ENVIRONMENTAL STUDIES
The intensifying environmental crisis and heightened national interest
in the problem have been recognized by the establishment of a Second Field in
Environmental Studies. Cognizance is taken of the following definition found
in the Environmental Education Act of 1970 (P.L. 91-516): "'environmental ed-
ucation' means the educational process dealing with man's relationship with his
natural, man-made surroundings, and includes the relation of population,
pollution, resource allocation and depletion, conservation, transportation, tech-
nology, and urban and rural planning to the total environment." The courses
listed below are regularly offered by the departments or schools whose discipline
is most closely related to course content:
ENV 102 Introduction to Cultural Geography (3)
See A Gog 102
ENV 182 Economics and Environmental Policy (3)
See A Eco 182
ENV 200 Social Policy and the Environment (3)
See P Paf 200 .
ENV 201 Environmental Forum (3)
See A AtS 201
ENV 202 Ecology (3)
See A Pio 202
ENV 210 Law and Society . (3)
See B Law 210
ENV 230 People and Resources in Ecological
. Perspective (2)
See A Bio 230
ENV 300 atb Environmental Legislative Workshop (3-6)
See P Paf 300 atb
ENV 301 Chemistry in Society (3)
See A Chm 301
ENV 302 Urban and Environmental Physics
Problems (3)
See A Phy 302
ENV 350° Man Against His Environment (3)
See P Paf 350
APPENDIX C
Environmentally-oriented Courses
PARTIAL LIST OF ENVIRONMENTALLY-ORIENTED COURSES
PRESENTLY AVAILABLE TO UNDERGRADUATES
Afro-American Studies
Aas 333 Social Problems of the Black Community
American Studies
Ams 100 Prqblems in American Civilization
Anthropology
Ant 110a Human Evolution and Prehistory
Ant 110b Introduction to Cultural Anthropology
Ant 211 Pepple and Cultures of the World
Ant 451 Bio-Anthropology of Human Populations
Ant 460 Hupan Ecology
Art
Art 410 Arbhitectural Design
Art 475 History of City Planning
Atmospheric Science
Atm 100 The Atmosphere
Atm 103. Introductory Climatology
Atm 300 Introductory Meteorology
Atm 407 Atmospheric Chemistry
Atm 417 General Oceanography
Atm 513 Bioclimatology
Atm 514 Air Pollution
Biological Sciences
Bio 120 Conservation of Natural Resources
Bio 202 Ecology
Bio 219 Field Biology
Bio 230 People and Resources in Ecological Perspective
Bio 316 Biogeography
Bio 402 Evolution
Bio 412 Environmental Analysis
Bio 415 Vertebrate Biology
Bio 420 Natural Communities
Bio 501 Topics in Ecology
Bio 511 Topics in Population Biology
(Offered only at Cranberry Lake Biological Station):
Bio 421 Freshwater Ecology .
Bio 422 Forest Communities
Bio 423 Invertebrate Ecology
Bio 425 Vertebrate Ecology
Bio 516 Advanced Limnology
Bio 517 Adirondack Flora
Bio 518 Population Biology
Bio 519 Physiological Ecology
Bio 527 Bryoecology
Bio 550 Forest and Aquatic Insects
Chemistry
Chm 407 Atmospheric Chemistry
Economics
Eco
Eco
Eco
Eco
Hum
Sam
Sbs
100
181
440
584
401
401
401
Geography
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog
Gog,
Geological
Geo
Geo
Geo
101
102
150
201
210
220
310
313
314
320
330
416
420
425
450
455
457
460
504
331
540
105
109
480
History
His
Philosophy
Phi
Pec
Pec
Pec
Pec
Pec
Pec
517
318
504
505
551
552
555
564
Political
Pos
539
Principles of Economics
Consumer Economics
Comparative Economic Systems
Current Economic Problems
Environmental Forum - Offered as:
Environmental Forum
Environmental Forum
Environmental Forum
Introductory
Introductory
World People
Introductory
Introductory
Introductory
Geography of
Gedgraphy of
Geography of
Physical Geography
Cultural Geography
and Regions
Geomorphology
Economic Geography
Urban Geography
Primary Production
Manufacturing and Service Industries
Transportation and Trade
Urban Planning
Geography of
Geographical
Population and Settlement
Aspects of Land Use Planning
Urban Field Studies
Rural Field Studies
Directed Study in Regional Geography
Seminar in the Geography of a Selected Region
Geography of
New York State
Historical Geography of the United States
Glaciology
Population Resources
Political Geography
Science
Physical Geology
Historical Geology
Introductory
Geochemistry
History of the American City
History and Systematics of Science
Hsc 558 Science and Society: 20th Century Problems
Hsc 567 Science and Technology Forecasting Since 1945
Social Ethics
Political Economy
Economics of
Economics of
the Public Sector I
the Public Sector II
Regional Economic Theory
Housing Economics
Metropolitan
Finances and Planning
Environmental Economics
Science
Political Behavior
Public Administration
Pad 571° National Goals and Public Policy
Pad 572 Environmental Systems Administration
Public Affairs
Paf 350 Man Against His Environment
Psychology
Psy 314 Biological Bases of Behavior
Psy 382 Perception
Psy 501 Doctrines of the Nature of Man
Psy 502 Models of Man
Psy 314 Physiological Bases of Behavior
Sociology
Soc 180 Applications of Sociology
Soc 359 Social and Cultural Change
Soc 360 Social Movements
Soc 361 Models of Society and Social Change
Soc 436 Urban Sociology
Soc 437 Special Problems in Urban Sociology
Soc 551 Denfography
APPENDIX
Work-Study Opportunities
i WORK-STUDY OPPORTUNITIES
Many opportunities for students to be employed in fields which relate
to the environment have been made known to members of the committee. This is
a list of some of the potential types of jobs suitable for work-study positions
which have been noted in the immediate area.
Temporary State Commissions and Regional Planning Commissions
general research
report writing
data collection
Conservation Organizations
brochure preparation
lectures (community information)
fund raising
surveys
Museums and Historical Associations
field work, surveys, photography, site work
laboratory work
measured drawings
restoration work
educational activities (projects, films, literature)
State Agencies
educational materials
report writing
laboratory work
field studies and monitoring
APPENDIX
Field Research Facilities
FIELD RESEARCH FACILITIES--
Atmospheric Sciences Research Center
An important phase of the environmental studies program is
the development of increased utilization of the field facilities
now operated by the Atmospheric Sciences Research Center. Three
of its major stations are located in the Five Rivers Area and its
environs. | These are the Whiteface Mt. Field Station and Sumiit
Observatory near Wilmington, N.Y¥., the Lake George Field Station
on the shore of Lake George, and the Jackson Hill Field Station on
the Tug Hill Plateau near Boonville, N.Y. Comparative studies of
environmental subjects may also be carried out at two other A.S.R.C.
‘field stations and at several temporary locations. The permanent
distant stations are located near Flagstaff, Arizona and at Moose,
Wyoming.. The Lenpovany stations are at Yellowstone Park, the Lake
Powell Recreation Area, Yaquina Head on the Pacific Ocean rian
Newport, Oregon, and roving expeditions based at the various field
stations.
. Such activities can accommodate from 12 to 30 students at any
specific time. Experience during the past decade indicates that
field expedition periods of seven days to eight weeks can be of
great educational value to a student. A rough figure indicates
that at least 1000 different students could receive such varied
field experiences each year using the facilities now available.
Seven to.ten field directors would be needed to carry out such
activities. Most of them could be equivalent to postdoctoral
’ Students having leadership and wide field experience.
oD
f
There are similar facilities operated by other units in SUNYA,
such as the Cranberry Lake Biological Field Station, and at a number
of Universities in other countries with which we have cooperative
agreements |
We ajflso have less formal contacts with many Universities in
America, including Hawaii and Alaska, where student and faculty
could go if the special environment of the area was of importance
for mescayeh studies.
a
Vincent J. Schaefer
Feb. 15, 1971
APPENDIX i
Field Research Facilities
FIELD RESEARCH FACILITIES--
Cranberry Lake
ond students in the SUNY system were without a field biology station
in 1966. Ecologists at SUNY-1bany and the SUNY College of Forestry cooperated
in the development of a summer program to meet this need. It was agreed that the
site would be/ called the Cranberry Lake Biological Station. The principle of
a joint reap at Cranberry Lake was agreed to by respective administrations and
a Memorandum jof Understanding was prepared specifying the respective prerogatives
and responsibilities of each institution in the program. The first class arrived
in 1967; thirteen students attended and took courses in parasitology, field
biology, community ecology, and plant anatomy. The relative success of the first
effort reaffirmed the basic value of the program, and a second session was
offered in 1968. From these two initial efforts a modified and expanded program
for the next five years was agreed upon by the cooperating institutions.
By 1970 approximately 50 students and 7 faculty were in attendance. Along with
the development of a curriculum of 11 courses covering environmental areas. The
physical plant was modernized to accomodate 80 students.
Focus of Program
The current program was developed further through the mutual efforts
fo the faculties of the School of Biological Sciences at the College of Forestry
and the Department of Biological Sciences at SUNY-Albany. It is built upon four
upper division courses treating the basic principles of freshwater, forest,
invertebrate, and vertebrate ecology. In both instances the course work is field-
oriented utilizing a unique natural area. These courees are presented in related
sequences in two four-week sessions to provide greater flexibility in student
scheduling. These foundation courses are designed both to initiate juniors and
seniors to environmental field study and as refresher sessions for secondary
and junior college teachers and beginning graduate students.
As the major biological field station offering graduate training
in environmental biology in the State University, the graduate curriculum is the
unique eeature.| It is designed to offer the graduate student advanced training
within the Foul basic areas r_ntioned previously; in addition, it provides a
year-round vedere site for faculty and advanced students.
If is also planned that conferences will be held at Cranberry
Lake before and after the teaching season in order to accelerate communication among
environmental) scientists and perhaps more importantly, to build new lines of
communication between ecologists on the one hand and legislators and state
government officials on the other. Every day decisions are made on matters of
urban planning, highway construction, and industrial development. The ecological
consequences of these decisions are becoming more serious year by year.. It is
time to begin to face up to these consequences.
