| Description: | Environmental inequalities threaten the health and well-being of low-income communities and communities of color who are increasingly on the frontlines in the fight against climate change, air and water pollution, food security, and many other urgent environmental problems. Like many urban areas, the St. Louis region faces egregious social, environmental and health disparities. In this course, we critically examine the role of racism and other structural policy inequalities that produce unequal environments and how those unequal environments contribute to public health disparities in St. Louis and beyond. We explore the use of public health data, policy options, and case studies that allow for evidence-based solutions to environmental racism and improved population health. This course that combines small group sessions, case studies and speakers working on environmental justice in the St. Louis region. We provide students with interdisciplinary perspectives and methods, challenging them to address racism and environmental policy through a population health lens. Student learning will be assessed through case studies, reflections, online assignments, and exams. |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Krummenacher, Hobson | Paper/Project/Take Home | 75 | 16 | 0 | Desc: | This course is for first-year (non-transfer) students only. Students who are not first year students will be unenrolled from this course. |
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| | 01 | -T----- | 1:00P-3:50P | Schnuck Pav / 202 | Martin, Rectenwald | No Final | 0 | 11 | 0 | Desc: | Enrollment limited to the current Pathfinders in FL23
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| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | VanRiper | No Final | 3 | 0 | 0 | | |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Krummenacher | No Final | 40 | 40 | 5 | | |
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| | 01 | -T-R--- | 8:30A-9:50A | McDonnell / 361 | VanRiper | May 2 2025 1:00PM - 3:00PM | 30 | 30 | 2 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Parks | May 6 2025 6:00PM - 8:00PM | 60 | 29 | 0 | | |
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| | 02 | TBA | | TBA | Martin | No Final | 3 | 0 | 0 | | |
| 03 | TBA | | TBA | Pardini | No Final | 3 | 0 | 0 | | |
| 04 | TBA | | TBA | VanRiper | No Final | 3 | 0 | 0 | | |
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| Description: | This course integrates study of biodiversity, poverty, and community-based conservation principles with research design, professional teamwork, and cultural competency skills. The community-based conservation approach integrates a full understanding of the need for economic stability and human health priorities alongside conservation of flora and fauna. Program targets range from forest conservation and use to nutrition, health, food security, clean water, and education. This course explores community -based conservation through the lens of Madagascar, representing a partnership between Missouri Botanical Garden (MBG) and Washington University in Saint Louis. Course readings and guest lectures provide foundations for understanding the unique ecology of Madagascar, the intersection of poverty and environmental conservation, and principles of qualitative research design. Mid-semester, students begin remote communication and collaboration with Malagasy community representatives on the ground in Madagascar. Working in small teams, students will select a focal area in community-based conservation, and build a robust understanding of a challenge in principle, as well as its specific manifestation in the Mahabo case. They will engage with preexisting and/or collaboratively proposed on-the-ground initiatives in MBG's CBCP, develop a study design to assess the efficacy of these initiatives, and support iterative implementation. Participants in the Pathfinder Ampersand Program may also enroll in ENST 3061, which involves meeting 50 minutes once per week during the semester and a three-week field experience implementing the community-based research projects in Madagasgar
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| | 01 | M-W---- | 8:30A-9:50A | Schnuck Pav / 202 | Randrianasolo, VanRiper | May 1 2025 8:00AM - 10:00AM | 15 | 18 | 2 | | |
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| Description: | This class, available to students in the Pathfinder Environmental Leadership Fellow Ampersand program, is an extension of EnSt 3060, Community-Based Conservation. In parallel with EnSt 3060, this course will guide students through travel preparation and Malagasy language learning, followed by a three-week field experience in Madagascar. The community-based conservation approach integrates a full understanding of the need for economic stability and human health priorities alongside conservation of flora and fauna. This initiative represents a partnership between Missouri Botanical Garden (MBG) and Washington University in Saint Louis. MBG has been facilitating conservation work in Madagascar for over 40 years. Among these initiatives is a Community Based Conservation Program (CBCP) in Mahabo, a ten-community commune in southeastern Madagascar within a rare forest ecosystem. Over several years MBG has established trusted relationships with rural Malagasy community members, building cooperation on community-specific, grassroots conservation efforts with indigenous communities. Program targets range from forest conservation and use to nutrition, health, food security, clean water, and education. Having conceptualized and prepared for field deployment of a CBC-supporting research project in Madagascar, this field experience entails travel to the remote rural community of Mahabo Mananivo, where students will actualize their plan. Travel is intense, including up to three days of travel each way on poorly maintained roads to reach the primitive living accommodations at the MBG Community-Based Conservation program site. |
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| | 01 | M-W---- | 8:00A-8:30A | Schnuck Pav / 202 | Randrianasolo, VanRiper | No Final | 0 | 0 | 11 | | |
