Introduction to ENVS195 Environmental Studies

Introduction to ENVS195

Environmental Studies

Monday & Wednesday. 10:00-11:20am STP105

Course Description

This course introduces the field of environmental studies through an exploration of

environmental issues that contribute to crises and challenges at the global, national and local

levels. The course provides an overview of human ecological aspects of environmental studies

from an inter-cultural and global perspective, and offers an integrative framework for

understanding them.

Grades Breakdown

Due Date

(11:59pm)

Weight

Entry Survey 1st Week or ASAP 1%

Syllabus Quiz Jan.12 1%

Reading Reflections Sunday Nights 21% (3% each)

(Best 7 of 10)

Bubble Burst (Issue Deliberation) Jan.24 6%

Academic Integrity Modules & Quiz Jan.31 1%

Critical Review: Film/Book Club Feb.7 15%

Canadian Politics and the

Environment Assignment

Mar.6 20%

Life Cycle Assignment Mar.27 15%

Final Exam Exam Period 20%

Bonus Throughout Year Up to 2%

(0.25% each)

Dr. James Nugent Teaching Assistants

Office Hours: EV1-202, Mon. & Wed. 2-3pm

or by appointment: [email protected]

Please put “ENVS195” into the subject line.

Aaron Shantz

Maggie Lui,

Margaret Bakelaar

Melissa Mark

[email protected]

[email protected]

[email protected]

[email protected]

ENVS195 Syllabus 2

Course Overview

This is a survey course that exposes you to the wide range of issues, debates and ways of

thinking that constitute the fields of environmental studies and environmental science. Beyond

providing you with basic knowledge about socio-ecological systems and environmental policies,

we reflect critically on the underlying values and beliefs that shape individual environmental

behaviour and that drive environmental governance. By the end of the course you will be able to

distinguish and apply different methodological and disciplinary approaches for analyzing and

solving environmental problems.

Intended Learning Outcomes

By the end of the course, you will be able to:

• Situate the scale and pace of environmental

degradation within a (very) long-term historical

context;

• Describe the causes and implications of key environmental challenges, including: climate

change; biodiversity loss; air and water pollution; soil depletion and healthy food

provision; sustainable energy; fisheries collapse; and coral reef bleaching.

• Explain how human activities impact and are impacted by biogeochemical cycles, energy

flows through ecosystems, and other ecosystem dynamics;

• Identify and discuss dominant narratives and theoretical approaches aimed at explaining

and addressing environmental degradation (e.g., demographic transition; tragedy of the

commons; limits to growth; consumerism; maldistribution; patriarchy; racism;

neocolonialism; capitalism; technocentricism; policy/governance failure);

• Discuss “nature” as a power-laden socio-cultural construction;

• Define and assess the value of ecosystem services;

• Compare value-systems that underly environmental problems and proposed solutions;

• Develop an informed opinion about controversial ethical issues by critically examining

multiple perspectives, claims and evidence;

• Examine how environmental problems and debates shape Canadian electoral politics;

• Compare and appraise Canadian political parties in terms of their approaches to

environmental issues;

• Apply planning and management concepts and frameworks to key environmental issues;

• Appraise potential solutions to key environmental challenges; and

• Use life cycle assessment to inform environmental policy decision-making.

ENVS195 Syllabus 3

Jan 6 Introduction: What is environmental studies?

Interdisciplinary; transdisciplinary; wicked problems; environmental science; values,

norms, beliefs.

“Big” Questions: What is nature? Is there a crisis? What kind of world do you want

to live in/leave? What is the “good life”? What moral responsibilities do we have to

one another or to the planet?

Orr, David. 1991. What Is

Education For? Six myths

about the foundations of

modern education, and six

new principles to replace

them. The Learning

Revolution. Winter.

http://www.context.org/iclib

/ic27/orr

Optional: Chapman, R. 2007.

How to think about

environmental studies.