Unique Environmental Aspects of the Cranberry Lake Region
Terrestrial Habitats--The Pack Demonstration Forest property is, 964
acres in area. It presents a rolling landscape of modest relief, representative
of the western Adirondack region in general. Topographically, the property is
divided into three portions of nearly equal size: a northern hill section standing
300 feet above the lake; a middle drainage area of swamp and stream that divides
the property east-west; and a plateau-like southern third, with numerous ponds
and intermittent streams. The Forest is surrounded and protected on all sides
by State-owned waters and State-owned Forest Preserve, which in effect increases
manyfold the diversity of habitats available to station personnel. It also insures
long-term stability to the Cranberry Lake setting which is essential to its use
for basic ecological studies. Within a one day boat and hiking trip, most of the
67,00 acre Five Ponds Wilderness Area may be reached for scientific study and
research.
/
The vegetation of the Cranberry Lake area presents a cross-section
of Adirondack forest history. Commencing with the arrival of the railroad at
Wanakena in 1908, much of the land surrounding the lake was logged over, first
for softwoods and later for hardwoods. The fires of 1908 and 1915 subsequently
burned over thousands of acres in the region. The Five Ponds Wilderness Area
nearby escaped these disasters, however, and now serves as an invaluable ecological
base-line for} future studies of natural and virgin forest communities. For
contrast, managed forest lands with their corresponding forest cover may be
visited on commercial timberlae-ds a short distance away. Twenty-one of the 23
recognized forest types and four of the five Adirondack site:types are easily
accessible from the Station and have for years been studies by State University
College of Forestry students and faculty. Accordingly, examples of most major
types of Northeastern forest communities may be seen or? the Forest property or
in the immediate region.
Aquatic. Habitats--Cranberry Lake, with an area of 11 square miles and
55 miles of shoreline, is the third largest lake in the Adirondacks. A raeueat,
lake whose level was artificially raised over 100 years ago, it drains mixed
forests whose acid soils impart the brown coloration typical of bog waters.
Indeed the lake has many bog characteristics. Its warm waters are acid and
-inhabited by typical bog plankters, as the desmids and certain characteristic
Cladocera.
Cranberry Lake, due to its near complete enclosure in the Adirondack
Preserve, has a low density of population, with 40 of the 55 miles of shoreline
undeveloped. For this reason, and because it is typical of the acid, unproductive
waters of the state, and of great value for future water and aquatic studies;
it is important that these values be retained by proper community and local
groups to minimize pollution
A number of small shallow ponds, ranging in size from less than an
acre to five acres, occur within the Pack Demonstration Forest. It is planned
that these ponds will be divided into groups, some set aside permanently as
reference waters characteristic of this wild area and others designated aa
experimental ponds, with access provided to qualified investigators.
Donald McNaught
March 10, 1971
APPENDIX
Environmental _ Information Center
AN ENVIRONMENTAL INFORMATION CENTER
| A Proposal by Dr. Robert Nurnberger
I. Rationale
f
At this particular time there is considerable interest by the general
public, those responsible for administering public education and classroom
teachers bn the area of ervironmental studies. A mechanism is needed to
channel the best and most reliable information on envire*mental problems to
those people who are planning curricula and teaching. It would seem appar-
ent from our past experience in training science teachers that a continuing
mechanism will be needed for apdatiing of practicing teachers and orienting
beginners. Toward this we are proposing an Environmental Education Service
which will incorporate as its first phase both the resource center function
and a capability for continuing education. Funding is being sought at this
point for only the resource center function.
II. Structure of the Environmental Education Service
Director
Environmental Information Council
(local)
t T
(a)Resource Center (b) Instructional Division (c)Instructional (d)Conference
© Materials Branch Center
The Environmental Information Council will bring together a broad
spectrum of individuals concerned with the environment and related problems.
of science and technology. In the initial stages, the Council will function
as an advisory group in the identification of critical areas for development
| -2-
In the qperational stages the council members will have the additional
function of identifying resources or resource persons in response to request
for assistance from teacher or other members of the public. The council
membership will consist of twelve individuals drawn from among various public
and private organizations. The cooperation of the State Education Department
and severdh private industries and associations have been assured.
J The Service will coordinate its efforts on a national basis with the
AAAS, Comission on Science Education, Enyironnentel Council Program.
A. The Res Resource Center
; As part of an initial study of neéd, the author interviewed forty
secondary school teachers within a fifty mile radi1s of the University.
(These teachers are currently attending an NSF Institute on Air Pollution.)
The concensus was that there exists a considerable amount of written
aveRTeN which they were able to obtain on request from various agencies.
They felt, however, a lack in the following areas: media, sources of
answers to specific questions, coordinating monographs, speakers, field
trips, plans, extra curricular projects, and information in related
legal, economic, and social aspects. Accordingly, we felt the resource
center should be formed first and should be staffed with a bibliographer
arid an experienced teacher, with expertise in the area of the develop-
ment of instructional aids and exercises. Among the capabilities to
be developed in the resource area are the following:
1. A current bibliography of books and articles on the topics
of environmental science, natural and social sciences, and techno-
logy.
2. Listings of resource persons in the region, on the basis of
areas of special knowledge.
23e
3. A speakers bureau of community, industry and university personnel.
4, Abstracts of major articles - education, research technical and
f
|
general.
5. A visual aid library in conjunction with the Film Service of
the University Instructional Resources Center.
6. A model laboratory for developing, testing, and displaying
equipment and procedures.
B, Phe Instructional Division
(Ghe Instructional Division will be the last developed and funding
for it will be sought separately)
The principal target group for the instruction division is the
large number of adu}ts in teaching, industry and government service who
are actively seeking either initial instruction, refresher work, or
advanced work in the area of environmental studies or science and tech-
nology. In preparation for an NSF in-service institute, Problems in
Air Pollution, the author identified 2500 science and social science
teachers in an eleven county are ajoining the University. The same
general area included 621 major business industries employing 15,000
persons in skilled or profession capacities as well as government
agencies employing 18,000 persons in similar capacities.
Instruction will include short courses of one day to one week in
duration and in-service institutes, including the previously mentioned
air pollution insitiute, as well as the more conventional late afternoon
and evening courses.
In conjunction with the graduate training function, the Environ-
mental Education Service will serve as an agent for locating and faci-
‘litating research experiences for its students in governmental, indus-
trial, and academic projects. These experiences for the beginning stu-
dent, are viewed as an internship which will permit realisite experiences
| ~he
with current problems in operational settings. Original research will
be encouraged, and support in terms of physical facilities, equipment
and publishing assistance will ge given.
Cc. Instruction Material Branch
This branch of the Environmental Education Service will work in
conjunction with the University curriculum specialists and subject matter
specialists to develop those kinds of specialized instructional sequences,
media, and methods required for the special single purpose..courses and
independent study programs previously mentioned. In addition to the
preparation and sequencing of instruction, this branch will be charged
with the identifying or originating of programmed instruction, audio-
tutorial and related instruction devices which will be used in indepen-
dent instruction, extension teaching and public information.
One of the prime functions of an education center is to bring
people of divergent experience together to exchange ideas and to share
knowledgé. Thé Conference Center will serve primarily as a coordinating
agency in providing the kinds of facilities and identifying the resource
persons needed to create an atmosphere for effective decision making.
The University with its food service, housing and instruction facilities
‘ provides an ideal physteal and intellectual climate for meetings of
industrial, government and academic groups. The development of a Con-
ference Center building within the School of General Studies will create
ideal facilities for these activities.
REGISTERY OF SCIENTIFIC AND TECHNICAL PERSONNEL
ENVIRONMENTAL STUDIES
SUNY - ALBANY 1971
N
It is important that your answers fit into the blocks provided, one number,letter
or other sign to each block leaving blank hoxes for normal separation of words.
SOCIAL SECURITY NUMBER NAME: Last First Initial Middle Initial
LLEtittitis tbh yt i pit tei to tt
SEX (0-Male, 1-Female) Year of Birth: 11/4
CITIZENSHIP: (00-USA) , If other, please specify
UNIVERSITY ADDRESS: .
Building Code (Please leave any blanks on the right) i
Room Number (Please leave any blanks on the left)
University Phone: j
Are you a visiting professor? (0-No, 1-Yes)
EDUCATION: (Please leave blank spaces on the right)
Highest degree held: | | j Year received: 19
Institution: |; 9 4 yt tbtuityt itt pepe t iy terri
7
ENVIRONMENTAL ACTIVITIES:
Are you interested in participation in an Environmental Studies Activity?
(0-No, 1-Yes) LJ
Time of desired involvement: (0-Less, 1-Half-time, 2-More)
Area of involvement:
Teaching (0-Undergraduate, 1-Graduate, 2-Both, 3-No interest)
Research (0-Applied, 1-Basic, 2-Both, 3-No interest)
PROFESSIONAL DATA:
Division of the University in which you are employed (See Code Sheet) Li
Specialty: From the specialties listed on the code sheet, select and enter
both the number and scientific specialty most closely related to your PRESENT
principal employment or write in your specialty if it is not on the list.
Number Specialty Title
ae ee
Also enter other scientific specialties in which you have competence.
Number Specialty Title
LLits 2 :
Number Specialty Title
Number Specialty Title
a a Se |
Number Specialty Title
{ fe
Primary Professional Identification. (See Code Sheet) {
Indicate your most important kind of activity in terms of working time devoted:
(See Code Sheet) { _t J
Indicate your second most important kind of activity in terms of working time
devoted: (See Code Sheet) L_1
RESEARCH
Is any of your work being supported by U.S. Funds? (0-No, 1-Yes, 2-Unknown )
If yes, is your work related to any of the following programs? (If other,
please specify{ | and |_I
01-Agriculture 07-National Resources
02-Atomic Energy 08-Public Works
03-Education 09-Rural Development
04-Health 10-Space
05-Housing 11-Transportation
06-International 12-Urban Development
Other/Specify
RESEARCH con't.
Is any of your work being supported by State Funds? (0-No, 1-Yes, 2-Unknown) J
If yes, is your work related to any of the following programs? (If other,
please specifyl_i J and L_1_J ty
01-Agriculture 07-National Resources
02-Atomic Energy 08-Public Works
03-Education 09-Rural Development
04-Health 10-Space
05-Housing 11-Transportation
06-International 12-Urban Development
Other/Specify
LANGUAGE ABILITIES: Language Proficiency List”
Language:(See Code Sheet) Proficiency Enter, the most- appropriate: °
Reading Speaking number opposite the Language
— code. (0-Excellent, 1-Good,
a 2-Average, 3-Only slight ©
af |—- knowledge. )
FOREIGN AREA KNOWLEDGE:
Area: (See Code Sheet) Knowledge of Area Knowledge of Area Code:
ert WITH FIELD EXPERIENCE:
ist td a oo 0-High, 1-Average, 2-Minimal
and | t -— WITHOUT FIELD EXPERIENCE:
3rd | | 3-High, 4~Average, 5-Minimal
Year of most recent visit: Enter most appropriate number to correspond with areas
which you have indicated in the above question.
