Working Towards Low-Cost Textbooks: Cross-Sector Faculty Collaboration for a ...San Jose State University
St. Edward’s University September 25, 2019 Katherine D. Harris Professor of English Chair, California Open Educational Resources Council San Jose State University California Open Educational Resources Council Presentation by http://icas-ca.org/coerc
Working Towards Low-Cost Textbooks: Cross-Sector Faculty Collaboration for a ...San Jose State University
St. Edward’s University September 25, 2019 Katherine D. Harris Professor of English Chair, California Open Educational Resources Council San Jose State University California Open Educational Resources Council Presentation by http://icas-ca.org/coerc
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
We live in a globalized world where nationalities and geographies are no longer a barrier. You can pursue your education in the US, UK, or any country. You can learn Economics-Biology, Sociology-Mathematics or any other combination of your favorite subjects.
However, there is a gap – a gap of knowledge and awareness. You are not aware of the plethora of global learning avenues.
CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
Connecting College Learning and Career SuccessRobert Kelly
Employers prioritize liberal and applied learning for all college students.
-Nearly all employers (91 percent) agree that for career success, “a candidate’s demonstrated
capacity to think critically, communicate clearly, and solve complex problems is more
important than his or her undergraduate major.”*
-Nearly all employers (96 percent) agree that “all college students should have experiences
that teach them how to solve problems with people whose views are different from
their own.”
-More than three-quarters (78 percent) agree that “all college students should gain
intercultural skills and an understanding of societies and countries outside the
United States.”
Employers endorse broad learning as essential to long-term career success.
-When hiring recent graduates, employers place the greatest priority on a demonstrated
proficiency in skills and knowledge that cut across majors. Of 17 outcome areas tested,
written and oral communication, teamwork skills, ethical decision making, critical
thinking, and the ability to apply knowledge in real-world settings are the most highly
valued by employers.*
-Confirming findings from four previous national surveys extending back to 2006, employers
overwhelmingly endorse broad learning and cross-cutting skills as the best preparation for
long-term career success. When asked in the latest survey, only 15 percent chose field-specific learning alone as the best preparation for long-term success.*
Employers strongly endorse an emphasis on applied learning and view student
work on applied learning projects as valuable preparation for work. Students
agree that applied learning projects are valuable.
-73 percent think that requiring college students to complete a significant applied learning
project before graduation would improve the quality of their preparation for careers.*
-60 percent think that all students should be expected to complete a significant applied
learning project before graduating.*
-87 percent of employers agree that they are somewhat or much more likely to consider a
graduate as a job candidate if she or he has completed a senior project.*
-Gallup reports that college graduates who did internships, were involved in extracurricular
activities, and worked on a project that took a semester or more to complete were twice as
likely to be engaged at work. Only 6 percent of graduates report experiencing all three of
these things. About one-third report doing a significant project.**
-89 percent of students agree that doing an applied learning project would increase their
likelihood of being hired.*
Sources: *Hart Research Associates. Forthcoming. Falling Short? College Learning and Career Success.
Washington, DC: Association of American Colleges and Universities.
**Gallup. 2014. Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. Washington, DC: Gallup.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
We live in a globalized world where nationalities and geographies are no longer a barrier. You can pursue your education in the US, UK, or any country. You can learn Economics-Biology, Sociology-Mathematics or any other combination of your favorite subjects.
However, there is a gap – a gap of knowledge and awareness. You are not aware of the plethora of global learning avenues.
CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
Connecting College Learning and Career SuccessRobert Kelly
Employers prioritize liberal and applied learning for all college students.
-Nearly all employers (91 percent) agree that for career success, “a candidate’s demonstrated
capacity to think critically, communicate clearly, and solve complex problems is more
important than his or her undergraduate major.”*
-Nearly all employers (96 percent) agree that “all college students should have experiences
that teach them how to solve problems with people whose views are different from
their own.”
-More than three-quarters (78 percent) agree that “all college students should gain
intercultural skills and an understanding of societies and countries outside the
United States.”
Employers endorse broad learning as essential to long-term career success.
-When hiring recent graduates, employers place the greatest priority on a demonstrated
proficiency in skills and knowledge that cut across majors. Of 17 outcome areas tested,
written and oral communication, teamwork skills, ethical decision making, critical
thinking, and the ability to apply knowledge in real-world settings are the most highly
valued by employers.*
-Confirming findings from four previous national surveys extending back to 2006, employers
overwhelmingly endorse broad learning and cross-cutting skills as the best preparation for
long-term career success. When asked in the latest survey, only 15 percent chose field-specific learning alone as the best preparation for long-term success.*
Employers strongly endorse an emphasis on applied learning and view student
work on applied learning projects as valuable preparation for work. Students
agree that applied learning projects are valuable.
