December 1 Case Histories<br />Analyzing systems and research methods: <br />a. Psychosocial barriers to the development of effective environmental policy at the <br />community, national or international levels; identifying gaps<br />b. Intervention techniques for translating environmental knowledge into policy and action<br />Developing a Plan– Next steps/Roundtable<br />–Characterizing the Solutions/ Building a Research Agenda and an Action Plan– Case Studies and <br />Infrastructure and Interconnections – Give Hope a Plan<br />Choosing the future: Creating visions, plans, next steps, strategies: <br />a. Planning methods<br />b. Developing a vision: Where ideas come from, uses of the imagination<br />c. Social-based marketing<br />d. Designing interventions<br /> <br />December – 8– Research of Literature presentations <br />Course evaluations. <br /><br />Course Requirements: The course may be taken for credit/non-credit (audit) or for a letter grade. For credit or a letter grade, reasonable attendance, participation, and completion of reading assignments are required. For a letter grade, weekly paragraphs and the research project are also required. To use the course towards a certificate or degree you must take it for a letter grade. At the end of the semester, you will evaluate the course and suggest your own grade.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-84166884336314734752009-09-15T22:37:00.000-07:002009-09-15T22:39:02.553-07:00ENVIRONMENTAL WRITING ENVMT 18D R A F T SYLLABUS <br />ENVIRONMENTAL WRITING ENVMT 18<br />Code: 44609 2.5 units Robin Freeman, Contact: robinf5713@aol.com 213-3569 for office hours <br /><br />SRH Environmental Center or field. Mondays 6:30-9:20 pm Sat/Sun 10am-4:30pm <br /><br />Student Learning Outcomes:This is an introduction to technical, experiential or creative, descriptive, grant, report and publicity environmental writing. You will be able to identify, write rough drafts for, and edit several types of writing commonly used in the environmental field. You will be able to prepare a document to submit for publication.<br /><br />SAT 9/5 Introductions, About Program, About Course, What is Environmental Writing? <br />Writing Exercises, interpretive trail walk and writing. <br />Exercise, Readings from other writers, Tidbits from writers on writing, read-around and editing every class <br />Reading assignment – choose a writing type and read some of it – bring a short passage you either like or find hard to read. Due beginning 9/14 <br />Writing Assignment: Using the description of place and your hopes and any worries, write as honestly as you wish about your first experiences in this course. If you are willing, we can post them on our blog and submit them to the Merritt Reporter. This is due Mon, 9/14. You may choose not to hand it in or use it if you don’t want to, though I encourage you to. Review this draft syllabus for writing types you would like to suggest and your preferred order. <br /><br />MON 9/14,–,. Shitty first draft. and finding your own voice. Writing a clear trail guide description for a general audience; writing about a childhood experience in the environment. Read around<br />Assignment: Childhood experience in the environment due next week <br />Due: Description of your first experience in this course. Selected readings every week<br /><br />MON 9/21 Read from Childhood experience. Technical report writing – Environmental Impact Reports <br />Assignment: directions or instructions or description of an object or process – write a description for a 5 year old – write the same one for an adult<br />Due: Childhood experience in the environment<br /><br />SAT 9/26 Interpretive writing, instructions. What are you going to use writing for? Discuss final project possibilities. Field trip: Pt. Pinole Richmond Shoreline Festival<br />Event description, interview, interpretive<br />Assignment List final project unedited draft ideas/annotate the subject categories at least 2 of your ideas<br />Due: Brief descriptive paragraphs <br />MON 9/28 Story telling; the narrative - and autobiographical/travel <br />Exercise, Readings from other writers, Tidbits from writers on writing<br />Assignment: Narrative <br />Due: Draft interpretive sign or brochure element for Nature Trail<br />SUN 10/4 outdoors, library research, coffee shop options, free write<br />Assignment: Research key words and submission venues for some project ideas and interpretive text<br />Due: Narrative draft<br />MON 10/5 Political persuasion; essay, letter to