Journal of Philosophy of

Education. 41(1):59-69.

Jan 8 Welcome to Earth! Valuing the Blue Planet

Big History; Eco/biocentrism vs. anthropocentricism; geological time scale; rare

earth hypothesis; human evolution; biodiversity; deep ecology; ecotheology;

environmental health; environmental justice.

Should we eat animals?

Chp.1, p.1-7 (Dearden &

Mitchell)

Chp.5, p.163-164

Jan 13 What is Nature?

Dynamic ecosystems; trophic levels; food web/chains; limiting factor principle;

ecological succession; laws of thermodynamics; biomes; optimum range; invasive species; shifting baselines.

Ch.2 & Chp.3

Optional: Cronon, W. 1995. The

Trouble with Wilderness. In

Cronon (ed.), Uncommon

Ground. New York: W.W.

Norton.

Jan 15 Biodiversity

Evolution; ecosystem services; keystone species; drivers of extinction; “parks vs.

people” debate; Convention on Biological Diversity; intercontinental convergence

zone.

Are zoos wrong?

World Wildlife Fund for Nature.

2016. Living Planet Report.

https://goo.gl/xUGhAF P.4-18

Chp.14

Jan 20 The Anthropocene: A Socio-ecological Crisis

Carrying capacity; ecological footprint; planetary boundaries; Industrial Revolution;

the Great Acceleration; demographic transition; Kuznet curve; environmental health

and well-being; environmental justice; Malthusianism; I=f(PAT); sustainable

development.

Should we have babies?

Chp.1, p.12-36

Optional: Christian, D. &

McNeil, W. 2011. “The Great

Acceleration of the Twentieth

Century.” In Maps of Time: An

Introduction to Big History.

P.440-463

Jan 22 Narratives of Environmental Crisis I

Environmental discourse; neo-Malthusianism; technocentricism; tragedy of the

commons; externalities; limits to growth; I=f(PAT); overconsumption; green

capitalism; ecofeminism; ecosocialism.

Should Canada have a universal basic income?

Dryzek, J. 2013. Chapter 1:

Making sense of Earth’s

politics; A discourse

approach. Pp.3-23. In

Dryzek, J. The politics of

the earth : Environmental

discourses (Third ed.).

Oxford: Oxford University

Press.

Jan 27 Narratives of Environmental Crisis II

Should Canada have proportional representation?

Optional: Robbins et al., 2014.

Environment & Society (2nd

Edition). Chp.8: “Social

Constructions of Nature.”

ENVS195 Syllabus 4

Hoboken, New Jersey : Wiley-

Blackwell.

Jan 29 Film on Climate Change

Feb 3 The Science of Climate Change I

Carbon cycle; greenhouse effect; evidence of climate change; proximate causes and

implications; feedback loops; tipping points; climate change modelling; IPCC;

carbon sequestration; ocean acidification; coral bleaching; decoupling.

Should nuclear energy replace coal and gas?

Chp.7,p.201-217

Feb 5 The Science of Climate Change II

Feb 10 Energy I

Nuclear energy; renewable energy; energy efficiency; tar sands; peak oil; energy

conservation; energy democracy; low-carbon transportation; green building; acid

deposition.

Should the Canadian government build the Trans Mountain Pipeline?

Chp.12, 420-442.

Chp.1,p.7-12

Feb 12 Energy II

*Reading Break*

Feb 24 The Politics and Ethics of Climate Change I

Kyoto Protocol; Paris Agreement; Montreal Protocol; mitigation pathways;

adaptation; carbon tax; cap-and-trade; scientific uncertainty; risk; the politics of

science; climate justice; just transition; enclosures; climate refugees; discount rate.

Is flying wrong?

Chp.7, p.217-237.

Feb 26 The Politics and Ethics of Climate Change II

Mar 2 Food & Agriculture

Industrial farming; the Green Revolution; hunger; malnutrition; GMOs;

monocultures; land degradation; salinization; biocides; resistance; bioconcentration;

sustainable food production systems; organic food; locavore; virtual water; biofuels;

food miles; biogeochemical cycles; feed conversion ratio.

