Master of Arts in Environmental Security and Peace UPEACE Programme in South Asia, the Horn of Africa and the Middle East (UPSAM) Environmental Security and Peace Ucu Martanto Advisor Jan Breitling July, 2009 This curriculum is submitted in partial fulfilment of the requirements for the degree of Master of Arts, Environmental Security and Peace University for Peace Universidad para la Paz
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Master of Arts in Environmental Security and Peace
UPEACE Programme in South Asia, the Horn of Africa and the Middle East (UPSAM)
Environmental Security and Peace
Ucu Martanto
Advisor Jan Breitling
July, 2009
This curriculum is submitted in partial fulfilment of the requirements for the degree of Master of Arts, Environmental Security and Peace
University for Peace Universidad para la Paz
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Acknowledgments
These two curricula (Environmental Security and Peace and Forest, Land and Insecurity in
Indonesia) are a tiny little step in a long journey to understand the complexities of the interaction
between the environment and human activities in Indonesia. Therefore, bigger and more durable
steps are really needed to explore the complexities and, at the end, to improve the environment-
human relationship for the sake of bettering Indonesia’s future. Fortunately, although it seems a bit
late, a couple of years back, the Indonesian government and society’s awareness of environmental
degradation and sustainable development began to increase. They also realized that deforestation,
climate change, food insecurity, unsustainable land use, etc. exaggerate environmental
marginalization and environmental injustice and are non-traditional threats to national security.
Hence, these issues should be addressed in “non-traditional” policies.
These curricula have contributed to my intellectual journey, but are not the end of my ambition to
develop monumental works. My understanding of environmental security and peace studies is just
like a relationship; the more intimate I become with the subject matter, the better the quality of work
I produce.
I want to thank all faculty members of the department of Environmental Security and Peace at the
UN-mandated University for Peace, particularly Prof. Tom Deligiannis and Prof. Mahmoud Hamid,
who introduced me to environmental security studies. My deep appreciation is also given to Prof.
Rolain Borel (Head of Department), Prof. Gunta Aistara, and Prof. Mike Brklacich, who delivered a
comprehensive explanation of case studies related to environmental security studies.
These curricula are my final assignments of the stressful and delightful one-year Master’s programme
at UPEACE. Discussions and meaningful debates characterized my year at UPEACE, along with
ever-lasting friendships between me and my greatest classmates from around the world: Rafiqul
Islam, Stephan Ngonian, Oscar Alvarado, Oscar Portillo, Keely Collette, Alison Fishman, Nyabol
Deng, Helen Pent, Madeline Patterson, Manoj Mishra, NRSD students and NRP students. You are
the best friends and accompanied and refined my study in Costa Rica. Also, I cannot forget my
Costa Rican friends, Gretel Monge, Jacqueline Herrera and the Jimenez family.
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I also thank Victoria Fontan Ph.D and other colleagues of the UPSAM programme, Muhadi
Sugiono Ph.D. (Director of the Center for Peace and Security Studies at GMU) and all the UPSAM
fellows. My special thanks and deepest appreciation are given to my supervisors, Prof. Jan Breitling
and Alicia Cabezudo. Also, to the UPSAM editing team for passionately and tirelessly correcting my
curricula and other assignments.
Last but not least, these two curricula will be useful for the development of environmental security
studies and peace in Indonesia if they are utilized and disseminated by universities in Indonesia.
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Dedication
I dedicate these works to my beloved wife, Melati Dini Hari.
Thanks for your support, passion and love.
To my parents and brother and sister, thanks for supporting me to continue my
Master’s degree in Costa Rica.