-73 percent think that requiring college students to complete a significant applied learning
project before graduation would improve the quality of their preparation for careers.*
-60 percent think that all students should be expected to complete a significant applied
learning project before graduating.*
-87 percent of employers agree that they are somewhat or much more likely to consider a
graduate as a job candidate if she or he has completed a senior project.*
-Gallup reports that college graduates who did internships, were involved in extracurricular
activities, and worked on a project that took a semester or more to complete were twice as
likely to be engaged at work. Only 6 percent of graduates report experiencing all three of
these things. About one-third report doing a significant project.**
-89 percent of students agree that doing an applied learning project would increase their
likelihood of being hired.*
Sources: *Hart Research Associates. Forthcoming. Falling Short? College Learning and Career Success.
Washington, DC: Association of American Colleges and Universities.
**Gallup. 2014. Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. Washington, DC: Gallup.
1
Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1. 1
Graduate Seminar: Sociology of Environmental Health
SOCI 227
Instructor: Dr. Tracy Perkins
tracy.perkins@howard.edu
Class: Soci 227
Thursdays 5:10-7:30
Douglass Hall 238
* Class counts towards graduate concentration in Medical Sociology
Office hours: Tuesdays 12:45-2 and 3:45-5:30, Douglass Hall 210C
“The challenge of modernity is to live without illusions and without becoming disillusioned.”
- Antonio Gramsci
The aims of this course are to:
• Learn about the interdependence of humans and the environment, with particular
emphasis on the impact of environmental degradation on human health.
• Learn about the politics of science - how knowledge claims are produced, valued, used
and abused
• Learn how to analyze a variety of approaches to solving contemporary environmental
health problems.
• Improve reading comprehension of scholarly and popular texts.
• Improve writing and public speaking skills.
• Create a productive, respectful and creative learning environment and intellectual
community in class.
Required Readings
Please purchase the following texts at a location of your choice. They will also be available for
two-hour checkout from the reserves collection available at the lending desk at Founder’s
Library. All other texts will be available on the course Blackboard site.
• Street Science: Community Knowledge and Environmental Health Justice by Jason
Corburn
• Contested Illnesses: Citizens, Science, and Health Social Movements edited by Phil
Brown, Rachel Morello-Frosch and Stephen Zavestoski (2011)
• Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from
Tobacco Smoke to Global Warming by Naomi Oreskes & Erik M. Conway
• Trust in Numbers: The Pursuit of Objectivity in Science and Public Life by Theodore
Porter
2. 2
• Szasz, Andrew. 2007. Shopping Our Way to Safety: How We Changed from Protecting
the Environment to Protecting Ourselves. Minneapolis, MN: University of Minnesota
Press.
• Harrison, Jill Lindsey. 2011. Pesticide Drift and the Pursuit of Environmental Justice.
Cambridge, MA: MIT Press.
Please also subscribe to the daily news feed Environmental Health News for the duration of the
semester. When subscribing, choose the “Above the Fold” option. The “Children’s Health” and
“Energy and Health” news feeds are optional.
http://www.environmentalhealthnews.org/subscribe
Grading
Date % of course grade
Weekly reading responses Wed. night before class, via
blackboard
25%
Discussion facilitation twice 5%
Draft Problem State Feb. 5 5%
Draft List of Sources Feb. 26 5%
Rationale March 5 5%
Draft Literature Review March 20 10%
Draft Paper April 9 15%
Final Paper May 5 20%
Final Presentation May 5 10%
Class Time
Our class time will be primarily discussion-based. Please come to class prepared by having done
all the assigned reading and taking notes on it. Bring your readings and notes to class every day,
we will sometimes refer to them in small-group work.
Names and Gender Pronouns in the Classroom
We will provide an opportunity in class for every student to share their preferred name and
gender pronoun (he, she, they, etc.). For example, I will ask you to call me Dr. Perkins, and to
reference my gender with the words “she” or “her.” Share whatever pronoun you feel most
comfortable with in a classroom setting. Please make every effort to call your peers by their
preferred gender pronouns for the duration of the semester.
Keep in mind the following campus statement on federal Title IX law:
“Howard University reaffirms its commitment to provide students with educational opportunities
free from sexual harassment and discrimination based upon gender, gender expression, gender
identity, sexual orientation, or marital status. In furtherance of this commitment, the University
strives to maintain an environment in which all members of the University Community are: (a)
judged and rewarded solely on the basis of ability, experience, effort, and performance; and (b)
3. 3
provided conditions for educational pursuits that are free from gender-based coercion,
intimidation, or exploitation.”