Should consumption of luxury goods be a right?

Chp.4, p.113-141.

Chp.10

Mar 4 Systems Thinking: Life Cycle Analysis

Industrial ecology; embodied energy/pollution; carbon footprint; cradle-to-

grave/cradle; waste-to-product ratio; fast fashion.

Theis, T. 2018. Life Cycle

Assessment. In Theis, T. &

Tomkin, J. (Eds.) Sustainability:

A Comprehensive Foundation.

OpenStax CNX.

https://cnx.org/contents/F0Hv_Z

[email protected]:Vn0zQ3aY@12/Life-

Cycle-Assessment

Mar 9 Commodification of Nature: Mining & Industry

Chp.4, p.141-149

Chp.12, p.409-420

ENVS195 Syllabus 5

Email Policy

Please put “ENVS195” into the subject line and use your UW email address whenever

communicating with the Instructor or TAs. I usually try to respond to emails in one or two

business days, but please allow more time during busy periods. Please do not expect a response

over the weekend.

Impact benefit agreements; tailings; acid mine drainage; uneconomic growth; Second

Contradiction of Capitalism.

Do we have ethical obligations to past and future generations?

Mar 11 Planning & Resource Management

Environmental assessment; sustainability assessment; adaptive management; co-

management; risk assessment; precautionary principle; dispute resolution.

Chp.5 & 6

Mar 16 Governing the Commons: Oceans & Fisheries

Shifting baseline; bycatch; fishing down the food chain; bottom trawling; endocrine

disruption; aquaculture; coral reef bleaching.

Should Canada open its borders

to all environmental refugees?

Chp.8

Mar 18 Market-based approaches: Forests

Carbon offsets; debt-for-nature swaps; FSC; community forestry; putting a price on

nature.

Costanza et al. 2014. Changes in

the global value of ecosystem

services. Global Environmental

Change. 26(152-158).

Mar 23 Urban Environments

Air pollution; smog; congestion; urban form; urban sprawl; NIMBYism; urban heat

island; greenfields vs. brownfields; soil remediation; LEED.

Chp.13

Mar 25 State Regulation: Water & Waste Management

Supply vs. demand management; Horton overland flow; virtual water;

eutrophication; informal settlements (“slums”); e-waste.

Should humans colonize mars?

Chp.11

Mar 30 Environmentalism: Individual & Collective Action

Sustainable Development Goals (SDGs); values-action gap; theories of social

change.

Is breaking the law OK to save the environment?

Chp.9

Apr 1 Fears, Hopes and Complexity

ENVS195 Syllabus 6

Communications with Instructor and Teaching Assistants

All communication with students must be

through either the student’s University of

Waterloo email account or via Learn. If a

student emails the instructor or TA from a

personal account they will be requested to

resend the email using their personal

University of Waterloo email account.

Required Texts & Readings

Dearden, P. & Mitchell, B. (2016). Environmental Change and Challenge (5th ed).

Toronto: Oxford University Press. ISBN-13: 9780199015146.

Other required and optional readings can be found on LEARN > Content.

Classroom Expectations

Your attendance in class every week is expected and is the best way to maximize your learning.

We will be giving you important guidance on your assignments and doing regular in-class

activities. Bonus marks will be only given out during class and there are no ways of “making up”

for missed bonus marks. If you attend class, please be considerate of other students. Students

who are disturbing other students or the instructor (e.g., by talking during lecture) may be asked

to leave.