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TABLE OF CONTENTS
Permission for Use of the Curriculum ........................................................................................ii Declaration of Academic Honesty ..............................................................................................iii Acknowledgements .....................................................................................................................iv Dedication ...................................................................................................................................vi I. Introduction .............................................................................................................................8
A. Global Context ..............................................................................................................8 B. National and Local Context ..........................................................................................9
II. Course Overview ....................................................................................................................11 A. Course Relevance ..........................................................................................................11 B. Course Overview ...........................................................................................................12
III. Main Goal and Objectives .....................................................................................................14 A. Main Goal ......................................................................................................................14 B. Objectives .....................................................................................................................14
IV. Session Contents ...................................................................................................................15 V. Intended Learning Outcomes ...............................................................................................17 VI. Methodology .........................................................................................................................17
A. Student-Centered Learning ..........................................................................................17 B. Strategies, Methods and Resources ..............................................................................18
VII. Learning Evaluation ...........................................................................................................22 A. Student Evaluation .......................................................................................................22 B. Course Evaluation..........................................................................................................22 C. Grading and Assessment .............................................................................................25
VIII. Sessions Outline .................................................................................................................25 A. Session Content: General .............................................................................................25 B. Teacher’s Manual ........................................................................................................33 Part One: Global Environmental Change (GEC) ...........................................................33
Sessions 1-5 Part Two: The Concept of Environmental Security .......................................................41
Sessions 6-9 Part Three: Indonesia: A Case Study .............................................................................45
Sessions 10-14 IX. Bibliography ........................................................................................................................52 X. Course Administrative ............................................................................................................61
I. Introduction
A. Global Context
It was roughly two decades ago when “new” movements and systems of thinking came to
dominate environmental concern. Thanks to the rapid evolution of technology, we have been
able to comprehensively understand the way the Earth system functions and affects human
activity. Through this consciousness, a novel perspective on the relationship between humans
and nature has risen and has been influencing policymakers and environmental scholars around
the world. There are at least two important aspects that have allowed this perspective to increase
human awareness over the last two decades (Steffen and Tyson, 2001: 4). First, there is the
growing awareness among human beings that the Earth is a single system within which the
biosphere is an active, essential component. Second, there is a growing awareness that every
human activity has consequences on the Earth‟s system at the local through global scales in a
complex, interactive, and accelerating way. In the same vein, humans have the capacity to adjust
within the Earth‟s system in order to escape from vulnerable circumstances that possibly threaten
their needs and development.
One decade ago, Barbara Adam published an interesting book called the Timescape of
Modernity. In her book she mentioned,
[…] contemporary environmental hazards make it difficult to conceive of
nature and culture as separate […] nature is inescapably contaminated by
human activity that is, by a way of life practiced and exported by industrial
society. (Adam, 1998: 24)
Her words are still relevant now if we follow recent news which is telling stories of
environmental hazards.
Our global economy is outgrowing the capacity of the Earth to support it. It started with
the industrial revolution and then over the past two centuries, traditional society changed into our
modern economic society that has rapidly increased both the human population and economic
wealth. A century ago, annual growth in the world economy was measured in billions of dollars.
Today it is measured in trillions.
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This change involved triggering the demand for resource consumption significantly in
several sectors; for example, land and marine agriculture, food and fresh water production,
industrial production, international commerce, migration and urbanization, and energy
production. We are consuming natural resources faster than they can regenerate. As a result, we
create pressures on goods and services (natural resources) provided by the environment.
As one field of multidisciplinary science, environmental security is not a new issue in
environmental science; rather, it is only more visible today. According to Deligiannis, the
practical applications of environmental and demographic concerns have been long accepted as
security concerns in high-level politics (Deligiannis, 2008a). Since they were clustered amongst
national security, there was almost no opportunity for public participation to shape and influence
government policies on those issues. Within the last two decades, however counter-discourses
over security that emphasize desecuritization have allowed the concept of security to expand and
become more diverse. These alternative discourses had lead to the birth of “new” concepts of
security, such as human security, economic security, social security, and environmental security,
usually called non-traditional security. These concepts of security have different characteristics
from their predecessor. One difference is there is not one sole institution which has political
responsibility for security. For example, international institutions, national and local
governments, and civil society organizations have political responsibility for human security and
environmental security.