Research Paper
The class research paper will take the form of an in-depth literature review on an environmental
health theme of your choice. Like any good literature review, you will read widely within your
topic of choice, describe the contours of the existing literature, and analyze its strengths and
weaknesses. You will then propose an intervention into the literature and a case with which you
might pursue research on such an intervention – ideally one that is related to your own research
interests. This paper is intended to support the early stages of your doctoral research. The class
process will also be designed to train you in another key academic activity – providing critical
feedback on each others’ work.
Discussion Facilitation
Each student will sign up for two class sessions in which you will facilitate discussion. You will
have 1 hour of class time to work with.
Reading Responses
You are responsible for writing one reading response for the readings covered for each class
session. The response should cover all of the readings assigned for that day, and will be turned in
the Wednesday night before class by 11:59 pm on Blackboard. If you use any of the author’s
words in your response, be sure to use appropriate parenthetical/in-text reference information
(https://owl.english.purdue.edu/owl/resource/583/02/). Each reading response should be 1-3
pages long (double-spaced), and should include:
1) a brief description of the key points made in that day’s readings
2) your analysis of the readings
3) any questions you may have
Students have one free “pass” on submitting a reading response to accommodate illness, family
emergencies and other disruptions to your studies.
Attendance and Late Policies
• Announcements regarding ongoing class assignments and deadlines will be made at the
beginning of each class section. If you are absent from or late to class, you are still
responsible for the work and announcements missed.
• There are no make-ups for reading responses.
• Late assignments other than the readings responses can be turned in anytime between the
end of the class in which they are due and 48 hours after the end of class for reduced
credit of one full letter grade. You do not need to ask my permission to take advantage of
this opportunity. Late assignments will not be accepted after this 48-hour period.
Communications
4. 4
• Before you send me a question via e-mail, first check my syllabus to see if the
information you want is listed there. Also, I will not respond to questions about the
concepts covered in class via e-mail. These are best asked in class or office hours.
• I will use your Howard e-mail account for any outside of class communication with you
that does not take place through Blackboard. You are responsible for checking this
account regularly. If you do not check it daily, I suggest you set your Howard account to
forward to the account that you do check daily.
Plagiarism
Any act of academic misconduct, such as cheating or plagiarizing on assignments and exams, is
a serious violation of the University’s norms of conduct. Students who plagiarize or cheat on
assignments or exams receive an F in the course and will be reported to the Dean of the College
of Arts and Science for further sanctions, including possible suspension from the University.
Read the Academic Code of Student Conduct for more information:
https://www.howard.edu/policy/academic/student-conduct.htm
Writing
Writing is an essential tool for thinking and communicating in virtually every discipline and
profession. Therefore, in this course I expect you to produce writing that is not only thoughtful
and accurate, but also organized, clear, grammatically correct, and consistent with the
conventions of the field. If your writing does not meet these standards, I may deduct points or
ask you to revise. For assistance with your writing, go to the student section of the Writing
across the Curriculum (WAC) website, http://www.cetla.howard.edu/wac/students.aspx.
Disability
Howard University is committed to providing an educational environment that is accessible to all
students. In accordance with this policy, students who need accommodations because of a
disability should contact the Dean for Special Student Services (202-238-2420) as soon as
possible after admission to the University or at the beginning of each semester. Please document
and discuss your disability with me during the first week of classes. Find more information about
how to get academic accommodations here http://www.howard.edu/specialstudentservices/.
Resources
• Tutoring for General Education classes http://undergraduatestudies.howard.edu/cae/tutor-
clearinghouse
• Writing tutoring for any class: http://www.coas.howard.edu/writingcenter/
• How to get tested for a learning disability:
https://www.howard.edu/specialstudentservices/DisabledStudents.htm
• Howard University Counseling Service
https://www.howard.edu/services/counseling/nav%20links/services.html
• How to report sexual harassment or sexual violence
https://www2.howard.edu/title-ix
• Academic counseling and choosing a major http://undergraduatestudies.howard.edu/cae/
5. 5
• For your questions about using Blackboard
https://itsupport.howard.edu/sims/helpcenter/common/layout/SelfHelpHome.seam?inst_n
ame=howard
• For help finding information, ask a librarian!
http://library.howard.edu/content.php?pid=485081&sid=3987279#14737326
• Tips on how to study effectively
http://www.howtostudy.org/index.php
6. 6
Class Schedule
Week 1: Introduction to Environmental Health
• Perkins, Tracy. Voices from the Valley: Environmental Justice in California’s San
Joaquin Valley. Retrieved January 5, 2017 (http://www.voicesfromthevalley.org/)
o Photos
o Voices
o News (skim)
o Organizations (skim)
• Perkins, Tracy, ed. 2015. In Her Own Words: Remembering Teresa De Anda, Pesticides
Activist, 1959-2014. Retrieved Aug. 23, 2015 (http://www.rememberingteresa.org)
• Frumkin, Howard. 2016. “Introduction to Environmental Health.” Pgs. 1-26 in
Environmental Health: From Global to Local edited by H. Frumkin. San Francisco, CA:
John Wiley and Sons, Inc.