ENVS195 Syllabus 7

Late Penalty

The late penalty on assignments is 5% for the first calendar day (including

weekends) that the assignment is submitted beyond the Grace Period, and 30%

thereafter for each additional calendar day (see below). Any sort of technical

problems experienced in the final lead up to submitting your assignment will not be

considered as a legitimate reason for avoiding a late penalty. I will allow 5 minutes

for potential delays, meaning if your submission appears on LEARN by 12:04 then

no late penalty will apply (but from 12:05 and onwards it will). Technical problems

do and will happen to you when you go to upload your document. You must

anticipate this and leave yourself plenty of time (e.g., at least 1-2 hours) to go

through the final stage of uploading your file. Use a school computer to upload your

document. If for some reason you cannot upload your document on time, be sure to

at least email your TA or instructor the file before the due date time (you will still be required to

upload your document or it will not be graded).

Note: Weekly reflections will not be eligible to incur late penalties because they will not be

accepted beyond the end of the Grace Period for each reflection. There will be no

accommodation made for a missed reflection (so long as there are opportunities for the student to

still do other reflections to complete ten total).

It is crucial to stay on top of your deadlines both for your sake and for the TAs who are doing

most of the marking. Assignments submitted beyond the Grace Period will be deducted a full 5%

for the first day and a full 30% for each additional calendar day (i.e., including each weekend

day). E.g., if the earned grade on your paper is 70% and you submit six minutes past the Grace

Period, then your final grade will be 65%; if you submit 26 hours past the Grace Period, then

your final grade would be 35%.

Please expect a delay in the grading of work submitted late. Please note that there is no “make-

up” for bonus mark questions.

Grace Period

There is only one due date for assignments and reflections: the due date stated in the syllabus and

assignment instructions. It is your responsibility to meet this deadline or risk incurring a late

penalty. Unexpected circumstances (health issues, family emergencies, etc.) may arise

during the course of preparing an assessment ahead of the due date. To minimize the amount of

paperwork and emails around these circumstances, you will be automatically granted a Grace

Summer by Giuseppe

Arcimboldo (1563)

ENVS195 Syllabus 8

Period during which time you can still submit your assignment or reflection without incurring a

late penalty.

The Grace Period begins immediately after the assignment or reflection is due and continues for

one week (i.e., seven 24 hour periods thereafter). So long as you submit during this Grade

Period you will not be deducted any late penalties. E.g., if your assignment is due at 11:50pm on

Sunday evening, but you fall ill the day before and cannot submit until Tuesday, you will not

incur a late penalty. The Grade Period is automatic and does not require you submit any form of

documentation. You do not need to email the instructor or TA to submit during the Grace

Period. Although your assignment will show up as “x days late” on LEARN, you will not be

deducted a late penalty so long as you submitted within the Grace Period.

The Grace Period means that if an illness or circumstance arises in advance of

the due date, you will have time to recover and then submit your assessment

without penalty up to the end of the grace period. Please note: the Grace

Period is not an extension. If your illness or any other circumstance begins

or takes place AFTER the due date (i.e., during the Grace Period), then you

will not be granted an additional extension beyond the grace period for that

assessment.

Any illness or circumstance that begins before the due date and continues

beyond the grace period will require official Verification of Illness form from

the Student Medical Clinic or your physician. In these cases, contact the

course instructor as soon as possible – and no later than one-week – after the original due date.

Be aware that submitting a note that has been altered or obtained under false pretences is

considered a very serious offence by the University. Submitting documentation

does not guarantee that you will be allowed to submit the assignment late. Please see the

University’s full accommodation policy: Accommodations. Elective arrangements (such as travel

plans) are not considered acceptable grounds for granting an accommodation.

Assignment Regrade Policy

Do not email the instructor until you have read and completed the following.

Your Teaching Assistants make every effort to give you a fair grade based on the quality of your

work. The grading rubric is carefully laid out for each assignment. Please be sure to read the

rubric before starting your assignment. If after receiving your grade you feel your mark does

not reflect the quality of your work:

1. Within two weeks of receiving your grad go see your TA in-person during their office

hours to discuss your assignment. Listen to what the TA has to say about why your

paper received the grade that it did. Take some notes.