0-Trip planned during 1971 5-1955-59
Oi 1-1970-71 6-1950-54
ist }~ 2-1968-69 7-1940-49
and t_| 3-1965-67 8-Before 1940
3rd cr 4-1960-64
EXPERIENCE WITH COMPUTERS AND COMPUTER PROGRAMMING
Library Statistics and/or data processing programs (0-No, 1-Yes) LJ
Able to write programs in Fortran or other compiler languages.
(0-No, 1-Slightly proficient, 2-Average proficiency, 3-Higher than average
proficiency)
Experience in Computer Graphics. (0-None, 1-Used Library programs only,
2-Prepared own programs) j
Experience in simulation languages, for example GPSS, SIMSCRIPT. (0-None,
1-Used library programs only, 2-Prepared own programs) {__J|
ENVIRONMENTAL GROUPS (Please do not write in blocks)
University Environmental Groups of which you are an active member.
1.
2.
3.
National and Regional Environmental Groups of which you are an active member.
HOBBIES:
Please list.
SIGNATURE: DATE:
SPRING SCHEDULE 1972
STATE UNIVERSITY OF NEW YORK AT ALBANY
COURSES RELATED TO THE ENVIRONMENT
"Courses Related to the Environment" consists principally of information originally
compiled by the Environmental Program Steering Coumittee during the early summer of
1971.
The original list consisted of responses by Department Chairmen to a request asking
them to list the courses in their departments which are related to the environment.
This list has been updated by including courses that were not reported at that time
or have since been developed. If there are any additions or deletions, please let
us know immediately.
STATUS OF ENVIRONMENTAL STUDIES
At the time of this publication the university does not offer either a second field
or major in environmental studies. However, students in all departments may elect
environmentally-related courses or a sequence of such courses. University regula-
tions give those students who do not have a mandated combined major-second-field
the option of submitting individually developed interdisciplinary second fields to
their major department for approval.
SUGGESTIONS FOR THOSE INTERESTED IN COURSES RELATED TO THE ENV LRONME]
1. Read this listing of "Courses Related to the Environment", Undergraduate Bulletins,
Graduate Bulletin, and class schedule.
2. Confer with faculty advisors.
3. Comply with procedures for obtaining approval for a second field sequence.
4. Confer with department chairmen and/or instructors to determine the appropriateness
of the courses.
For Additional Information:
Mr, Louis Ismay, Associate Coordinator of Environmental Studies
Fine Arts 218, Telephone 457-3913
Paul G. Bulger
Coordinator of Environmental Studies
Dept, and Cou: Noe
Afro-American Studies
Aas
American
Ams
Ams
Ams
221
Studies
100b
320b
497
Anthropology
Ant
Ant
Art
Art
Art
Art
Art
Arts and
A&S
A&S
A&S
AGS
A&S
460
498
350
450
474
475
Sciences
190
201
300
301
390
Astronomy
Asy
Atmospheric Science
Atm
Atm
Atm
Atm
Atm
Atm
Biology
Bio
Bio
Bio
Bio
Bio
104
100
101
103
207
408
417
202
219
230
316
402
SPRING SCHEDULE 1972
COURSES RELATED TO THE ENVIRONMENT
Title
The Economic Structure of the Black Community
Problems in American Civilization
Colloquium in American Institutions
Independent Study in American Studies
Human Ecology
Independent Study in Anthropology
Art Criticism
History (Independent Study)
Contemporary Architecture
City Planning
Special Projects
The Environmental Forum
Independent Study
The Environmental Legislation Workshop
The Futures Workshop
The Energy and Society Workshop
The Environmental Impact Workshop
Other Independent Projects
Independent Study
Special Projects
Descriptive Astronomy
The Atmosphere
The Upper Atmosphere
Introductory Climatology
The Oceans
Hydrometeorology
Physical Limnology and Oceanography
Ecology
Field Biology
People and Resources in Ecological Perspective
Biogeography
Evolution
Dept. and Course No. Title
Chemistry
Chm 216 Organic Chemistry
Chm 225 Quantitative Analysis
Chm 340 Physical Chemistry
Classics
Cle 218 Roman Life
Comparative Literature
Cwl 335b History of Criticism Il
Computer Science
Csi 102 Computer Applications in the Social Sciences
Csi 103 Computer Applications in the Humanities
Csi 201 Introduction to Computer Science
Csi 202 Programming Techniques
Economics
Eco 182 Economics and Environmental Policy
Eco 183 Economics of War and Peace
Eco 890 Independent Study
Education
Psy 200 Psychological Foundation of Education
Fdn 300 Social Foundations of Education
Edu 300 Independent Study
Edu 390 Community Service Projects
C&I 400 The Program of the Secondary School
English
Eng 100 English Composition for Freshmen
Geography
Gog 101 Introduction to Physical Geography
Gog 102 Introduction to Cultural Geography
Gog 330 Geography of Population and Settlement
Gog 416 Geographical Aspects of Land Use Planning
Gog 418 Directed Study in Topical Geography (Independent Study)
Gog 457 Geography of New York State
Geology
Geo 105 Physical Geology
Geo 109 Historical Geology
History
Hist 415 American Economic History
Hist 497 Independent Study in History
Dep’ ind Course No»
International Politics
Pos
375
Management
Mgt
Mgt
Mgt
Mkt
Mkt
Mkt
Bus
361
410
481
210
351
432
495
Mathematics
Mat
Mat
Mat
100
106
108
Mat 362-3
Philosophy
Phi
Phi
Phi
Physics
Phy
212
320
324
302
Title
International Organization
Economics of Business Decisions
The Management of Organizations
Problems in Business Policy
Marketing Principles and Policies
Consumer Behavior
Marketing Coumunications Strategy
Independent Study in Business I
Introductory Mathematics
Intuitive Calculus
Elementary Statistics
Probability and Statistics
Ethics
Political and Social Philosophy
Aesthetics
Urban and Environmental Physics Problems
Physical Education and Health Education
Cpe
300
Political Seience
Pos
Pos
496
499
Psychology
Psy
Psy
Psy
Psy
Psy
Rhetoric
Rpa
Rpa
Rpa
Rpa
Rpa
270
327
375
382
499
and
203
204
202
321
324
Public Address’
School of Social Welfare
Ssw
290
Recreational Leadership
Independent Study
Sr. Seminor (Independent Study)
Social Psychology
Industrial Social Psychology
Directed Study in Psychology
Perception
Individual Program in Psychology (Independent Study)
Public Speaking
Group Communication
Argumentation and Debate
Advanced Argumentation and Persuasion
Professional Conference and Group Leadership
Community Service
Dept. and Cou: Noy Title
Sociology
Soc 270 Social Psychology
Soc 360 Social Movements
Soc 436 Urban Sociology
Soc 498b Independent Study in Sociology
Speech Pathology & Audiology
Sau 390 Independent Study in Speech Pathology & Audiology
Theatre
Thr 390 Independent Study in Theatre
Graduate School of Public Affairs
Paf 200 Social Policy and the Environment
Paf 350 Man Against His Environment
STATE UNIVERSIT® OF NEY >
ENVIRONMENTAL STUDYSS PROGRAM
MEMO TO: Environemntal Studies Students
FROM: Environmental Studies Program
SUBJECT: Sumner 1975 Environmental Studies Offerings
DATE: April 9, 1975
Students are reminded that in addition. to the summer cfferings listed un“
Environmental Studies, i.e.,
A ENV 250A Session I
A ENV 250B Session II
A ENV 350A Session I
A ENV 350B Session II
A ENV 397 Session iI
Ismay
Tsnay
Nichols
Nichols
Staff
the following Arts and Sciences courses are also offere’ oy the Environmuatal
Studies Pragram:
A A&S 300 Session {
A A&S 301 Session IT
A A&S 350 Sexzsion IT
A A&S 390 Session IY
Ismay
Ismay
Nichols*
Ismay
* A A&S 350 is an experimental course being :ffesed for the first time by the
Environmental Studies Program, The ccurse title is "Readings in the Idea of
Environment", The course description is .s follows:
Key ideas and skfnificant patterns >f thought in the evolving environmental
ethic literature. Extensive read’ngs in the major proponents of environ~
mental thought, including early oonservation-preservation literature, urben
environmental writing, environment and technology, and the evolving ethic cf
"Space Ship Earth", A research paper on an aspect of environmental thoughi
will be required.
ENVIRONMENTAL STUDIES ADVISEMENT
FA
‘THE ENVIRONMENTAL STUDIES PROGRAM WILL BE CONDUCTING ADVISEMENT SESSIONS
. FOR SUMMER 1975 AND FALL 1975 SEMESTERS. THE FOLLOWING SESSIONS WILL BE
AVATLABLE:
TUESDAY, APRIL 15
THURSDAY, APRIL 17
TUESDAY, APRIL 22
WEDNESDAY, APRIL 23
TUESDAY, APRIL 29
WEDNESDAY, APRIL 30
3:30 to 5:30
3230 to 5:30
3:30 to 5:30
2:30 to 4:30
3230 to 5:30
2:30 to 4:30
THE SESSIONS WILL BE HELD IN THE ENVIRONMENTAL STUDIES OFFICE (SS 111).
YOU SHOULD PLAN TO COME AT THE BEGINNING OF THE SESSION AND STAY FOR AS
LONG AS NECESSARY.
ae
INDIVIDUAL APPOINTMENTS FOR PROGRAM SCHEDULING WILL NOT BE MADE.
SIGN UP SHEETS WITH SECRETARY (SS 111)
ie
ENVIRONMENTAL STUDIES
Focus Study of man's relationship to the physical world
Background
Warnings of impending global crises and predictions of world-wide catastrophies
have been made by humanists, scientists and environmentalists.
Common to all warnings, predictions and proposed solutions have been pleas for
new knowledge - new social values - improved quality of life - an understanding
of the processes of nature - an understanding of man and of man's relationship
to his environment.
Responses to these warnings and predictions, solutions and pleas pose profound
questions concerning: Economic Theory - Scientific and Technological Practices -
Public Policy - Human Life Styles - World Views - The Nature of Man and The
Meaning of Human Life.
Opportunity
To work and study with teachers who are concerned with purposes and meanings of
human actions - who are concerned with values as well as with being sources of
subject matter enlightenment - who believe that in life one experience is worth
a thousand pictures.