What is new today about environmental security is the explicit use of the term and the
large body of research under the concept of environmental security that links environmental
change with insecurity (Deligiannis, 2008a). The other new factor is the institutionalization of
the concept of environmental security in the policy making process that allows non-
governmental organizations and international institutions opportunities to participate.
B. National and Local Context
A report called the Global Natural Disaster Risk Hotspot, published in 2005, placed
Indonesia as a disaster-prone country as well as the most vulnerable in the world (Center for
Hazard and Risk Research, 2005). Geologically, Indonesia‟s territory is located on four of the
major active tectonic plates in the world. This means Indonesia has hundreds of volcanoes, many
of them active, and is frequently hit by Earthquakes and tsunami. As an archipelago, Indonesia
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has almost 17,000 islands and is surrounded by the Pacific and Indian Oceans. Beside marine
resources and marine life richness, sea level rise caused by climate change can be a major threat
for coastal populations. Furthermore, a 2008 report from the National Disaster Management
Body (NDMB or Badan Nasional Penangulangan Bencana) shows that 343 disasters occurred in
Indonesia between the 2007 and 2008. Those disasters resulted in 245 deaths and forced more
than 647,281 people to become refugees (BNPB, 2008). Although the number of casualties has
decreased compared to the years of 2006 and 2007, the number of disasters is relatively static.
Moreover, the statistic from the NDMB report did not cover environmental degradation
caused by natural resource exploitation or other human-induced activities; for instance, the case
of mud-flow at Sidoarjo and the Newmont Minahasa Raya case. The mud-flow at Sidoarjo, East
Java, Indonesia has been steaming for more than two years. Since it was first observed as an
eruption on May 29th, 2006, the impacts of “Lusi” were not only devastating to socioeconomic
infrastructures, caused environment degradation and depletion, but also threatened people‟s
livelihoods in large areas in Eastern Java (Martanto, 2008a). Meanwhile, from the case of
Newmont Minahasa Raya, we saw environmental degradation from eight years of excavating
ore-bodies, ore processing to produce gold-ore, and waste disposal into seabed‟s; environmental
harm all caused by Newmont Minahasa Raya. Reports from the mass media and scientific
research emphasized the degradation of environmental quality and the dreadful conditions of
local people‟s health as well as their subsistence-based livelihood, particularly those who lived
surrounding the mining area (Martanto, 2008b).
Much thematic research conducted about environmental security shows that there is a
link between environmental degradation and social stress (Homer-Dixon and Blitt, 1998; Homer-
Dixon, 1999; Beachler, 1998: 24-44; Kahl, 2006). Almost all of these studies proved this
hypothesis to be true in developing countries. There are many hypotheses to answer why
developing countries are prone to social stress caused by environmental degradation. One of
them involves the obstacles or incapability embedded in developing countries to manage their
own environment; for instance, lack of environmental regulations, environmental governance,
and technical capacity. For these reasons, the application of environmental security is trying to
address those issues. This is in-line with the definition of environmental security outlined by the
Foundation for Environmental Security and Sustainability (FESS), which said environmental
security:
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[…] is a condition in which a nation or region, through sound governance,
capable management, and sustainable utilization of its natural resources and
environment, takes effective steps toward creating social, economic, and
political stability and ensuring the welfare of its population. (FESS, 2004:1)
Nevertheless, there is no university in Indonesian that provides environmental security
and peace courses in their Master‟s level programmes. Data from several leading universities in
Indonesia show only the incorporation or use of environmental security perspectives and theories
in the banner of environmental management and environmental conflict resolutions (Indonesia
University, 2009); environmental policy and law (Bogor Agronomic Institute, 2009);
environmental management and natural and environmental resources management (Gadjah Mada
University, 2009a); analysis on environmental impact (Gadjah Mada University, 2009b); and
environmental politics and ecological politics (Gadjah Mada University, 2009c). The lack of
environmental security discussions and experts is one weakness that Indonesia should address to
comprehensively investigate environmental conflicts or other social tensions caused by
environmental degradation.