2. Reflect on what the TA has said. If you still believe you have been graded unfairly, write

a formal email to the TA to request an assignment regrade within one week of your

meeting with the TA. Be sure to includes all of the following information:

i. your name and student number;

ii. the name of the assignment;

Winter by Giuseppe

Arcimboldo (1573)

ENVS195 Syllabus 9

iii. date assignment was due and date when you submitted;

iv. justification for a higher grade in reference to the grading rubric; the

assignment instructions; and the TA's feedback.

3. The TA will then re-grade your assignment. **Please note that your mark can

be raised, lowered, or remain the same through a re-grade**

4. If you believe your re-graded mark still does not reflect your effort/achievement, then

you can appeal your assignment grade by emailing the instructor. **Please note that

your mark can be raised, lowered, or remain the same through a re-grade, in

addition or subtraction to what the TA has given you.** Please submit your paper for

consideration by email to the instructor no later than one week following your receipt of

the decision by the TA. Include a formal business letter that includes the following

information:

i. your name and student number;

ii. the name of the assignment;

iii. date assignment was due and date when you submitted;

iv. name of your TA

v. your original grade, and the TA's amended grade following their re-grade;

vi. an explanation of why you think you deserve a higher grade with specific

reference to the grading rubric, the assignment instructions and your TA's original

and amended feedback.

5. If you still feel that your rights have been denied then you can request a formal

reassessment procedure under Policy 70 - Student Petitions and Grievances. Pay close

attention to the timeline and deadlines and your responsibilities for communication with

the instructor (referred to as the “Individual” in this case) as listed under Appendix B.

LEARN

We will be using Waterloo LEARN for this course. You are required to upload your assignments

to LEARN dropbox. Please make sure you regularly check LEARN for announcements,

deadlines, and discussion boards throughout the semester.

ENVS195 Syllabus 10

In-Class Computer Use

A growing body of literature suggests that

trying to “multi-task” during lecture does not

work. Using a computer or other electronic

devices during lecture reduces comprehension

which could, in turn, negatively affect your

grades. Computers also act as a distraction to

other students. See:

Dynarski, Susan. 2017. “For better learning in

college lectures, lay down the laptop and pick

up a pen.”

https://www.brookings.edu/research/for-

better-learning-in-college-lectures-lay-down-

the-laptop-and-pick-up-a-pen/

Students using computers or other devices (e.g., cell phones) during class are required to have all

sound turned off, and may be asked to locate in designated seating at the back of the classroom

to avoid distracting other students.

Religious Observances

The University acknowledges that, due to the pluralistic nature of the University community,

some students may seek accommodations on religious grounds. Accordingly, students must

consult with their instructor(s) within one week of the announcement of the due date for which

accommodation is being sought. Failure to provide a timely request will decrease the likelihood

of providing an accommodation. Students need to inform the instructor at the beginning of term

if special accommodation needs to be made for religious observances that are not otherwise

accounted for in the scheduling of classes and assignments.

Academic Integrity

In order to maintain a culture of academic integrity, members of the University of Waterloo

community are expected to promote honesty, trust, fairness, respect and responsibility. The

University’s guiding principles on academic integrity can be found here:

http://uwaterloo.ca/academicintegrity. ENV students are strongly encouraged to review the

material provided by the university’s Academic Integrity office specifically for students:

http://uwaterloo.ca/academicintegrity/Students/index.html

ENVS195 Syllabus 11

Students are also expected to know what constitutes

academic integrity, to avoid committing academic

offenses, and to take responsibility for their actions.