To learn and draw from the natural, physical and social sciences and the arts and
humanities integrative and analytical approaches to understanding environmental
problems - to use this knowledge to identify and analyze and to develop and apply
to these problems imaginative and practicable solutions.
To develop skills in working with people in order to help them solve their
environmental problems, to realize their dreams and aspirations and to construct
new life styles from an ecological perspective.
Objective
Maturing men and women who understand the effects of what they do - who will accept
responsibilities for their actions - who think about the Earth from a perspective
of custodianship - who have vision - who are ready, willing and able to make
significant contributions toward the well being of mankind - who understand that
by shaping his environment man shapes the man and the world of the future.
Challenge
For those interested in Environmental Studies - in learning to cope with difficult
and complex environmental problems - in developing and applying solutions to these
problems - in making significant contributions to the world of the future -
Inquire: Environmental Studies Program at SUNY-ALBANY, Albany, New York 12222
Room 227 ES, phone 457-3992 or Room 218 FA, phone 457-3913 ~- Area code 518.
[ Recycle paper was not available for this printing. ]
curriculum-2
__ESP Electives:
The following courses will be offered by the environmental studies
program:
EnvS 200 experimental design 3 cred
EnvS 300 systems analysis (cultural) as
EnvS 300 systems analysis (natural)
EnvS 300 population ecology
EnvS 300 land use
EnvS 300 world habitats (cultural) 2 cred
EnvS 300 world habitats (natural) 2 cred
EnvS 300 principles of environmental law 3 cred
EnvS 300 air, soil and water pollution "
EnvS 400 directed independent research 1-6 cred
EnvsS 400 environmental decision-making 3 cred
work-study 2 + _. IS rad
ESP Requirements:
2 year major | departmental major
environmental studies 36 56
core 17 22:
other required courses
and activities i] 46
elective related work 10
second field 24 24
electives 60 40
120 120
|
|
|
|
. Draft
2/26/71
General Interest Courses
The following courses serve one or more functions; they are courses open to
the general student body and to the community, and in some instances are
part of the environmental studies academic program.
Environmental Forum 3 credits
Continuing study of environmental issues faced by society; weighing
impact of man on his surroundings, especially in terms of pollutants.
Features outside and faculty resource people invited on topical basis.
Useful student project required... Must have permission of Coordinator
to enroll.
Man Against his Environment 3 credits
A study of ecological, political and cultural forces destroying our
environment and threatening the physical and mental well-being and
quality of American life, thus raising issues of public policy. Basic
analysis of.the natural resources being exhausted, the impact of
urbanization, and consequent problems of waste, air and waster pollution,
the effect of noise, poisons and crowding upon man, and the inadequacies
of the proposed private and public policy solutions.
Introduction to Environmental Studies a & b 3 credits/semester
See new course list.
Ecosystems of the World 3 credits
See new course list.
The City 3 credits
See new course list.
Environmental Perception 3 credits
See new course list.
General interest courses
Draft
2/26/71
Principles of Environmental Law 3 credits
See new course list.
Land Use 3 credits
See new course list.
In addition, 300 level courses will be open to those students with the
necessary background.
CONFERENCE ON ENGINEERING EDUCATION AND ENVIRONMENTAL PROBLEMS
sponsored by
Association of Engineering Colleges of New York State
and
Office of Science and Technology, State Education Department
STATE UNIVERSITY OF NEW YORK AT ALBANY, ALBANY, N.Y.
CAMPUS CENTER BUILDING
February 2,3, 1971
PURPOSE: To discuss and to make recommendations of how the State's
engineering colleges, in their instructional and research programs, may
most appropriately respond to the needs created by environmental problems.
February 2, 1971
10:30 A.M. Registration opens. Assembly Hall, Second Floor
1:30 P.M. Conference opens. Plenary Session. Assembly Hall
Welcome - Vernon Ozarow, Chairman, Conference Steering Committee,
Associate Director, Office of Science and Technology,
State Education Department
Introductory Remarks - Herman Shulman, Vice President, Association
of Engineering Colleges of New York State. Vice President
and Dean of Engineering, Clarkson Institute of Technology
1:45 P.M. Keynote Address: Myron Tribus, Senior Vice President, Xerox
Corporation. ''The Changing Role of the Educational
Institution".
2:45 P.M. Intermission. Coffee and tea,
12:15 P.M. Luncheon. Ballroom, Campus Center
Address: Henry L. Diamond, Commissioner, N.Y.S. Department of
Environmental Conservation
2:00 P.M. Concluding Session: Plenary meeting at which the summaries and
conclusions of each Workshop will be presented. General
discussion will be invited and final conference conclusions
sought.
3:45 P.M. Concluding Observations and Remarks: Andrew Schultz, Jr., Dean of
Engineering, Cornell University ‘
NOTES:
1) Parking is available in the State Quadrangle Parking Lot. This is
shown on the Campus map in the northeast sector of the Campus,
adjacent to the State Quadrangle dormitory complex. it is about a
five minute walk to the Campus Center Building.
2) Dinner and luncheon are included in the registration fee ($5.00).
Bar refreshments may be individually purchased.
3) As many resource papers as possible will be sent to participants
prior to the Conference. There will probably be a few more to be
picked up at the Registration Desk.
Conference Steering Committee:
Donald Aulenbach - Rensselaer Polytechnic Institute
Paul DiCicco - Polytechnic Institute of Brooklyn
Harry Gregor - Columbia University
Fred Haag - Union College
James Luker - Syracuse University
Walter Lynn - Cornell University
Vernon Ozarow (Chairman) - NYS Education Department
Robert Paaswell - SUNY at Buffalo
ERGY STUDY GROUP
Independent Study
Problem-focussed Interdisciplinary Education
Credits: 3 (S-U)
Enrollment: 15:
Prerequisites: Sophomore, Junior or Seniors
Faculty Advisor: Bruce Marsh - Physics
Coordinator: Richard I. Brown - Environmental Studies ULB 35 457-8476
Faculty Participants: Vincent Schaefer ~-Atmospheric Science Research Center
Edward Renshaw -Economics
Shelton Banks - Chemistry
Harold Adams - Graduate School of Public Affairs
General Goals:
To study complex nature of energy utilization in our society and our dependence
thereon;
To study costs and benefits of present policies;
To investigate the technological and social options for the future;
To participate in expanding public understanding of the issues.
Structure:
1. Weekly meetings, some lectures on basics, discussion sessions
2. Attend, possibly participate in Albany Energy Conference in November
3. Individual projects from which a term paper, a report, or a log and presenta-
tion will be due by end of semester
4. Students will consult with advisors for suggestion and criticism of project
activity
5. Evaluation of student reports will be made jointly by advisor and coordinator
Students will probably make a presentation of their work or progress to the
"Introduction to projects" course (also independent study).
7. Field trips and interviews with industry and government officials
Starting Points:
September 1971 issue of Scientific American - “Energy and Power"
Joint Committee of Congress Print - "Economy, Energy and
Environment"
Suggested Projects:
widen
Agenda of SUNYA - RPI conference - November 4-5, 1971
“Energy Goals and the Environment”
June 1971 Energy Policy Statements OST
Relating to November Energy Conference
a. Prepare basic information booklet for conference
b. Tape and edit the Conference talks and interview the participants
ce. Write or edit a chapter of a book "Energy and the Future" for the general
public
Options for the Future
d. Calculate fuel savings in home heating if people adjusted to 68° in winter
and investigate the social attitude barrier
e. Study potential limitations on expansion of energy utilization and relate!to.
concept of steady state society
f£. Study relationship of architectural design and energy consumption
g- Investigate the effects of the introduction of the all-electric home
h. Study relative energy needs for recycling versus primary materials usage.
i. Investigate potential advantages and disadvantages of large scale systems
approach in waste heat utilization or mass transportation.
j. "How bright is a nuclear future? at
Community Education
k. Prepare and use educational exhibits on energy utilization
Prepare -and deliver a presentation for high school audience on’energy and society”
or some more specific topic
m. Prepare an open symposium on “energy and society" for students at SUNYA and the
public
Public Policy
n. Study the NYS Public Service Commission and find the energy policy plans for
NYS
o. Study bills passed and unpassed in 1971 Legislature which relate to energy policy.
Find out if Legislators plan bills for 1972 sessions.
Study potential impact of new legislation
p- Assemble a history of U.S. Energy policy such could be presauted at the
symposium suggested under (1)
Assorted ‘
q. Assemble a comparative analysis of energy utilization in different societies;
primitive, modern, developed, underdeveloped and across different components
of U.S. seciely
Attempt to calculate energy needs for a modern society wiht has organized*
to keep many of the benefits of technology but which has taken many extreme
measures to minimize energy utilization,
r. Study all aspects of present energy utilization in some region such as Capitol
district or Five Rivers Area
Study International flow of energy resources and political and economic impli-
cations,
Credits: Fall {97I: 3 (S-U system)
Enrollment: 15
Standing: Sophomore, Junior, or Senior
Faculty Advisor: THopason, Little fieco ENGL S/4
Adjunct Resource Advisors: Richard Brown Administration
Ralph Rosenthal Consultant
William Brina Student Project Director
Other Resource Advisors will be recruited as needed.
Purpose, Goals, and History:
The Environmental Impact Study Group is a student-initiated, student-dir-
ected activity seeking to improve understanding of the environmental impact
of major man-made developments on the natural and social environments. This
activity is undertaken in such a way that the understanding and knowledge of
the individual student member undergoes a rapid and sustained growth; the
knowledge acquired is disseminated into the larger community which is affected
by such development; and the individue!l student, in working on a real-world
problem, can come to accurately assess his individual strengths and weaknesses
against an objective yardstick and so be better equipped to make the decisions
needed to properly program himsel¢ in his future education.
The EISG, formed in November, 1970, was an outgrowth of the Environmental
Forum and related activities, including the PYE. Students felt the need for
an organizational framework in which continued studies in environmental
problems might procead in an effective, unencumbered manner. The initial
study undertaken by the EISG was titled "The Environmental Impact of Highway
Construction", an abstract for which is included as an appendix to this pro-
posal. The full-scale study never received tha funding that would have been
necessary to complete the work; however, preliminary work Ss conducted
(under varying auspices, including A & S$ 300) Spring 1971. A preliminary
report was assembled(and is available on request to ali interested).