editor, approaching the press<br />Assignment: Point of view or promotional piece<br />Due: Pt. Pinole writings <br />SUN 10/11 Brainstorming and begin writing final project. Research writing and outdoors – Publicity and Press releases<br />Assignment: Write unedited lousy first draft<br />Due TBA as agreed with class from here on. <br />MON 10/12 Grant writing<br />Assignment: Write a project narrative<br />Due: Project first draft <br />MON 10/19 Power point writing / Review final project Writing for film/photo essay<br />Assignment<br />Due Press or publicity release<br />MON 10/26 <br />Assignment<br />Due <br />MON 11/2 <br />Assignment<br />Due <br />MON 11/9 Creative writing and Environmental Poetry<br />Assignment<br />Due <br />MON 11/16<br />Assignment<br />Due <br />MON 11/23 Final project due – submit for publication<br />Assignment<br />Due <br />MON 11/30 Read-around, pot luck<br />Due <br />Course Requirements: If you want to take the course for credit/non-credit you must do that on the user unfriendly PROMT/Passport system right away, if you haven’t already.<br />This course satisfies requirements for several ENVMT majors. If you are taking the course for a letter grade, there are ongoing writing and research assignments and a final project. The final project is to prepare one piece of writing for publication. It can be of any length. You will research and identify at least one venue where you can submit it. For a longer piece, you may prepare a proposal and query letter without having completed the work itself. You will evaluate the course and suggest a grade for yourself based on the value you have or might receive from participating in the course.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-42746308012951455402009-09-15T22:36:00.000-07:002009-09-15T22:37:23.679-07:00ENVIRONMENTAL CAREERS. ENVMT 1ENVIRONMENTAL CAREERS. ENVMT 1. CODE 42043 1.O UNIT.<br />Fall ‘09 SYLLABUS. Environmental Center, Self Reliant House<br />INSTRUCTOR: ROBIN FREEMAN 510-434-3840, robinf5713@aol.com<br /><br />Recommended texts (not required): The Complete Guide to Environmental Careers. Island Press; and What Color is Your Parachute?, 10 Speed Press<br /><br />Course Requirements:<br />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 <br />3) No Credit (does not affect transcript). For those taking a letter grade, the course is self-grading.<br /><br />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.<br /><br />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. <br />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 from the Harbinger File, the Ecology Center on San Pablo Avenue in Berkeley and numerous government agencies. <br /><br />SCHEDULE: <br />Sep 14, 10am to 1pm - Introduction to the course, Class Introduction Interviews<br />Sep 21, 10am to 1pm - Preference Profiles, Environ. Careers Slide presentation<br />Sep 27- Sunday 10am- 4:30pm Bring bag lunch, 5 Year Plan, Strategy A and B, <br />Resume, History of Work, guest. To accommodate religious services, you may attend the afternoon only.<br />Break time for Interviews and Mini-internship<br />Oct 1910am to 1pm Reports on interviews/internships due, discussion/task, <br />Oct 2610am to 1pm Reports continued, discussion, evaluation.Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-60377621275168718312009-09-15T22:35:00.000-07:002009-09-15T22:36:03.985-07:00ENERGY EFFICIENT DESIGN & CONSTRUCTION (ENVMT 22)ENERGY EFFICIENT DESIGN & CONSTRUCTION (ENVMT 22) CODE: 44622<br />Strategies for energy and resource-efficient living<br /><br />Instructor Team Contacts: <br />Leslie Geathers: nativearch@sbcglobal.net c. 510-292-7266<br />Bruce Douglas: lbdpe@sbcglobal.net<br />Robin Freeman: robinf5713@aol.com 213-3569<br /><br />FALL 2009 SCHEDULE<br /><br />Thursdays 6:30-8:50pm (9/10-12/3), and 3 Saturdays 9-4:20pm (9/12, 9/19, 10/3)<br />Environmental Center, Self Reliant House<br />Text: Natural Remodeling, for the Not-so- Green House, Venolia & Lerner, Lark Books<br /><br /><br />9/ 10: Introductions, instructors & students. Explanation of ongoing projects, class outline (hand out project outline/ expectations). Reading: Part I<br /><br />9/12: Rain water garden installation. Trailer siding and water detail review. Natural Building class visits SRH<br /><br />9/17: Living wall planting & irrigation, Project hand out. Reading: Part III, Chapter 7<br /><br />9/19: EBMUD Trailer weatherization retrofit. Reading: Part II, Chapter 3<br /><br />9/24: Intro to energy Reading: Part II, Chapter 5, Trailer details