II. Course Overview
A. Course Relevance
Global environmental change affects every human being on the planet, but the degree to
which the inhabitants in different parts of the world are vulnerable to this crisis depends on the
level of their capacity to produce an institutionalized social and technological ingenuity.
According to Homer-Dixon, ingenuity means the “idea applied to solve practical, technical and
social problems” (Homer-Dixon, 1999: 109). Furthermore, he explains:
[…] although environmental scarcity or crisis does not inevitably or
deterministically lead to social disruption and violent conflict, social and
technological ingenuity might be able to adapt to resource scarcity. It means that
human ingenuities (social and technological) are useful to minimize the risk of
environmental crisis. (Homer-Dixon and Blitt, 1998: 7)
People living in most developed countries are able to adapt and mitigate environmental
change, reducing their vulnerability to environmental crisis, because they succeed in producing
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ingenuities. On the other hand, people in developing countries are more vulnerable to
environmental crisis because they typically do not have enough capital availability to build social
and technological ingenuity.
Financial and human capital is essential for an adequate supply of ingenuity (Homer-
Dixon and Blitt, 1998: 8-9). Financial capital, for example, is useful to fund research for
adapting amongst environmental crisis or to build infrastructures that are needed for mitigating
disaster. Moreover, human capital (experts, scientists, researchers, engineers, and trained
government managers) are needed to produce appropriate actions for adapting and mitigating
environmental crises. However, as already mentioned, theses capitals are lacking in developing
countries, including Indonesia.
The relevance of this course comes from producing well-trained students on
environmental security issues and filling the gap created by the lack of human capital in
Indonesia. By the end of this course, well-trained students will have the capacity to develop
social and technological ingenuity in Indonesia. These students are also projected to become
disseminators of environmental security discourse in Indonesia.
B. Course Overview
This course is a non-compulsory course in the Peace and Conflict Resolution Master‟s
Programme at Gadjah Mada University, Indonesia. As an introduction course, the course will
familiarize students with the variety of natural and human-induced environmental changes at
global as well as local levels that affect human beings. The course will also provide a general
understanding of the diverse theories and perspectives in the field of environmental security
(Deligiannis, 2008b). By the end of this course, students will understand the direct and indirect
causes of environmental changes that affect human beings and will have the capacity to analyze
the relationship between environmental change, conflict and peace by employing environmental
security theories and perspectives.
Generally, the course will be developed in three parts. Similar to the Introduction to
Environmental Security and Peace course at the UN-mandated University for Peace, the first part
of this course will elaborate on the current and future global environmental change and it impacts
on human relationships and human interactions within the natural world (Delligiannis, 2008b).
The elaboration of global environmental change will review its impact, both on the global and
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local scale. The main purpose of drawing the relationship between global environmental changes
and human activity is to emphasize the interconnection between human vulnerabilities and
environment changes; this approach will foster student consciousness of the relationship between
global environmental change and security issues. The last session of this part will review theories
of violent conflict for framing security issues of global environmental change. This assumes
students are already familiar with a wide range of violent conflict theories.
The second part of this course will discuss the contentious definition of security and the
relevance of environmental security within security discourse. As a political concept and a
relatively new field of science, we find many definitions of environmental security. In this part,
students will be introduced to several definitions of environmental security which scholars and
policymakers use. Students will also be encouraged to explore the origins of each definition in
order to gain an insight to the implications surrounding each definition. In this part, we will
utilize the prolonged debate between Cornucopian vs. Malthusian, as well as environmental
scarcity vs. resource abundance. The objective of the debates is to encourage student
understanding of each basic argument.
The last part of this course attempts to bring the concept of environmental security closer
to the Indonesia context. This part also explores types of environmental conflict prevention,
resolution, and peacekeeping, based on environmental governance practices. Students will begin
to analyze the interaction between environmental stress and human security in the context of
Indonesia. This analysis will begin with several research-based cases as examples of
environmental stress linked with human security; this will stimulate students‟ sensitivities to the
relationship in the context of Indonesia. Finally, the end of the class will consist of group
presentations based on decided thematic issues (water conflict based on scarcity and abundance;
land degradation, desertification and deforestation; climate change; energy security; food
security; biodiversity loss; vulnerability to disaster; and urban environmental security). The
groups of students will decide on one of those themes to create a presentation to share with the
class.