The EISG proposes to continue the "Environmental Impact of Highway
Construction" study, which focuses on the proposed |-88(see the abstract
in the appendix). A draft environmental impact statement was prepared, as
required by sec. 102 of the National Environmental Policy Act of 1969, by
the New York State Department of Transportation. This document wil! be
carefully analyzed, and the group members will form themselves into teams
to study various problems covered in the environmental impact statement.
These will be carefully analyzed and the results will be made available to
the Department of Transportation, the Capital Region Citizens' Committee,
other interested government agencies and civic groups, and the general
public.
The E!SG also proposes to extend the scope of its activities beyond
highway construction. Under the National Environmental Policy Act(NEPA)
draft environmenta! impact statements are required for many types of dev-
elopmental activity. These documents may serve as a useful starting point
for enalysis, study, and research activity. Other proposed projects will
be selected by students who may develop particular interests in such pro-
Jects. The proposed pump storage plant facilities in Schoharie County
would, for example, be a worthwhile and fruitful project to study.
PARA
RS_AND STRUCTURE:
1, Weekly seminars(15) with faculty advisor, adjuncts and associates.
L
first of these méetings the Study Group will organize itself; i. e.,
students will select their project or sub-project, projects and sub-projects
will organize, additional adjumct advisors will be selected, and recruited
(to be selected in accoxhnee with the particular kinds of skills required),
and structures astablished.
Thereafter, projects and sub-projects shall meet as required. The
weekly seminars will be informational in nature. They will be designed to
present the activities of each sub-project or project to the study group as
a whole, to develop understanding the insight into what we are doing, and to
to consider problems and opportunities that have arisen.
Project/sub-project meetings will be held on a regular basis to enable the
various teams to continue their work.
Presentations will be made available on request to the “
atroduction to Project
Activity" A and S$ 300 course, to the Environmental Forum, to high schools and
civic groups, and so forth.
Sub-projects and projects shall issue final reports covering the whole of the
activities: reading, study, research, dissemination, contacts with govern-
mental and civic agencies, etc, to include plans, proposals, and so forth for
activities Spring 1972 and in the future.
Sub-projects and projeets will prepare draft proposals for grants under the
National Science Foundation's Student-Originated-Studies program. The group
shall pick and further develop the best of these proposals and submit it to
he NSF (by Nov. 30) for funding.
Grading will be an S-U basis. Students engaged in sub-projects or projects
will be wholly responsible for the composition of each final report. Evalu-
ation will be made jointly by Paul Marr and Richard Brown.
7. Liason with and feedback to and from the Legislative Study Group, the
Council for the Future Study Group, and other environmentally related
activities that exist will be established and continue.
Dr. Paul Marr, Faculty Advisor
William T. Brina, Student Project
Director
Proposal for Council of the Future Study Group - submitted by :
Richard Brown and Debbie Botch
Independent Studies
A&S 300
Credits: Fall 1971 “3 (S-U system)
Enrollment: 10
Standing: Junior or Senior
Faculty Advisor: Paul Meadows - Sociology
Adjunct Resource Advisors: Richard Brown Environmental Studies
Deborah Botch Student in Biology
Louis Ismay Art
Edward Renshaw Economics
William Reese Philosophy
History: During the summer of 1971 some SUNYA students and faculty parti-
cipated in a three-week institute at Rensselaerville, New York entitled
"The Steady State Society". This program explored the mechanisms, im-
pacts and implications of curtailing quantitative growth in an advanced
technological society. The Albany participants felt that the dialogue,
only scarecely begun at Rensselaerville, should be continued at SUNYA.
Goals: To pursue the questions and topics raised concerning the options
for the future of society;
To plan a student-faculty workshop series to begin in Spring 1972 on
campus, but including other local universities which will expand partici-
pation in the dialogue on the future of society.
Parameters for Fall 1971:
The selected readings from Rensselaerville;
A complete set of audio tapes of the sessions at Rensselaerville;
An extensive set of video tape interviews with the Institute faculty
made for WMHT;
A workshop on computer modeling as an educational tool and hence as
an aid in decision making;
Interaction with the Energy Study Group.
Structure:
Weekly meetings 3 hours, one evening per week
Some lectures, video tape
Workshops , raat On
Individual student projects
Requirements:
Regular attendance;
Presentation of a substantial written report on paper on a study project of
student's choice;
Evaluation of student projects will be made jointly by Paul Meadows and Richard
Brown.
Possible Ideas for Projects:
Neighborhood workshops to discuss futuresfas an experiment in developing com-
munity participation in decision making;
Collection and analysis of social and economic indices for assessment of past
trends and present indications or lack of indication of saturation of growth;
Assessment of the areas where technology can still do good things for us versus
areas where con trol of technology is inadequate;
Examination and use of Forrester's World Dynamics model with different ‘assumptions
as to system relationships;
Editing of materials from Rensselaerville for presentation to general audience
or for spring semester council of future workshops. -
stua tted by Thomas Peterson
PROPOSAL FOR THE LEGISLATIVE STUDY CROUP -
to the Independent Study Committee
Credits: Fall 1971 L (S-U system)
Enrollment: 10
Standing: Sophomore, Junior or Senior
Faculty Advisor: Webb Fiser GSPA
Associates: Robert Rienow GSPA
Edward Renshaw Economics
Richard Brown ‘ Environmental Studies
Nathan Friedman Math
1H -R + + xt
Ralph Rosenthal Reagrreh Yismwmate:
Matt Heyman Student Associate
Richard Morse Student Associate
Purpose:
The Legislature in NYS is consistenly plagued by the lack of information
on bills that they are considering. The LSG offers the opportunity of being
able to study bills relating to the environment and to present summaries of
what the bills would and would not accomplish. The legislatorg with this in-
formation on hand would be in a better position to cast his vote. The research
on these bills would be conducted and coordinated by undergraduate and graduate
students and by professors on a state-wide basis. Analyses of the ramifications
of environmental bills would be sought from competent people in appropriate
disciplines. The results of the studies of the LSG would be made available to
the Legislature, the Environmental Planning Lobby and the general public.
Specific Goals:
A) to prepare preliminary reviews of prefiled bills of both houses of the
Legislature; B) to assemble the various local and state-wide contacts needed
to facilitate rapid and balanced research capabilities needed for the bills (i.e.,
contact with Cornell for bills affecting water resources); C) develop the capacity
.7
to send information on bills to interested groups as rapidly as possible; D) to
become oriented to and develop an understanding of the workings of the Legisla-
ture via visits to the capital, meetings and correspondence with legislators
and by studying the literature available on legislatures. The intent of the
course is to provide the necessary planning to structure a larger study group
activity in the Spring of 1972, when the Legislature is again in session.
Structures of the Course:
1) Weekly seminars (15) with faculty advisor and associates
2) Meetings with legislators, scientists, local contacts and lobbyists, etc.
3) visits with various state agencies
4) Final report will be the activities accomplished during the semester
and on plans for activities - Spring of 1972
5) grading will be on S-U basis. Students will be responsible for the
composition of the final report. Evaluation will be made jointly by
Webb Fiser and Richard Brown
This effort is a continuation of the experience gained by Matt Heymann and
Richard Morse in the Environment and Discipline course of Spring 1971.
ea
ENVIRONMENTAL STUDIES INFORMATION 7
61972 ___——
*
As a consequence of the activities that have attempted to deal with the
area of Environmental Studies on this campus, a number of environmentally-
related courses will be offered during the coming semester, and will be
open to registration on Registration Day Monday, January 17th, 1972, These
include(but are not limited to):
A & S 201 The Environmental Forum (L. Ismay)
BIO 230 Population Resources in Ecological Perspective (D. McKinley)
ECO 182 Economics and Environmental Policy (R. Kalish)
PHY 302 Urban and Environmental Physics Problems (B. Marsh)
CHEM 301 Chemistry and Society (A. Herriott)
These courses do not have formal prereauisites. Students interested in enrolling
in any of these should contact the faculty members listed for each course, and
appear at Registration.
Environmental Workshops:
Four project-oriented activities growing out of experimental independent-study
programs conducted this fall will be offered, under A & S 300, for the Spring.
These workshops focus on broad problem areas in the environment and feature a
strong component of individual and joint project-type activity on the part of
the students. They are:
The Environmental Legislation Workshop'-- amassing and disseminating information
relative to proposed legislation in the N.Y.S, Legislature, with reference to
the effect on the environment of such legislation.
The Futures Workshop ~-- studying the changes that must come about to shift from
the growth cycle of consumption and waste to the closed-system steady-state soc-
iety of the future,
The Energy and Society Workshop -- exploring the role of energy, and of the modes
of consumption, prod ion, dissemination and control of energy in the environment,
The Environmental Impact Workshop -- delving into and tracing out the diverse
and interrelated impacts on the environment of proposed and actual developments
(highways, dams, etc.).
Students enrolling, in these courses should be prepared to engage in independent
project work. Those desiring information and/or wishing to register for such
workshops should contact Dr. Richard Brown or one of the co-chairmen of the Ad-
hoc Student Committee at ULB 35, (located in the podium between the Education
Blg. and the Library) and appear at Registration day.
The Status of Environmental Studies:
Students in all departments may elect environmentally-related courses or a sequence
of such courses. University regulations give those students who do not have a man-
dated combined major-second-field sequence the option of submitting interdisciplinary,
individually tailored second field sequences to their major department for approval.
Approval of an environmental studies second field program, or any second field pro-
gram for that matter, rests with the major department.
At this time, this university does not offer a major in environmental studies.
Y
Second Field and Elective Sequences in Environmental Studies:
In planning any activity with regard to environmental studies the student should
keep in mind the nature of environmental problems is such that both their study and
their resolution cut across disciplinary and divisional lines. The best obtainable
grounding in the basics of Biology, Chemistry, Physics, Psychology, Sociology, Eco-
nomics, and Political Science is recommended.
For those students wishing to develop enviromental sequences in the coming
spring Semester, the following courses are still at least somewhat open for Reg-
istration Day and lend themselves readily to inclusion in a proposed second field |
in Environmental Studies:
AT™ 100 The Atmosphere
ATM 200 The Oceans
BIO 202 Ecology(prerequisite: Bio 101 or a personal interview with D. McNaught)
Geog 101 Physical Geography
Geog 102 Cultural Geography
Soc 270 Social Psychology (or Psych 270)
cs 103 Computer Application in the Humanities(CS 102 is closed)
Anthro 460 Human Ecology (prerequisite: Anthro 110 or a personal interview with
T. Hursh)
This list is not complete, and individual programs may lend themselves to a wide
variety of courses. (Some fairly obvious selections were not included in this list
because it is intended to be of assistance to those wishing to Register or to Add
or Add-Drop on Registration day. Many courses are closed.)
