Social Change and Natural Resources
This three hour course is designed to integrate social and biological
science for the purposes of solving natural resource problems. It includes the
following theoretical and/or analytical perspectives: 1) culture, 2)
political economy, 3) diffusion adoption, 4) deep ecology and
ecofeminism, 5) resource mobilization, 6) action and participatory
research, 7) small group and organizational behavior. Case studies of
natural resource exploitation in the U.S. and Third World, video tapes,
movies, simulation, role plays, lectures and group discussion may be used
to show the relationship between theory and praxis.
Expectations: Attend lectures and participate actively in class discussion. Complete
all reading assignments prior to class discussion. Students will be divided into small groups, each of which will write a
case study of a problem having social and environmental significance.
Students are to use three theoretical or analytical models presented in
the course in their analysis of their case study. An oral presentation
of the case study will be made to the class near the end of the
semester. The case study will also be written as paper and submitted for
There will be a midterm exam and a final.
This course will be taught in the Dana Building, School of Natural
Resources and Environment
Small Group, Organization, and Advocacy Planning (SNRE 495)
Course Description:This course meets on Tuesdays and Thursdays for two hours each
time. Topics in the course include the dimensions essential for group
growth, force field analysis, consensus decision making, negotiations,
small group facilitation, media strategies, organizational change and
development, community organizing, bases of power, and conflict. Other
topics include proposal writing, and direct mail campaigns. The course
will use lectures, simulations, role plays, group discussion, video
tapes, and movies, organized around natural resource content. Students
will be organized into affinity groups to accomplish two goals:
affinity group will be responsible for teaching a group skill to the
2) each affinity group will be responsible for researching and
writing an environmental and social justice profile on a major
corporation, which is to be reported on in class near the end of the
As a part of the teaching and learning process, students are
required to keep weekly logs on assigned readings, classroom discussion,
corporate research, and their interactions within their affinity groups.
Each student will be individually interviewed at least once by the T.A.
regarding affinity group projects.
Research for Environmental Justice (SNRE 594)
Course Description:This course is taught by Dr. Elaine Hockman, statistician, and
Coordinator of the Research Support Laboratory and Computing and
Information Technology Center at Wayne State University, Alissa
Friedman-Torres, graduate student in Sociology, and Bunyan Bryant,
faculty member in the School of Natural Resources and Environment. The
course content is based upon several data bases obtained from the State
departments of Natural Resources, Public Health, and Education. From the
state we obtained Toxic Release Inventory, Leaky Underground Storage
Tanks, Act 307 including Superfund, and Low-Birth Weight data bases.
These data bases have been merged and made ready for statistical
analysis. The course, taught in the School of Natural Resources, is
organized into three basic sections:
1) Data Description, and Data
Access: In this section of the course students will learn about how the
data were obtained, merged, made ready for analysis and data access
2) Seminar: This section of the course will require
students to read and report on assigned readings, followed by discussion.
Students will be assigned different articles to read and therefore it is
important that they attend class in order to make concise and organized
3) Conference Organizing: This section of the class will be used
to organize a one-day conference, inviting community activists and
policymakers, where students will present their papers.
In the past
non-students have been asked to share in the planning and presenting
information at the conference. Student papers are to be co-authored with
faculty to be submitted to a peer-review journal or to be included in a
chapter in a book that is presently being organized.
Race, Poverty, Environmental Justice and the International Connection
Course Description:This is a lecture course. Powerpoint and Adobe Photoshop Software
programs have been used to project text, pictures, and graphics on a
large screen. Information in the course includes:
1) the definition of
environmental racism, environmental equity, environmental justice, and
2) key research issues in the field of
environmental justice which includes, race vs. income, intent vs.
nonintent, small vs. large unit of analysis, pollution prevention vs.
pollution control, cause and effect vs. association,
energy and its relation environmental justice,
4) the social structure
of accumulation vs. the social structure of sustainability,
the issues of environmental justice within the U.S. and within
6) comparing the Basel Treaty with the Organization
of African Unity's ban on the transport of toxic waste internationally,
and the First National Environmental Leadership Summit's Seventeen
Principles of Environmental Justice. Both domestic and international
case studies will be used in the course to enhance teaching and learning.
Students will be required to take midsemester and final
examinations and develop case studies.
Social Change, Energy, and Land Ethics (SNRE 494)
Course Description:This graduate seminar approach, developed by the Movement for a New
Society in Philadelphia, concentrates on self-generating learning,
sharing of readings and ideas, and discussion strategies for social
change. The assumption is that in order to effectively design strategies
for change, we must have both a global and micro understanding of forces
and events throughout the world. Students are required to work in pairs
to develop one seminar on a pre-determined topic and one laboratory
experience on the same topic for seminar participants. Each student will
read a different set of readings. Seminar topics may include racism;
classism; patriarchy and sexism; fossil fuels, such as coal and oil;
nuclear power; food, including farming, and landuse issues; solar energy;
and energy conservation. While the seminar is focused on the reporting
of readings and discussion, facilitated by the organizers, the laboratory
experiences take on a variety of forms such as movies, simulations, role
plays, and/or formal speakers. The faculty will provide readings for the
seminar for the first three weeks, allowing time for students to organize
their seminars and laboratory experiences. Organizers are required to
hand out their readings one week in advance of their seminar.
1 st Picture Credit - Environmental Justice Resource Center
2 nd Picture Credit - Robert Visser, Greenpeace