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III. Main Goal and Objectives
A. Main Goal
B. Objectives
This main goal can be achieved by examining relevant aspects of environmental security.
Those aspects include:
1. Global environmental change and its impact on humanity. Students will become
familiar and aware of global environmental change in several areas: population
trends, land, biodiversity and forests; energy, global atmospheric change, and
pollution; and water, coastal and marine environments.
2. The nature of the environment. Students will learn the concepts of complexity, chaos,
non-linearity, extreme events, and uncertainty, which explain how the environment
operates.
3. Theories of violent conflict. Students will understand theories of violent conflict and
gain a capability to link those theories with the impacts of environmental change.
4. The concepts and theories of environmental security. Students will become familiar
with environmental security perspectives and theories.
5. Debates on environmental security. Students will understand the typology of
environmental conflict and become familiar with different approaches and
perspectives on environmental security. They will also become familiar with the
relationships between exploitation of natural resources and conflict.
6. The link between conflict and environmental change and scarcity. Students will
understand the links between environmental scarcity, social disruption and violent
conflict through an examination of case studies.
The main goal of the course is to produce well-trained students that have the capacity to
analyze the complex relationship between environmental change and human security
comprehensively and to be able to produce strong and appropriate recommendations.
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7. Livelihood insecurity, environmental stress, and causality. Students will become
aware of the conditions under which environmental stress may contribute to the
emergence or intensification of conflict.
8. Environmental governance. Students will become familiar with the potential for
environmental insecurity to catalyze peacebuilding and environmental cooperation.
9. Case study analysis. Students will become aware and have the capacity to analyze
environmental change and conflict in Indonesia and gain the ability to produce strong
recommendations.
IV. Session Content
Session 1. Global Environmental Change (GEC) – An Overview
This session will describe natural and anthropogenic causes of global
environmental change and the impact of global environmental change
on human beings.
Session 2. (GEC): Population Trends, Land, Biodiversity Issues, and Forests
This session will focus on the linkage between population growth and
environmental stress and the impacts of land degradation, biodiversity
loss, and deforestation to human security.
Session 3. (GEC): Energy, Global Atmospheric Change, and Pollution
This session will comprise of the current state of global atmospheric
change (a major cause of global environmental change) and energy
use. Those aspects are important to forecast future impacts of climate
change and formulate proper actions to address climate change.
Session 4. (GEC): Fresh Water and Coastal and Marine Environments
This session will describe the current conditions of water and coastal
and marine environments. Several case studies will be used to show
how human insecurity and violent conflict frequently occur in many
regions of the world, which are triggered by water conflict and coastal
and marine degradation.
Session 5. (GEC): Complexity, Chaos, Non-linearity, Extreme Events, and
Uncertainty
This session will describe the ecosystem theory of change, how nature
works, and how it can affect global environmental change. The pillar
concepts of complexity, chaos, non-linearity, extreme events, and
uncertainty are helpful to understand nature.
Session 6. Theories of Violent Conflict
This session will refresh students on several violent conflict theories
previously studied in past courses. The session will elaborate on
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specific violent conflict theories that have relation to environmental
issues. The structural, greed and grievance, and resource scarcity
theories are some that will be focused on.
Session 7. Midterm
Wrapping-up student understanding of global environmental change.
Session 8. Environmental Security: Concepts and Theories
This session will explain environmental security concepts and theories
and debates among scholars about the significant relationship between
environmental degradation and violent conflict.
Session 9. Scarcity vs. Resource Abundance: A Debate
This session will scrutinize a prolonged debate between two
mainstream theories in environmental conflict: resource scarcity and
resource abundance approaches.