The Conflict Resolution sequence of the new Peace Studies program is adaptable to
the needs of some students interested in Environmental Studies, particularly those
interested in the techniques of problem-solving in society.
Dr. J. Bulloff offers two graduate-level courses:
A STS 500 The Continuing Scientific Revolution
A STS 502 Scientific and Technological Forecasting
which are open to qualified upper-division undergraduates, and which may fit into
some programs({in particular the latter course: STS 502). While there are no for-
mal prerequisites for these courses(beyond the consent of your academic adviser),
students enrolling in them should be prepared to spend substantial time and energy
in filling whatever gaps may exist in their informational background.
A new course, tentatively titled "Social Policy and the Environment", a 200-level
course under the auspices of the GSPA, will be taught by R. Kalish in the Spring,
Students wishing to register in this will be able to do so on Registration Day.
All courses mentioned in this flyer will be offered at Registration day. Come in
to see Dr. Richard Brown(ULB 35) or Mr. Louis Ismay (FA218--Environmental Forum)
now. An Environmental Studies table should be available to dispense help and in-
formation at Registration,
The Student Ad Hoc Committee on Environmental Studies
William Brina
Edward Mark
Mark Plaat
Co-chairmen
1331 EN 151
1332 ENV 182
1333 ENV 202
1334 ENV 250B
D-071
1335 ENV 300B
1336 ENV 391
1337 ENV 302
1338 ENV 302
1339 ENV 303
1340 EN 310
1341 ENV 350B
1342 ENV 352
1343 ENV 397
1344 ENV 402
1345 ENV 450B
1346 ENV 464
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ENVIRONMENTAL STUDIES - SPRING SCHEDULE 1976
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FA 126
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SS 260
BA 230
LC 20
LC 20
SS 146
SS 146
SS 118
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Arr
PC 355
Arr
SS 262
Human Environment § Natural Systems
Economic § Environmental Policy
Ecology
Environmental Forum IT
Environmental Legislative Workshop
Chemistry in Society
Urban § Environment Physical Prob.
Urban § Environment Physical Prob.
Environment Information
Environmental Law
Environmental Project II
Environment as Art
Independent Study
Environmental Impact
Ad Environmental Project II
Environmental Economics
ak
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BE:
Bulloff
Kalish
Jaeger
Jaeger
Ismay
Ismay
. Nichols
Long
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Nichois
Nichols
Cowley
Staff
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Renshaw
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LIL,
TASK FORCES ON ~— CURRICULUM ACTION
Segoe Aen ah Ap
A one sentence quotation from Camus e Plaque: “The good —
person, the one that infects hardly anyone, is the person who
suffers the fewest lapses of attention."
A. There was a passionate attentiveness in the curriculum
task forces to try to get at material that can be utilized,
that can really be brought to bear upon the hunger issue.
B, Implementation of the knowledge gained is a Leitmotif
running through all the curriculum groups: It is sense-
less to proliferate a lot of the material if we are not
going to implement it. . That is part of the passion of
attention too.
A Model Program
Every effort must be made to re-order our educational estab-
lishments to concentrate on global priorities, particularly
the hunger issues.
A. Descriptive Survey, including history, science, technology,
agriculture, food biology, economics and politics, culture,
role of women, demographics, etc., in several different
courses and combined in some interdisciplinary ones.
B. Special Multi disciplinary Seminars focusing on specific
food issues but also including action projects. Every
effort made to infuse with a global perspective and to
illustrate links with the local.
Cc. Special Projects, including independent study, team
projects, action research, and internships.
D. Undergraduates should be given as much of an opportunity
for research and action as graduate students. Results
will be equally valuable to the food movement.
Resources Needed
A. Need national and regional clearing houses which can
collect, edit, and distribute:
Le Syllabi and course outlines
2. Bibliographics
3. Films
4. Sources of information (organizations, agencies,
embassies, etc)
Bie List of universities with programs and courses
6. Active Church and Community groups
B. All of these resource materials should be organized in
the following manner:
Lie: Grouped by academic levels - community, college,
elementary, etc.
2 Annotated adequately so user can determine whether
related to needs, purposes, and standards
3. More detailed information kept in regional clearing
TASK FORCES OF - CURRICULUM ACTION (Cont.) page two
houses so we know exactly who is doing what and what resources
can be tapped in person
C. Two possible national clearinghouses suggested:
1. Institute for Food and Development Policy
P.O. Box 57
Hastings-on-Hudson, N.Y. 10706
2. Institute for World Order
1140 Avenue of the Americas
New York, N.Y. 10036
Iv. Other Needs
A. Obstacles to Course Development:
1. ack of funds
2. lack of faculty interest and time 2
3. Lack of student orientation to policy and value courses
B. Things to work for:
1. Faculty release time to prepare new courses
2. Support of various groups on campus: campus ministry,
language clubs, foreign students, ecology groups,
newspapers
3. Support of community groups and local political leaders
4. Hold local press accountable for what they say and don't
say on hunger
5. Elect "food people" to student government and involve them
in administration of university, especially on budget
allocation, curriculum, and food policies
6. Students in groups and individuals should approach faculty
for support and participation. Interested faculty should
seek out their natural allies in the student body.
7. Students and faculty use contacts and resources to bring
in outside speakers and curricular advisers
C, Finding sources
1. Iocal churches and organizations
2. Student goverment and organizations
3. University development of faculty and alumni (articles in
alumni magazine)
4, local foundations
5. National foundations (See August 1975 Foundation News
put out by Russell Sage Foundation; 230 Park Avenue;
New York, N.Y. 10017.)
6. NDEA Title VI and National Endowment for the Humanities
D. Converting opponents into Allies
Department heads, tenures faculty, trustees, administrators
all mentioned but feeling was that any of these could be converted
to support of a Food/Hunger curriculum especially if proposals
properly prepared, widely endorsed, and if the self-interest
TASK FORCES OF ~ CURRICULUM ACTION (Cont.) page three
of the opposition could be engaged (i.e. draw more students or
research money to the department).
v. Camus again
Another character in The Plague says, "There are pestilences and
there are victims." He says he will try to live his life so as
to be on the side of the victims, If there is a radical commit-
ment in university communities to changing their curricula, perhaps
none of us will end up on the side of the pestilences.
EDs
LiL.
TASK FORCES ON - UNIVERSITY RESEARCH PRIORITIES
Approach
A, Global.
Be Integrative with the social, economic, and cultural
values and systems of that specific region being studied.
c. Interdisciplinary.
Conceptual framework of University Research
A. Cooperation with a clearing house and inventory of
research done and needed to be done with input from
American and foraign institutes and governments.
B. Communication with the public and legislators for speci-
fic policy formation.
Cs Establish positive incentives for problem-oriented
multidisciplinary research within the university.
Specific areas of research
A, Research of attitudes, ethics, and values
1. Ethical responsibilities of groups (national, inter-
national, government, corporations, organizations)
with regard to the global situation e.g., examination
of lifeboat, triage analogies.
Bw Development
Le Assessment of the concept of development analyzed
in terms of social, economic, and political impli-
cations, e.g., Capital versus labor intensive
technology, distribution, land tenure.
Ze The role of national and international structures
in relation to change.
Cc; Productivity
di Analysis of new food producing systems, e.g., is
bigness badness; intermediate technologies and energy
efficiency.
2 Research into incorporation of altered and novel
food sources into already existing food patterns.
Bis Conservation and environmental considerations,
i.e., a holistic approach within a population/food
supply framework.
The emphasis in those areas outlined above should be on
problem solving applied research.
seamen STUDIES PROGRAM
Description, Requirerents, Courses
The Environmental Studics Program offers a faculty-initiated Inter-
disciplinary Major with a concentration in Environmental Studies leading to
a BA. or DoS. deree.
Students are prepared for graduate level environmental study and careers
in governrent, industry, end enviromental consulting firms.
A multidisciplinary approach to the study of hunan-ervironmentel
relationshins is emrhasized via special projects, inder ndent study, and con-
ventional courses on a variety of environmental subjects.
The Interdisciplinary Majcr requires a minimum of 35 credits of courses
4n Environmental Studies as advised, of which at least half must be texen at
the 300 level or above, fot rore than twenty-five percent oF the erecits to
be applied towerd the Interdisciplinery Majer may be in independent stud
Certain supportive courses in related departments may apply toward a decree
program in appropriate cases.
Because an interrated opproach is stressed, students are advised to take
a strong second field or preferably a second major in one of the conventional
disciplines.
The Environmental Stuiies Program offers the following courses:
Env 105 (Geo 195) Environmental Geology (3 credits)
Introduction to ani survey of the geologic aspects of the environ-
ment, geologic aspects of health and disease, waste disposal, mineral
resources and conservation, land reclamation, land-use planning, and
geologic hazards. No prerequisites. Three lectures each weeks
Spring semester.
Env 150 (Paf 150) Man Agsinst His Environment (3 credits)
An introductory analysis of major environmental issues, the social
and political forces that genereve ane peravece a, the limits
and prospects of collective action and alternat: from which we
must choose environnensal po Live lecture = SY presenta-
tions and critique twice a Discussion 33 Se cnce a week,
Env 151 Fumen Environments and Natural Systens (3 credits)
An introduction to the study of man's relation to the ecosphere.
Three class periods eacu weer. Several field trirs required.
Env 182 (Eco 182) Economics and Environmental Policy (3 credits)
The economics of public policies which aim at envirornental control.
Emphasis is given to the concepts of resource ‘scarcity, externali-
ties, and covron property, as they affect the role of the public
sector in ehvironmental control.
Env 201 Enviromental Technics (3 credits)
Social, environmental, economic, and political goals ard consequences
of the generation and utilization of science and technol Snviron-
mental and sociel tecnnolecy for closing the gap t
technology and human presress. Three class ve
ods each ve
Env 202 (Bio 202) Ecology (3 credits)
Introduction to the study of organisms, populetions, and cormmunities
in reletion to their envi-crments, The course stresses an integrated
appronch to all levels of biological organization. ics considered
include: the niche cor » species diversity, nutrient cycling,
energy flow, ropulat: amics and control, tiological rhythms, and
other physiological mecasnissinfluenced by the environ: « Fre
requisite: bio 101. wdents are encouraged to retister for Bio 203
concurrently, Three class neriods each week. May ve taken either
semester,
Env 210 Introduction to Environmental Law (3 credits)
An introduction to the corsion lew origins of ervirormental law
and the functicning of + merican legal system in the environ-
mental law context, fanic elements of envirennental law will be
presented, ‘Three class neriods each week.