• Conant, Jeff and Pam Fadem. 2012. A Community Guide to Environmental Health.
Berkeley, CA: Hesperian Health Guides. Retrieved January 5, 2017
(http://en.hesperian.org/hhg/A_Community_Guide_to_Environmental_Health)
o Chapter 1: Promoting Community Environmental Health
o Chapter 2: Understanding and Mobilizing for Community Health
o Chapter 3: Protecting Natural Resources for All
o Chapter 4: Environmental Rights and Justice
UNIT 1: MEASURING ENVIRONMENTAL HEALTH PROBLEMS
Week 2: What is expertise and who has it?
• Corburn, Jason. 2005. Street Science: Community Knowledge and Environmental Health
Justice. Boston, MA: The MIT Press.
o Ch. 1: Local Knowledge in Environmental Health Policy
o Ch. 2: Street Science: Characterizing Local Knowledge
o Ch. 3: Risk Assessment, Community Knowledge and Subsistence Anglers
Week 3:
• Corburn, Jason. 2005. Street Science: Community Knowledge and Environmental Health
Justice. Boston, MA: The MIT Press.
o Ch. 4: Tapping Local Knowledge to Understand and Combat Asthma
o Ch. 5: Lead Poisoning and the Discourse of Local Knowledge
o Ch. 6: The Mapping of Local Knowledge
o Ch. 7: Street Science: Toward Environmental Health Justice
Week 4: Are numbers always objective?
7. 7
• Porter, Theodore M. 1995. Trust In Numbers: The Pursuit of Objectivity in Science and
Public Life. Princeton, NJ: Princeton University Press.
o Introduction: Cultures of Objectivity
o Ch. 1: A World of Artifice
o Ch. 2: How Social Numbers are Made Valid
o Ch. 3: Economic Measurement and the Values of Science
o Ch. 4 The Political Philosophy of Quantification
o Ch. 7: US Army Engineers and the Rise of Cost-Benefit Analysis
Week 5: The limits of science
Feb. 9
• Nash, Linda. 2007. “Modern Landscapes and Ecological Bodies.” Pgs. 127-169 in
Inescapable Ecologies: A History of Environment, Disease, and Knowledge. Berkeley,
CA: University of California Press.
• Wing, Steve. 1994. “Limits of Epidemiology.” Medicine & Global Survival 1(2): 74-86.
• Frickel, Scott, Sahra Gibbon, Jeff Howard, Joanna Kempner, Gwen Ottinger and David J.
Hass. 2010. “Undone Science: Charting Social Movement and Civil Society Challenges
to Research Agenda Setting.” Science Technology Human Values 35(4)444-473.
Week 6: Abusing scientific uncertainty
Feb. 16
• Oreskes, Naomi and Erik M. Conway. 2010. Merchants of Doubt: How a Handful of
Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming. New
York: Bloomsbury Press.
o Ch. 1: Doubt is Our Product.
o Ch. 5: What’s Bad Science? Who Decides? The Fight Over Secondhand Smoke.
o Ch. 6: The Denial of Global Warming
o Ch. 7: Denial Rides Again: The Revisionist Attack on Rachel Carson
o Conclusion: Of Free Speech and Free Markets
o Epilogue: A New View of Science
UNIT 2: CAN ENVIRONMENTAL HEALTH PROBLEMS BE SOLVED?
Week 7: Behavioral Change
Feb. 23
• Szasz, Andrew. 2007. Shopping Our Way to Safety: How We Changed from Protecting
the Environment to Protecting Ourselves. Minneapolis, MN: University of Minnesota
Press.