Session 10. Research Linking Conflict to Environmental Change and Scarcity:
Case Study
This session will explore several studies that link conflict with
environmental change and scarcity. From these case studies, we will
scrutinize their methodology, theoretical framework, and conclusions.
Session 11. Livelihood Insecurity, Environmental Stress, and Causality
This session will draw linkages between livelihood insecurity,
environmental stress, and the causalities. The concept of vulnerability
will help students to understand the linkages. Mud-flow and the
Newmont Minahasa Raya events are the best case studies in Indonesia
to describe the linkages.
Session 12. Environmental Governance: Peacemaking and Cooperation
This session will explain the potential use of the environment for
generating peacemaking and cooperation. Case studies in South
America (Peace Park), Southeast Asia (Mekong River), and Africa
(Riparian State) will be used as case studies.
Session 13. Group Presentation (1): Case of Indonesia
Students will present their findings, analysis, and lessons learned for
their selected topic.
Session 14. Group Presentation (2): Case of Indonesia and Course Wrap-up
and Evaluation
Students will present their findings, analyses, and lessons learned for
their selected topic. The presentation will be followed by a course
wrap-up and evaluation.
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V. Intended Learning Outcomes
Upon the successful completion of this course, students will be:
1. Familiar with global environmental change and its impact on human beings.
2. Aware of the conditions under which environmental stress may contribute to the
emergence or intensification of conflict.
3. Able to understand the factors that influence the intensity and extent of environment-
related conflicts.
4. Familiar with the relationships between the exploitation of natural resources and conflict.
5. Able to make linkages between livelihood insecurity, poverty, environmental degradation
and conflict in the Indonesian context.
6. Have an overview of the potential for environmental insecurity to catalyze peacebuilding
and environmental cooperation.
7. Able to analyze and evaluate environmental insecurity in contemporary conditions.
VI. Methodology
A. Student-Centered Learning
This course is designed with the student-centered learning approach, in which the
learning process will be focused on the students‟ roles and participation. This means knowledge
is constructed by students and that the instructor is a facilitator of learning rather than a presenter
of information (O‟Neill and McMahon, 2005: 28). According to Burnard, the conception of
student-centered learning can be interpreted as “student[s] might not only choose what to study,
but how and why that topic might be [an] interesting one to study” (Burnard, 1999: 241).
In general, this course will adopt the main principles of student-learning. Those are:
The learner has full responsibility for her/his learning.
Involvement and participation are necessary for learning.
The relationship between learners is more equal, promoting growth and development.
The teacher becomes a facilitator and information resource.
The learner experiences confluence in his education (affective and cognitive domains
flow together).
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The learner sees himself differently as a result of the learning experience. (Brandes and
Ginnis, 1986)
Source: O‟Neill and McMahon, 2005: 29
During the course, the instructor will act as a facilitator by highlighting the general idea
and concept in every topic, such as global environmental change and the practical relevance of
the core concepts of environmental security through various case studies from cross-cutting
themes and different geographical regions. Meanwhile, students will have opportunities to
choose and develop the topics through their own approach or perspective. The instructor will
also encourage class discussion by posing questions related to the session‟s content.
B. Strategies, Methods, and Resources
The implementation of the student-centered learning concept in this course will lead to
several adjustments to teaching strategies and methods. In so doing, this course will employ four
strategies when delivering topics in class. These strategies are:
To make students more active for inquiring knowledge and skills.
To make the student more aware of what they are doing and why they are doing
it.
Focus on interaction.
Focus on transferable skills (Glasgow University, 2004).
These strategies will be transformed either through in-lecture or outside-lecture methods.
The outside-lecture method means that activities will be conducted outside the lecture session.
In-lecture method means that activities will be conducted during the lecture. Details about in-
lecture and outside-lecture methods will be explained in the tables below.
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Outside lecture methods:
Group presentation
In-class debate
Oral briefing
Peer evaluation
Reflection on learning
Written briefing note
Take home quiz
Final paper
In-lecture methods:
Seminar
Class discussion
Movie discussion
Newspaper discussion
Peer discussion
Role play/simulation
Round table talk
In order to deliver and support the strategies and methods of the course, resources are
needed. The resources can be either provided by the university or the student. Details about
strategies, methods, and resources can be seen in the table below.