@
Env 230 (Bio 230) Teople and Resources in Ecological
Perspective (3 credits)
Introduction to ecosystems, soils science, and the distribution of
naturel communities. study of man es a global popriation ané
its sociel implications * resource exploitation, A historical
perspective on resource-oriented behavior, Does not vield credit
toward the major in biological sciences, Three class periods each
week,
Env 250 a &b Enviromental Forum (3, 6 credits)
A study of environmental issues which a crowded and industrialized
society must face, Lectures by epectelicts ina y of environ-
mental fields with larje and small group discussion. ‘Individual and
group projects on enviromental problems, Prerequisite: consent of
the instructor, Fell and Spring terms.
Env 300 a &b (Paf a & b) Environmental Writinz and
Legislative Research (3, 3 credits)
Intensive analysis, research, and writing on current environmental
topics. First semester devoted to learning basics of environmental
library research ans rerorting, including investicatory research
and coverace of administrative and court proceedings. second
semester will focus upon New York State legislative proresals on
environmental issues, ‘writing aimed toward puvlication in environ-
mental periodicals. Prerequisite: consent of instructor.
Env 301 (Chm 301) Chemistry in Society (3 credits)
Designed to provide the non-science student with an appreciation
of chemistry as a humen pursuit and the nature of chemicel knowledze
and hoy it is obtzine: (Closed to students with credit in Chm 121 b
or Chn 131 t.) ‘three class scetings each weer.
Env 302 (Phy 302) Urban and Environmental Physics
Problems (3 credits)
A physicist's approach to the collection, evaluation, and inter-
pretation of data ani cpinions on selected urban and environmental
problens. Topics will include mass transportation systems,
comparison of various en: 7 sources such as nuclear and fossil
fuel, end effective utilizetion of natural resources, Prerequisite:
Algebra. Three class Sods each week. May be taken either
semester. ‘This course will ve &/U graded.
Env 303 Enviromental Information (3 credits)
Environmental information and literature. Statistical analysis and
written presentation of 2 mental data, fecision models end
environmental quality osc NCE eparation of puolic service,
legislative vosition, .or t2cr ical papers. Prerequisite: _ consent
of the instructor.
Env 310 Environmental Law (3 credits)
Presents recent developments in environmental law. Zmphasizes the
critical nature of state and federal administra’ i agencies in the
developient and enforcement of environmental law, Prerequisite:
Env 210 or consent of instructor. Spring term.
Env 330 Trtroduction to Enviromental Analysis (3 credits)
Blemertery principles 22d lacoratory techniauves for the detection
and anelysis of air and vater pollution. Sources; sinks, and
distribution of major pollutants and their cycles in air and water.
Introduction to methods of recycling wastes and methods of environ-
mental protection, Two lectures and one laboratcry each week.
Prerequisites: Chm Joi 4 and bd, plus Fhysics le+ and 125.
Envy 3502 &b Environmental Study Project (3, 3 credits)
Performance of 2 year-long project suited to the student's needs
or goals. Prerequisite or corequisite: 2 semesters of Env 250 a & be
Fall and Spring terms.
Env 352 (art 352) The Environment as Art (3 credits)
{he understanding of art as environment as well as enviroment as
art; the artist and the conditions ef his obligation to society; &
continuing analysis of wnat is, whet could be, and what must be. The
idea of art made for posterity; the question of recycling and re-use
of art.
Env 397 Independent Study (1-4 credits)
An inéependent study course with variable credit, Contingent upon
consent of instructor willing to supervise the study. Prerequisite:
consent of program director.
Env 4o2 Environrental Impact (3 credits)
Environmental impact statements as one form of tecmnology assessment.
Intended to prepare stucents to contribute to some portien of an
environmental i:pact statement. Techniques such as forecasting,
systems, and information theory as eids for governmental and
corporate environmental plenning. Prerequisite: Env 303.
Env 405 Locel Environmental Protection
and Coordination (3 credits)
Methods and practices of environmental control, planning, and
operations at municipal lev21. Emphasis is on work of local environ-
mental conservation commissions and county environmental management
councils, as official local government agencies, Hovever, course
content will be of interest and penefit for all citizen conserva-
tionists and those worxinzt in area of environmental affairs. TFre-
requisite: consent of instructor.
Env 464 (Eco 464) Environmental Economics (4 credits)
The course focuses on the theory of social costs with emphasis given
to the cost and benefits associated with alternatives ‘or reducing
environmental pollution. ‘The course will be concerned with such
topics as porulation control, coning, the economics of puclic health,
conservation of endanzered species, natural wonder and artifacts,
natural resource exhaustion and voth positive and normative aspects
of the end of progress hypothesis.
For further information, contact:
Director, Environmental Studies Program
State University of New York at Albany
1400 Washington Avenue
Albany, Wew York 12222 Phone: (518) 457-7014
Mee
COLLESE OF ARTS AND SCTEMCES
hdl
A&S Independent Study
Instructions and Application Form
Courses available for undergraduates are A&S 399 - Independent
Study (1-4); A&S 3901 - Independent Study (5-15): A&S 359 - Experimen-
tal Projects (3); and A&S 390 - Special Projects (1-15). The course
available for graduates is A&S 690 - Special Projects (1-15).
WHICH COURSES TO APPLY FOR:
Independent Study (A&S 390 and 391) is just vhat the name indi-
cates, and may be proposed for any subject that may reasonably be
considered relevant to the academic concerns of the Colleg: of Arts
and Sciences. A&S courses may be taken only when regular departmental
courses, including independent study, are not feasible for the pro~
posed study.
Special Projects courses (A&S 399 and 690) are for projects where
the main educational benefit is to be derived from practical work in
community service. "Community service” is interpreted broadly, to
include such things as positions in government and other public ser-
vice institutions, organization of community action groups, and
electoral politics. In addition, a project must include collateral
study designed to enhance the educational value to the student of the
service work.
Experimental Programs course (A&S 359) is for faculty wishing
to offer experimental courses with an interdepartmental character,
experimental or "one time only" courses, not interdepartmental, where
the instructor's departizent has no “umbrella” course titles and the
department chairperson approves, and for joint study projects by
groups of students working together under faculty direction.
This course conforms to the following stipulations:
a). Proposed programs would require orior approval of
the A&S Interdepartnental Studies Comittee.
b) A progran could be-extended or repeated for a
second te with the additional spproval of the
sane committee.
c) Further extension or repetition would be possible
only if application ware in process for the course
to be entered into the regular curriculun.
mas
APPLICATIONS REQUESTING MORE THAN SIX CREDIT HOURS:
These must be justified with exceptional care. The amount of
time and energy required by a project is not the only criterion,
nor even the most important one. The project should have sufficient
scope and depth to contribute in a major way to the enrichment of
the applicant's whole undergraduate program, since it will consti-
tute a substantial part of it. Applicants should justify their
projects in these terms. To assist the committee in evaluating
their prograns, applicants should also provide a list of titles of
all other courses taken or planned, divided inte major, second
field, and elective courses.
The committee must receive a supporting letter from the faculty
sponsor of the proposed project. The letter should explain the
support in terms of the above considerations, and also of his
judgment of the student's abilities and background. The faculty
sponsor may also in some instances be required to come to a
comaittee meeting to answer questions.
Procedure
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
Application forms and information are available in the Dean's
Office, College of Arts and Sciences.
Applications must be completed in 4 copies and returned to the
Dean's Office.
Important factors on the application form are:
a.) Selection of grading; A/E or S/U.
b.) Indication of whether the project is for major,
second field, or elective credit.
c.) If the project is for elective credit, the
signature of the faculty sponsor is needed.
d.) If the project is for major or second field
credit the signatures of both faculty sponsor
and the department. chairman of the major are
needed. .
e.) If the project is for more than 6 credits, a
letter of support is needed from the faculty
sponsor.
After application is completed and returned to the Dean's
Office, it is’ forwarded to the Interdepartmental Studies
Committee in. the College of Arts and Sciences for action.
The Dean's Office notifies students of the action by the Inter~
departmental Studies Committee.
Upon netification of approval of their proposal, students can
pick up the class card necessary for registration in the Dean's
Office, during pre-registration, registration, and add/drop
week.
The individual instructors for these projects submit the grades
for their projects in memorandum form at the end of the semester
to the Dean's Office, College of Arts and Sciences. They are
then transferred to the master list for these courses and sub~
mitted to the Registrar.
In the future the discrete title of a student's project will be
printed on the transcript in the same manner as regular courses,
~ following the 20 character limitation.
ENVIRONMENTAL STUDIES PROGRAM
The Environmental. Studies Program offers a faculty-initiated Interdisci-
plinary Major with a concentration in Environmental Studies (B.A. or B.S.
degree). The Interdisciplinary Major requires a minimum of 36 credits cf courses
in Environmental Studies as advised, of which at least half must be taken at the
300 level or above. Not more than twenty-five percent of the credits to be
applied toward the Interdisciplinary Major may be in independent studies. Certain
supportive sources in related departments may apply toward a degree program in
appropriate cases.
Students are prepared for graduate level environmental study and careers in
government, industry and environmental consulting firms. Opportunities are
provided for internships and field work in the local community. A multidisci-
plinary approach to the study of human-environmental relationships is emphasized
via special projects, independent study end conventional courses on a vay ty of
environmental subjects. Because an integrated approach is stressed, student
are advised to take a strong second field or preferably a second major in one of
the conventional disciplines.
The Environmental Studies Program offers the following courses:
Env 105(Geo 105) Environmental Geology (3)
Introduction to and survey of the geologic aspects of the environment,
geologic aspects of health and disease, waste disposal, mineral
resources and conservation, land reclamation, lend-use planning, and
geologic hazards. No prerequisites, Three lectures each week.
Spring semester. ~
Env 150(Paf 150) Man Against His Environment (3)
An introductory aralysis of major environmental issues, the social
and political forces that gen te and aggravate them, the limits
and prospects of collective action and alternatives from which we
must choose environmental policy. Live lectures plus TV presentations
and critique twice a week. Discussion sessions once a week.
Env 151 Human Environments and Natural Systems (3)
An introduction to the study of man's relation to the ecosphere, Three
class periods each week. Several field trips required.
Env 182(Eco 182) Economics and Environmental Policy (3)
The economics of public policies which aim at environmental control.
Emphasis is given to the concepts of resource scarcity, externalities,
and common property, as they affect the role of the public sector in
environmental control.