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| Description: | Nuclear technology has long been developed, used, studied, and debated. Capable of both healing and harm, it challenges our notions of risk verses benefit at every level. It is also poised to potentially play a significant environmental role in climate change mitigation by delivering large amounts of nearly carbon-free energy. In this class you will trace the public perception and experience of this technology, and scientific and medical assessments of it through an environmental humanities lens. You will use texts such as literary non-fiction, history, environmental anthropology, natural history, and public health. Topics will include but not be limited to, the Manhattan Project, the Chernobyl nuclear reactor accident, and nuclear waste (including that from uranium processing in St. Louis). The course will include a visit to the Weldon Springs Interpretive Center. It is designed for second, third and fourth-year students. Note: While we will talk about nuclear reactors in general, this course will not explore them from a detailed scientific or engineering perspective. |
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| | 01 | -T-R--- | 8:30A-9:50A | Schnuck Pav / 202 | Loui | Paper/Project/Take Home | 15 | 12 | 0 | | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 10:00A-11:20A | Schnuck Pav / 202 | Loui | Paper/Project/Take Home | 15 | 15 | 8 | Desc: | Juniors and Seniors ONLY |
| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This class is about the science of science communication. Why, when all evidence points to the growing threats of climate change, is it so difficult to create movement toward addressing it? Why, when we have so much evidence that vaccines reduce illness and death and are extremely safe, do individuals still choose not to vaccinate their children? What if I told you that the scientific evidence does not matter? Over the last few decades, not better education, nor guilt, nor fear has worked to produce change on important environmental and public health issues. In this class, we will explore how values, beliefs, emotions and identity shape how we receive and process information and make decisions. We will explore themes of moral world view, cognitive linguistics and framing, cognitive dissonance, risk perception, empathy, habit changes, and difficult dialoguing through the case studies of climate change and vaccination. Course activities will consist of regular reading, some online research, reflective journaling at home, and engaging in conversation during class. There are no prerequisites, but the class is designed for fourth-year students in environmental majors and pre-health studies. Upper-level environmental majors and minors will receive priority enrollment from the waitlist. |
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| | 01 | -T-R--- | 11:30A-12:50P | Schnuck Pav / 202 | Pardini | May 5 2025 1:00PM - 3:00PM | 12 | 13 | 4 | | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Basic concepts of how elements cycle among Earth's crust, oceans, and atmosphere, including perturbations due to human activities. Carbon, nitrogen, phosphorus, sulfur, and water cycles. Isotopic tracers. Feedbacks, forcings, and residence times. Redox cycling and thermodynamics. Biogeochemical box models, and changes in biogeochemical feedbacks in the climate system. This course is appropriate for EEPS students, engineering students, environmental science majors, and other students with interest in the environmental or geological sciences. Prerequisites: EEPS 202 or EECE 101. |
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| | 01 | -T-R--- | 8:30A-9:50A | TBA | Begay | May 2 2025 1:00PM - 3:00PM | 24 | 12 | 0 | | |
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| Description: | Environmental quality varies widely across race, class, gender and other forms of social difference. This course explores how and why these differences exist. It provides an overview of the history and foundations of the environmental justice movement in the United States while covering classic environmental justice issues, such as toxic waste and pollution, along with more recent issues such as food access, urban green space, transportation and climate change. Environmental justice concerns in St. Louis are featured as part of the course. Class time will be devoted to lectures, case studies, group activities and discussion. Student learning will be assessed through exams, reflection, online assignments, a policy brief on an environmental justice issue and a group presentation. This is an advanced elective targeted toward third and fourth year students. |
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| | 01 | M-W---- | 1:00P-2:20P | Schnuck Pav / 202 | Krummenacher | May 7 2025 1:00PM - 3:00PM | 20 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 11:30A-12:50P | Rudolph / 204 | Kim | May 5 2025 1:00PM - 3:00PM | 15 | 15 | 0 | | |
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| | 01 | --W---- | 4:00P-6:50P | Schnuck Pav / 202 | Martin | No Final | 20 | 16 | 0 | | |
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| Description: | Human life, health, and civilization depend on plants. This course introduces basic plant biology, the role of plants in natural ecosystems, and the various uses of plants for food, fiber, medicine, and ritual. Topics include the medicinal uses of plants, domestication of plants for agriculture, biotechnology, and plant conservation. Environmental aspects of agriculture and climate change are themes throughout the course. The course will include activities including a greenhouse tour, a campus tour of the Washington University Arboretum and readings that focus on the use of plants by humans, both in traditional and modern agriculture settings. The class is open to both non-science and science majors and does not count for the biology major. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Ladd | May 5 2025 10:30AM - 12:30PM | 24 | 11 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 2:30P-3:50P | TBA | Parks | May 5 2025 3:30PM - 5:30PM | 20 | 20 | 2 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 1:00P-2:20P | TBA | Parks | May 6 2025 1:00PM - 3:00PM | 20 | 14 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This introductory course in Geographic Information Systems (GIS) is designed to provide you with the knowledge, skills, and confidence to be an independent user of GIS. The course will use the latest version of ESRI ArcGIS. The course is taught using a combination of lectures, demonstrations, and hands-on, interactive tutorials in the classroom. You will also explore the scientific literature to understand how GIS is being used by various disciplines to address spatial questions. The course takes a multidisciplinary approach that is focused on learning the tools of GIS versus working with data from a particular field. The goal is to establish a solid foundation you can use to address spatial questions that interest you, your mentor, or your employee. The first weeks of the course will provide a broad view of how you can display and query spatial data and produce map products. The remainder of the course will explore the power of GIS with a focus on applying spatial analytical tools to address questions and solve problems. As the semester develops, more tools will be added to your GIS toolbox so that you can complete a final independent project that integrates materials learned during the course with those spatial analyses that interest you the most. Students will have the choice of using a prepared final project, a provided data set, or designing an individualized final project using their own or other available data. Students may not receive credit for both EnSt 380 and EEPS 3883. Students majoring in Environmental Analysis or minoring in Environmental Studies should take EnSt 380. |
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| | 01 | M-W---- | 10:00A-11:20A | Rudolph / 308 | George | No Final | 18 | 18 | 6 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W---- | 1:00P-2:20P | Rudolph / 308 | George | No Final | 18 | 18 | 6 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 03 | TBA | | (None) / | [TBA] | No Final | 3 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Krummenacher | No Final | 3 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Randrianasolo, VanRiper | No Final | 3 | 0 | 0 | | |
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| Description: | The Sustainability Exchange engages interdisciplinary teams of students to tackle real-world energy, environmental, and sustainability problems through an experiential form of education. Students participate in projects with on- or off-campus clients, developed with and guided by faculty advisors from across the University. Teams deliver to their clients an end-product that explores "wicked" problems requiring innovative methods and solutions. New and varied projects are introduced each semester. Past projects have included conducting greenhouse gas inventories for a community organization; developing a tool to screen University investments for sustainability parameters; developing a sustainability plan for a local nonprofit; addressing water savings initiatives for local breweries; and assessing the vulnerability of city sanitation systems. Team-based projects are complemented by seminars that explore problem solving strategies and methodologies drawn from a wide range of creative practices, including design, engineering, and science, as well as contemporary topics in energy, environment, and sustainability. Students will draw on these topics to influence their projects. The course is designed primarily for undergraduates, with preference given to seniors. Registration for this course is direct to waitlist, followed by submitting an application here by 5pm on Monday, December 4. Faculty will review applications and begin notifying students of acceptance by 5pm on Tuesday, December 12. After faculty confirm students want to accept the invitation to enroll, students will be manually enrolled into the course. |
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| | 01 | -T-R--- | 2:30P-3:50P | January Hall / 110 | Williams, Kim, Krummenacher, Knipp, VanRiper, Bumpers | No Final | 0 | 0 | 11 | | |
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| Description: | Each of you comes from a different cultural landscape, each with its own demographic, racial, religious, linguistic, economic profile, (and endless other attributes). Effectively describing your community is integral to its sense of being respected by outsiders and to its capacity to support others. For example, each community carries a different sense of what kind of landscape constitutes safety, well-being, and happiness. Whatever your cultural landscape, sharing the unique nature of your commuity with global citizen experts is integral to the success of applied environmental solutions to climate change. Towards the attainment of that success, join this guided, writing intensive class to identify and reflect upon the cultural attributes that constitute your community, and how those are reflected in its landscape requirements. Identify, assess, and prioritize those sensitivities deemed most important by you for others to understand,. By semester's end, write a cultural guide for environmental site workers, leading them to a better awareness of how best to help and move through, your world. Revisions and resubmission of writing work will be emphasized, as well as camaraderie and mutual interest in each other's landscapes. |
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| | 01 | -T-R--- | 4:00P-5:20P | Schnuck Pav / 202 | Loui | No Final | 12 | 10 | 4 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | Rudolph / 333 | Masteller | Paper/Project/Take Home | 12 | 5 | 0 | | |
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| | 01 | -T-R--- | 4:00P-5:20P | TBA | Hubertz | May 7 2025 6:00PM - 8:00PM | 25 | 22 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:20A | Rudolph / 308 | George | No Final | 18 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | --W---- | 10:00A-10:50A | Schnuck Pav / 202 | Pardini | No Final | 12 | 12 | 3 | | |
| 03 | --W---- | 3:00P-3:50P | Schnuck Pav / 202 | Pardini | No Final | 12 | 8 | 0 | | |
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| | 01 | TBA | | TBA | Pardini | No Final | 5 | 4 | 0 | | |
| 02 | TBA | | (None) / | VanRiper | No Final | 3 | 0 | 0 | | |
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