Readings (required and supplementary literature): a compilation of literature from
book chapters, academic articles, and reports that cover session objectives.
Reading will help students to understand concepts, theories, debates, and the
newest information about the topic.
Movie: an audio visual resource that gives students an illustration of the topic.
The movie will be selected from films, seminar discussions/presentations, and
journal reports.
Newspaper: an article taken from the newspaper that discusses contemporary
issues or debates the topic.
Class U-shape: chair format in the class will be designed in a “U” shape. This
design is beneficial for distributing student-instructor power relations.
Audio-visual equipment will be used for playing a movie.
Board and marker will be used for presentation and lecture.
Computer/laptop will be used only for presentations and research.
Internet connection will be used only for research.
Paper will be used for presentations, role play, and in-class debate.
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Outside-Lecture Methods Table
Method What When
Final essay The final essay is an accumulation of student knowledge on the course that is based on
the readings, other sources, and the students‟ capacities to analyze contemporary
cases. The essay should comprise of supported data, the student‟s thoughts, ideas,
reflections, and analysis. Grades will be based on consistency of the student‟s
argument, theoretical framework, development and elaboration of ideas, and the
extent to which the paper is convincing, insightful, a persuasive analysis incorporating
material from the readings, and well written.
At the end of
course
Group presentation Students will form groups of about 3-4 to prepare and deliver a seminar. Presentations
will be based on suggested topics. Topic selection will occur during Session 7.
Student-led seminars will occur during sessions 13 and 14. A group mark will be
assigned for this component of the course and will be based on the group‟s
comprehension of the topic as well as the quality of the presentation.
Sessions 13 and
14
In-class debate The objective of debate is to assess student understanding and perspective of the
selected topic. Students will be divided into four groups based on selected topics.
Each student should use their selected perspective to build arguments on the topics.
Grading will be based on student understanding with regards to perspective,
consistency, evidence, and manner.
Session 9
Oral briefing This is the presentation of the student briefing note. Students can use any tools such as
power point, board, etc. that students may desire to use. The presentation should last
for at least 20 minutes, but no longer than 25 minutes. The briefing will allow the
student to demonstrate their capacity to review and appraise specific topics.
Sessions 2-5
Peer evaluation Peer evaluation is a participatory evaluation of student performance in the oral
briefing note and group presentation. Each student will fill out an evaluation form to
assess their colleague‟s performance while giving their briefing and group
presentation. The purpose of peer evaluation is not only to help the instructor evaluate
student performance, but also to test student understanding on every topic and
increase their ability to do assessment.
Sessions 2-5 and
sessions 13-14
Reflection on
learning
At the end of every session, students will write a key point learned during that session. At the end of
every session
Take-home quiz A quiz will be held as a replacement of the midterm examination. This will assess
students‟ overall understanding of the global environmental change presentations. The
quiz will be distributed on the same day of midterm schedule and students can answer
it at home. The quiz is due in 24 hours after it is distributed and must be submitted to
the instructor‟s email address.
Session 7
Written briefing
note
The briefing notes allow the students to demonstrate their capacity to review and
appraise specific topics. Each briefing must focus on a select topic drawn from
sessions 2 through 5. The briefing notes are due the same day of the presentation. The
briefing note must not exceed two pages, including tables and graphs.
Sessions 2-5
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In-Lecture Methods Table
Strategies, Methods, and Resources Table
Activities What When
Class discussion
on readings
Students will discuss required and supplementary readings. In order to reach quality
discussion, reading of the whole required and supplementary readings is a must.
Sessions 6, 8, 9,
10, 11, and 12
Movie discussion A movie will be presented during or after the lecture. The movie will help students to
understand the topic the instructor presented during the lecture session. After students
have watched the movie, a discussion related to the movie will follow.