installation<br /><br />10/1: Grey water: Guest Lecture. Reading: Part IV, Chapter 12<br /><br />10/3: Raised bed construction/ and cover-crop seeding. Afternoon tour of local Eco complex. Part III, Chapter 8<br /><br />10/8: Energy, solar energy, conservation <br /><br />10/15: Straw bale construction, Guest Lecture<br /><br />10/22: Passive Solar Design 1<br /><br />10/29: Project check-in day <br /><br />11/5: Passive Solar Design 2<br /><br />11/12: PV Solar Design 1<br /><br />11/19: PV Solar Design 2<br /><br />11/26: Project check-in day <br /><br />12/3: Final project presentations <br /><br />You may take the class Credit/Non-Credit or for a letter grade based on:<br />55% Attendance, and discussion/participation<br />45% ProjectsMerritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0tag:blogger.com,1999:blog-7995709162441068449.post-11204912520210698522009-09-15T22:25:00.000-07:002009-09-15T22:26:34.288-07:00The Watershed Project's Internship Program, RichmondInternship Program<br /> <br />The Watershed Project's Internship Program offers talented undergraduates, graduates, and beginning professionals hands-on work experience and specialized training in the fields of non-profit management and operations, environmental education, marketing and communications, and watershed program management. Interns will work under the guidance of our professional staff and will have the chance to contribute directly to meaningful and exciting projects, learn new skills, and gain valuable experience working for a well-respected and growing non-profit.<br /><br /><br />Our internship program is designed to provide the maximum educational benefit to participants by placing interns in positions that fit their professional interests and skill-sets. We welcome individuals with a variety of backgrounds to apply. We especially seek interns who have been directly involved in environmental work and have a demonstrated commitment to watershed and community stewardship.<br /><br /> <br />Practical details:<br />The Watershed Project internships are unpaid; however, we are happy to help you receive academic credit for your work. In some cases, we are able to provide certification in a variety of EPA protocols. Hours and internship length are flexible to your schedule. All internships will be based out of our office on the lovely UC Berkeley Richmond Field Station, which is right on the San Francisco Bay. Travel expenses to and from project sites will be reimbursed by The Watershed Project.<br /><br />Current needs:<br />We are always looking for talented and dedicated individuals with an interest in watershed issues. At the moment, we have a specific organizational need for:<br /><br /><br />Watershed Ambassador: Join the outreach team and represent The Watershed Project at public events. Run activities for adults and children and inspire community members to get involved in the watershed movement. <br /><br />Web Development Intern: Help us develop and expand our website and online communications, including Facebook, Google AdWords, and YouTube. <br /><br />Community Organizing Intern: Work with local schools, community groups, and residents on our Richmond Watershed Awareness and Action Program. Help recruit volunteers for restoration workdays and maintain important projects to improve the health and beauty of Richmond. <br /><br />Outreach Intern: Help raise watershed awareness and expand the reach of our award-winning programs. Build solid and useful communications skills including web-based networking and social media. <br /><br />Environmental Education Curriculum Development Intern: Join the education team and develop fresh content for our Oyster Program. The content will be used in schools across the Bay Area to teach students the importance of protecting subtidal habitat. <br /><br />Landscape Design Intern: Work with our restoration team to design a park in Richmond utilizing Low Impact Design Techniques like bioswales. Your designs will actually be used to benefit the local community and environment. <br />To apply:<br />Please send a resume and cover letter expressing your professional interests, skills and experience by email to Femke Oldham at femke@thewatershedproject.org with "TWP Internship Program" in the subject line, or by regular mail to:<br /><br />The Watershed Project Internship Program<br />1327 South 46th Street<br />155 Richmond Field Station<br />Richmond, CA 94804Merritt College Environmental Programshttp://www.blogger.com/profile/01603978944806876773noreply@blogger.com0