Env 201 Environmental Technics (3)
Social, environmental, economic, and political goals and conse-
quences of the generation and utilization of science and technology.
Environmental and social technology for closing the gap between
physical technology and human progress. Three class periods
each week,
Env 202(Bio 202) Ecology (3)
Introduction to the study of organisms, populations, and communities
in relation to their environments. The course stresses an integrated
approach to all levels of biological organization. Topics considered
include: the niche concept, species diversity, nutrient cycling,
energy flow, population dynamics and control, piological rhythms, and
other physiological mechanism influenced by the environment. Pre-
requisite: Bio 101. Students are encouraged to register for Bio 203
concurrently. ‘Three class periods each week. May be taken either
semester.
Env 210 Introduction to Environmental Law (3)
An introduction to the common law origins of environmental law
and the functioning of the American legal system in the environ-
mental law context, Basic elements of environmental law will be
presented. Three class periods each week.
Env 230(Bio 230) People and Resources in Ecological Perspective (3)
Introduction to ecosystems, soils science, and the distribution of
natural communities. The study of man as a global population and
its social implications for resource exploitation. A historical
perspective on resource-oriented behavior. Does not yield credit
toward the major in biological sciences. Three class periods each
week.
Env 250a and b Environmental Forum and Projects (3, 6)
A study of environmental issues which a crowded and industrialized
society must face, Lectures by specialists in a variety of environ-
mental fields with large and small group discussion. Individual and
group projects on environmental problems. Prerequisite: consent of
the instructor. Fall and Spring terms,
Env 300a and b(Paf a and b) Environmental Writing and
Legislative Research (3, 3)
Intensive analysis, research, and writing on current environmental
topics. First semestcr devoted to learning basics of environmental
library research and reporting, including investigatory research and
coverage of administrative and court proceedings. Second semester
will focus upon New York State legislative proposals on environmental
issues. Writing aimed toward publication in environmental periodi-
cals. Prerequisite: consent of instructor.
3.
Env 301(Chm 301) Chemistry in Society (3)
Designed to provide the non-science student with an appreciation
of chemistry as a human pursuit and the nature of chemical know-
ledge and how it is obtained. (Closed to students with credit in
Chm 121b or Chm 131d.) Three class meetings each week.
Env 302(Phy 302) Urban and Environmental Physics Problems (3)
A physicist's approach to the collection, evaluation, and interpreta-
tion of data and opinions on selected urban and environmental problems.
Topics will include mass transportation systems, comparison of various
energy sources such as nuclear and fossil fuel, and effective utiliza-
tion of natural resources, Prerequisite: Algebra, Three class
periods each week, May be taken either semester. This course will be
S/U graded,
Env 303 Environmental Information (3)
Environmental information and literature, Statistical analysis and
written presentation of environmental data. Decision models and
environmental quality assurance. Preparation of public service,
legislative position, or technical papers. Prerequisite: consent
of the instructor.
Env 310 Environmental Law (3)
Presents recent developments in environmental law. Emphasizes the
critical nature of state and federal administrative agencies in the
development and enforcement of environmental law. Prerequisite:
Env 210 or consent of instructor. Spring term.
Env 330 Introduction to Environmental Analysis (3)
Elementary principles and laboratory techniques for the detection and
analysis of air and water pollution. Sources, sinks, and distribution
of major pollutants and their cycles in air and water, Introduction
to methods of recycling wastes and methods of environmental protection.
Two lectures and one Jaboratory each week. Prerequisites: Chm lela
and b, plus Physics 124 and 125.
Env 350a and b Environmental Study Project (3, 3)
Performance of a year-long project suited to the student's needs or
goals. Prerequisite or corequisite: 2 semesters of Env 250a and b.
Fall and Spring terms.
Env 352(Art 352) The Environment as Art (3)
The understanding of art as environment as well as environment as art;
the artist and the conditions of his obligation to society; a continuing
analysis of what is, what could be, and what must be, The idea of art
made for posterity; the question of recycling and re-use of art.
Env 397 Independent study (1-4)
An independent study course with variable credit. Contingent upon
consent of instructor willing to supervise the study. Prerequisite:
consent of program director.
Env 402 Environmental Impact (3)
Environmental impact statements as one form of technology assessment.
Intended to prepare students to contribute to some portion of an
environmental impact statement. Techniques such as forecasting, systems
and information theory as aids for governmental and corporate environ-
mental planning. Prerequisite: Env 303.
Env 464(Eco 464) Environmental Economics (4)
The course focuses on the theory of social costs with emphasis given to
the cost and benefits associated with alternatives for reducing environ-
mental pollution. The course will be concerned with such topics as
population control, zoning, the economics of public health, conservation
of endangered species, natural wonder and artifacts, natural resource
exhaustion and both positive and normative aspects of the end of progress
hypothesis.
For further information about the Environmental Studies Program contact:
Director Jon T. Scott
ss 382
(518) 457-7014
April, 1974
[Men Against His Environment}
A Series of 28 lectures
Rebert Rieno
I. Introduction Professor of Political Science
end Environmental Problems
II. foo Many People Televised; visual aids, study
III. The Growth Panic guides
Iv. Even the Greatest Lean Produced by:
Vv. Squeeze on Barthly Space Educational Communications Center, ,
State University of New York
at Albany
Dr. Robert Rowe, Director
VI. The Great American Thirst
Vii. Water Witches of the Future--
VIII. Wilderness Our Wolf Mother _
IX. Wilderness end the Human Animal
X. When Men Plays God_ Myr nit
XI. Parade of the Doomed ? Wed
XII. Agony of the Cities
Ww
XIII. Strangulation by Freeway _
XIV. Outfalls Mey Be Our Downfall
XV. cold Statistics and Hot Pollution
XVI. Midnight at Noon
XVII. Air Rationing--The New Age
XVIII _"Color Me Green"
XIX. A Dirty Letter Word: BUNK
XX. To Hear Or Not to Hear!
XXI. The Slow Kill
XXII. No Place to Flee To
nie “Co-author: Moment in the Su
XXTII. What's Left in Davy Jones's Locker?
XXIV. The Salt in Our Blood
XXV The Escape Hatch
XXVI. Fhe Big Snow Job <
XXVIII. Where the Action fis: POLITICS
XXIII. EARTHMANSHIP
a ne
ENVIRONMENT AND THE DISCIPLINES
Next semester, i.e., Spring, 1971, there will be an unusual oppor-
tunity for highly motivated students to devote an entire semester to
independent study end modular courses covering a wide variety of environ-
mental topics and issues under the course number A&S 301. This is a unique
attempt to carry forward the momentum recently generated by some faculty
and students in the search for a relevant focus within the liberal arts
framework. The pian is aimed priwarily at sophomores, since the timing
offers them the greatest chance of ptortcing from such a venture.
Fifteen faculty members from twelve departments are expected to par-
ticipate and provide a strong inter-disciplinary basis for the semester's
work. Students electing the program would take 3 credit hours of Environ-
ment Forum and 12 credit hours of independent study. The latter would
consist of from one to twelve lectures and laboratory sessions or field
trips sponsored by each of the participating faculty and a major term paper
or some other project that is approved and supervised by the faculty.
The goal for a semester is an educational experience that will provide
some breadth and depth in a coherent manner.
For students already heading toward a particular discipline the semester
should provide new dashight into the role their discipline has in the larger
scene. For students who are concerned about pollution and human survival but
are not yet sure in which direction to apply their talents, the semester should
provide perspectives on what the disciplines have to offer toward finding
future paths of minimum environmental degradation.
ae
A partial list of topics +o be discussed is: Economics and the
Environment; Introduction to General Systems Analysis; Material Flow and
Recycling; Thermal Pollution and Thermodynamic Concepts; Climatic Modifi-
cation; Ecosystem Development; Problems in Power Generation: Pesticides;
Population Ecology; Political, Legal, Social, Businese Aspects of
Environmental Husbandry.
Interested students should see Dr. Richard Brown, Physics 213,
Phone 457-8340 for more information and drop-add cards to change from
present preregistered courses. Enrollment will be limited due to the
somewhat experimental nature of the program.
RIB: dhm
Minor - Environmental Studies
*Atmosphere
Atmosphere
Atmosphere
Atmosphere
Atmosphere
Atmosphere
Atmosphere
Atmosphere
*Will add new & will renumber to 300 or 400 level.
Possible
100
103
300
417
50?
513
514
The Atmosphere
Introductory Climatology
Introductory Meterology
General Oceanography
Hydrometeorology
Bio Climatology
Air Pollution
Geology - 105 - Physical Geology
Geology - 109 - Historical Geology
Geology - 320 - Paleontology
January 1970
ENVIRONMENTAL STUDIES PROGRAM CURRICULUM
The following is the course distribution for the proposed environmental
studies program. Alternatives have been provided for both a “departmental” program
and a "major" program, the primary distinction being between a program which is
begun by a freshman and one which is declared by a junior.
Environmental Studies Core
The environmental studies core is designed to be taken in the first
year in which a student elects to major in environmental studies. The core consists
of the environmental studies introductory sequence and the envircumental studies
basic competency courses,
Environmental studies introductory sequence:
EnvS 1 Introduction to environmental studies I 3 cred.
EnvS 1 Introduction to eavironmental studies II 3 cred.
These courses will be available to all students whether they are
majors in the environmental studies program or have only a general interest in
environmental studies. Envirommental studies majors, however, will be required to
elect a 1 credit experjmental project and/or a 1 eredit student faculty seminar at
the same time they enroll in these courses.
Environmental studies basic competency courses:
EnvS 1 Environmental semantics 3 cred.
EnvS 1 Environmental mathematics I 3 cred.
EnvS 2__ Environmental perception 3 cred.
EnvS 2__ Environmental mathematics II 3 cred.
The departmental program requires 12 credit hours.
The major program requires (a) equivalent mathematics plus either
semantics or perception, or, (b) 6 credits of environmental mathematics plus
either semantics or perception. (a total of 9 credit hours)
Required Courses in Environmental Studies
All environmental studies majors will be required to take three of the
following four courses:
EnvS 2__ Ecosystems of the world 3 cred.
EnvS 2__ The city 3 cred.
EnvS. 3 Population ecology 3 cred.
EnvS 3__ Systems analysis (either cultural or natural) 3 cred.
Students in the departmental program must take all of the above plus
the following:
EnvS 4 __ Research problem (repeatable) 2 cred. min.
EnvS 4 Environmental decision-making 3 cred.
EnvS 4 Work~study 15 cred.