Sessions 1, 5 and
10
Newspaper
discussion
The instructor will distribute an article from a newspaper. Students should grasp the
main point of the article and analyze it with concepts and theories learned in previous
sessions.
Sessions 2, 3, 4,
5, and 12
Peer discussion During the lecture, the instructor will pose several questions and students will discuss
them with his/her colleagues.
Sessions 3, 4,
and 11
Role
play/simulation
The instructor will pose a problem and students are encouraged to solve the problem in
groups. The instructor will divide student into several groups. Each member of the
group has their own role.
Sessions 6 and 11
Round table talks During the lecture, the instructor will ask for each student‟s opinion about the selected
topic. Each student will have their turn to explain their opinion.
Sessions 1, 6, 9,
10, 11, and 12
Seminar The instructor will give a lecture/presentation on a topic. Sessions 1, 2, 3,
4, 5, 8, 9, 11, and
12
Strategies Methods
Resources Outside lecture In-lecture
To make the students more active in acquiring
knowledge and skills. - In-class debate
- Group presentation
- Oral briefing
- Seminar
- Class discussion on
readings
- Peer discussions
- Round table talks
- Movie discussion
- Newspaper discussion
- Readings
(required and
supplementary
literatures)
- Movie
- Newspaper
- Class U-shape
- Audio-visual
equipment
- Board and marker
- Computer/laptop
- Projector
- Internet
connection
- Paper
To make the students more aware of what
they are doing and why they are doing it. - Peer evaluation
- Written briefing note
- Take-home quiz
- Reflection on learning
- Final essay
- Seminar
- Class discussion on reading
- Peer discussions
- Newspaper discussion
Focus on interaction. - Peer evaluation
- Group presentation
- Oral briefing
- In-class debate
- Seminar
- Class discussion on reading
- Round table talks
- Role play
- Movie discussion
Focus on transferable skills. - In-class debate
- Group presentation
- Take-home quiz
- Final essay
- Reflection on learning
- Seminar
- Class discussion on reading
- Role play
- Movie discussion
- Newspaper discussion
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VII. Learning Evaluation
The learning evaluation objective is to help students and the instructor understand the
process in which they are engaged in and identify themselves within the objective of the course.
In this course, there will be two kinds of evaluation. The first is student evaluation and the
second is course evaluation.
A. Student Evaluation
Generally, students will be graded by the instructor based on individual performance in
every assignment (instructor-based grading). However, in order to produce unbiased evaluations,
there will also be participatory evaluations (student peer review). Participatory evaluation is a
collective assessment of the learning processes of the students. The objectives of participatory
evaluations are to evaluate students‟ expertise on the subject, facilitate student-instructor
collaboration, and share decision-making to increase utilization of evaluation results (Paulmer,
2005: 19). The instructor will distribute an evaluation form to be filled out by the students in
order to assess other student‟s individual presentations (oral briefing) and group presentations.
There are three levels to be measured in the student evaluation:
Engagement – student attendance in every session and student participation in every
discussion. The evaluation will be based on participation and attendance components.
Learning – the increased level of student knowledge or capability, analytical capacity of
the case study, and quality of participation. The evaluation will be based on participation
and assignments (briefing note, quiz, and final paper).
Communication – academic presentation and communication skill. The evaluation will be
based on oral briefings and group presentations.
B. Course Evaluation
Course evaluations will be conducted twice, at the beginning of class (as a prospective
evaluation) and at the end of class (as a summative evaluation).
Prospective evaluation. The aim of a prospective evaluation is to evaluate the scenario of
the course and whether it fits with course outcomes. The evaluation will comprise of
course methods, resources, and assignments.
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Summative evaluation. The aim of a summative evaluation is to determine the
achievement of the anticipated outcome and assess whether the main goal was realized or
not (IPDET, 2007: 14). In this evaluation, students will be asked about their thoughts and
opinions about the course and instructor. There will be reflection on learning at the end of
every session and a course evaluation form to be filled at the end of the course.
C. Grading and Assessments
Student performance will be assessed according to the following exercises and