Students who are unsure whether an action constitutes an

offense, or who need help in learning how to avoid

offenses (e.g., plagiarism, cheating) or about “rules” for

group work/collaboration should seek guidance from the

course professor, academic advisor, or the

Undergraduate Associate Dean. Students may also

complete the following tutorial:

https://uwaterloo.ca/library/get-assignment-and-

research-help/academic-integrity/academic-integrity-

tutorial

When misconduct has been found to have occurred, disciplinary penalties will be imposed under

Policy 71 – Student Discipline. For information on categories of offenses and types of penalties,

students should refer to Policy 71 - Student Discipline: https://uwaterloo.ca/secretariat-general-

counsel/policies-procedures-guidelines/policy-71. Students who believe that they have been

wrongfully or unjustly penalized have the right to grieve; refer to Policy #70, Student Grievance:

https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-70

Please note that I reserve the right to ask you to speak with me in person about any assignment

you have submitted for marks. This may include a request to show me drafts or previously saved

versions of your assignment and for you to walk me through the logic, arguments, and sources of

your assignment.

The most common mistake made by students who plagiarize is that they cut-and-paste a sentence

or part of a sentence from a source and fail to put the quote into quotations as well as provide a

proper citation. If you quote another person, “then you should put it into quotations to look like

this” (Nugent, 2019).

Turnitin.com

Text matching software (Turnitin®) will be used to screen assignments in this course. This is

being done to verify that use of all materials and sources in assignments is documented.

Students’ submissions are stored on a U.S. server they are subject to the USA PATRIOT ACT,

2001; therefore, students must be given an alternative option (e.g., scaffolded assignment or

annotated bibliography) if they do not want to have their assignment screened by Turnitin® out

of privacy and/or security concerns. In the first week of the term, details will be provided

information about arrangements and alternatives for the use of Turnitin® in this course.

See: https://uwaterloo.ca/academic-integrity/guidelines-instructors for more information.

ENVS195 Syllabus 12

Citation Format

Properly referencing your sources helps you

avoid plagiarism and builds the credibility of

your argument by pointing to supporting

evidence. In general, please use either APA

(American Psychological Association) style or

the Chicago style for referencing your sources,

unless otherwise instructor. For more

information on these styles, please consult:

http://ereference.uwaterloo.ca/display.cfm?categoryID=15&catHeading=Citation%20/%20Style

%20Guides.

Group Work

This course requires significant amounts of in-class group work. The pedagogical goals of group

work and strategies of resolving conflicts within groups will be discussed in more detail during

lecture. Group work helps train you for collaborating in your civic life as well as working in

teams in your future career. Group work demonstrates for us the importance of listening,

negotiating and compromising in light of group members’ range of experiences, skills,

personalities, attitudes, etc. Group work can potentially lead to a more creative process and

robust output due to the diversity of strengths and unique insights that each team member brings

to the job. Group work will therefore help you to: identify the strengths of your peers and to

maximize these talents in the completion of an assignment; engage one another in peer education

such that students with strengths can mentor and improve their colleagues’ capacities; and to

resolve conflicts constructively amongst team members.

If you are experiencing conflicts within your group then you should try to apply the strategies

discussed in class and/or speak with your Teaching Assistant. I am always available to meet with

groups that are experiencing conflicts. The first step will always be for your group to describe

what is happening, why you think it is happening, and how you think it the problems could be

resolved.

Unclaimed Assignments

Unclaimed coursework will only be held for one month following the last day of classes.

Following one month any unclaimed coursework will be deleted or destroyed in compliance with

UW’s confidential shredding procedures..

ENVS195 Syllabus 13

Intellectual Property

Students should be aware that this course contains the intellectual property of their instructor,

TA, and/or the University of Waterloo. Intellectual property includes items such as:

• Lecture content, spoken and written (and any audio/video recording thereof);

• Lecture handouts, presentations, and other materials prepared for the course (e.g.,

PowerPoint slides);

• Questions or solution sets from various types of assessments (e.g., assignments, quizzes,

tests, final exams); and

• Work protected by copyright (e.g., any work authored by the instructor or TA or used by

the instructor or TA with permission of the copyright owner).