Draft list of sources due Feb. 26
Weeks 8-9-: Social Movements
March 2 and March 9
• Contested Illnesses: Citizens, Science, and Health Social Movements edited by Phil
Brown, Rachel Morello-Frosch and Stephen Zavestoski (2011)
8. 8
o “Ch. 1: Introduction: Environmental Justice and Contested Illnesses”
o “Ch. 2: Embodied Health Movements”
o “Ch. 5: Environmental Justice and the Precautionary Principle: Air Toxics
Exposures and Health Risks among Schoolchildren in Los Angeles”
o “Ch. 6: A Narrowing Gulf of Difference? Disputes and Discoveries in the Study
of Gulf-War-Related Illnesses”
o “Ch. 7: The Health Politics of Asthma: Environmental Justice and Collective
Illness Experience”
o “Ch. 8: Pollution Comes Home and Gets Personal: Women’s Experience of
Household Chemical Exposure”
o “Ch. 9 The Personal is Scientific, the Scientific is Personal: The Public Paradigm
of the Environmental Breast Cancer Movement”
o “Ch. 10: School Custodians and Green Cleaners: Labor-Environmental Coalitions
and Toxics Reduction”
o “Ch. 11: Labor-Environmental Coalition Formation: Framing and the Right To
Know”
o “Ch. 13: Toxic Ignorance and the Right to Know: Biomonitoring Results
Communication; A Survey of Scientists and Study Participants”
Draft literature reviews due March 19
Week 10: Workshop literature reviews
March 23
Week 11: Conceptions of social justice
March 30
• Harrison, Jill Lindsey. 2011. Pesticide Drift and the Pursuit of Environmental Justice.
Cambridge, MA: MIT Press.
Week 12: No Class
April 6
Dr. Perkins at American Association of Geographers Annual Meeting
Draft papers due April 9
Week 13: Workshop draft papers
April 13
UNIT 3: CASE STUDIES
Week 14: Lead Contamination in Flint, Michigan
April 20
• Ranganathan, Malini. 2016. “Thinking with Flint: Racial Liberalism and the Roots of an
American Water Tragedy” Capitalism Nature Socialism
9. 9
• Pulido, Laura. 2016. “Flint, Environmental Racism, and Racial Capitalism,” Capitalism
Nature Socialism
• http://www.npr.org/sections/thetwo-way/2017/04/18/524544319/three-years-after-ill-
fated-switch-flint-mayor-recommends-using-detroit-water
• http://www.cnn.com/2016/03/04/us/flint-water-crisis-fast-facts/
OPTIONAL
• http://www.michigan.gov/documents/mdcr/VFlintCrisisRep-F-Edited3-13-
17_554317_7.pdf
• Washington, Sylvia Hood and Foster Sheila R. 2016. “The Legal Discourse Surrounding
the Water Crisis in Flint, Michigan: Interview with Sheila R. Foster.” Environmental
Justice 9(2):59-64. Retrieved May 1, 2016
(http://online.liebertpub.com/doi/full/10.1089/env.2016.29004.shw)
• Markowitz, Gerald and, David Rosner. 2014. “Introduction: A Legacy of Neglect.” Pgs.
1-27 in Lead Wars: The Politics of Science and the Fate of America's Children.
Berkeley, CA: University of California Press.
• Sellers, Christopher, ed. 2016. “The Flint Water Crisis: A Special Edition Environment
and Health Roundtable.” Edge Effects, February 4. Center for Culture, History and
Environment, University of Wisconsin-Madison. Retrieved May 1 2016
(http://edgeeffects.net/flint-water-crisis/)
• Washington, Sylvia Hood and Foster Sheila R. 2016. “The Legal Discourse Surrounding
the Water Crisis in Flint, Michigan: Interview with Sheila R. Foster.” Environmental
Justice 9(2):59-64. Retrieved May 1, 2016
(http://online.liebertpub.com/doi/full/10.1089/env.2016.29004.shw)
• Highsmith, Andrew R. 2016. “Flint’s Toxic Water Crisis Was 50 Years in the Making.”
Los Angeles Times, January 29. Retrieved May 1 2016
(http://www.latimes.com/opinion/op-ed/la-oe-0131-highsmith-flint-water-crisis-
20160131-story.html)
• Sellers, Christopher. 2016. “Piping as poison: the Flint water crisis and America’s toxic
infrastructure.” The Conversation, January 25. Retrieved May 1, 2016
(http://theconversation.com/piping-as-poison-the-flint-water-crisis-and-americas-toxic-
infrastructure-53473)
• Hohn, Donovan. 2016. “Flint’s Crisis and the ‘Troublemaker’ Scientist.” The New York
Times Magazine, August 16. Retrieved September 3, 2016
(http://www.nytimes.com/2016/08/21/magazine/flints-water-crisis-and-the-troublemaker-
scientist.html?_r=0
Week 15:
April 27
• Hochschild. Arlie Russell. 2016. Strangers in Their Own Land: Anger and Mourning on
the American Right. New York: The New Press.