Course materials and the intellectual

property contained therein, are used to

enhance a student’s educational

experience. However, sharing this

intellectual property without the intellectual

property owner’s permission is a violation of

intellectual property rights. For this reason,

it is necessary to ask the instructor, TA

and/or the University of Waterloo for

permission before uploading and sharing the

intellectual property of others online (e.g., to

an online repository).

Permission from an instructor, TA or the

University is also necessary before sharing

the intellectual property of others from

completed courses with students taking the same/similar courses in subsequent terms/years. In

many cases, instructors might be happy to allow distribution of certain materials. However,

doing so without expressed permission is considered a violation of intellectual property rights.

Please alert the instructor if you become aware of intellectual property belonging to others (past

or present) circulating, either through the student body or online. The intellectual property rights

owner deserves to know (and may have already given their consent).

AccessAbility

AccessAbility Services located in Needles Hall, Room 1401, provides academic support for

University of Waterloo students who have both permanent and temporary disabilities.

AccessAbility Services collaborates with all academic departments to arrange appropriate

accommodations for students with disabilities without compromising the academic integrity of

the curriculum. If you require academic accommodations to lessen the impact of your disability,

please register with AccessAbility Services at the beginning of each academic term

(https://uwaterloo.ca/accessability-services/about).

ENVS195 Syllabus 14

Mental Health

The University of Waterloo, the Faculty of Environment

and our Departments/Schools consider students' well-

being to be extremely important. We recognize that

throughout the term students may face health challenges -

physical and/or emotional. Please note that help is

available. Mental health is a serious issue for everyone

and can affect your ability to do your best work.

Counselling Services http://www.uwaterloo.ca/counselling-services is an inclusive, non-

judgmental, and confidential space for anyone to seek support. They offer confidential

counselling for a variety of areas including anxiety, stress management, depression, grief,

substance use, sexuality, relationship issues, and much more.

Grievances

A student who believes that a decision affecting some aspect of his/her university life has been

unfair or unreasonable may have grounds for initiating a grievance. See Policy 70 - Student

Petitions and Grievances, Section 4, www.adm.uwaterloo.ca/infosec/Policies/policy70.htm.

When in doubt please contact your Undergraduate Advisor for details.

Appeals

A decision made or penalty imposed under Policy 70 -

Student Petitions and Grievances (other than a petition)

or Policy 71 – (Student Discipline) may be appealed if

there is a ground. A student who believes he/she has a

ground for an appeal should refer to Policy 72 (Student

Appeals)

www.adm.uwaterloo.ca/infosec/Policies/policy72.htm

Recording lectures

Use of recording devices during lectures is

only allowed with explicit permission of the

instructor of the course. If allowed, video

recordings may only include images of the

instructor and not fellow classmates. Posting of

videos or links to the video to any website,

including but not limited to social media sites

such as: Facebook, twitter, etc., is strictly

prohibited.

The Garden of Eden with the Fall of Man by Peter Paul Rubens

and Jan Brueghel the Elder (1617).

“I don’t understand why when we destroy something

created by man we call it vandalism, but when we destroy

something by nature we call it progress.” -Ed Begley Jr.

ENVS195 Syllabus 15

Co-op interviews and class attendance

Co-op students are encouraged to try and choose interview time slots that result in the least

amount of disruption to class schedules. When this is challenging, or not possible, a student may

miss a portion of a class meeting for an interview. Instructors are asked for leniency in these

situations; but, a co-op interview does not relieve the student of any requirements associated with

that class meeting.

When a co-op interview conflicts with an in-class evaluation mechanism (e.g., test, quiz,

presentation, critique), class attendance takes precedence and the onus is on the student to

reschedule the interview. Co-operative Education and Career Action provides an interview

conflict procedure to manage these situations. Students will be required to provide copies of their

interview schedules (they may be printed from WaterlooWorks) should there be a need to verify

class absence due to co-op interviews.

Prerequisites

None.

Antireq: EARTH 122

Last Updated: January 8, 2020