Students proposed new signage for the empty signholders along the Saugatucket River boardwalk. Check out the student projects here!
Welcome to GCH 103, Grand Challenges in the Natural Sciences!
Download the first day syllabus for fall 2015 here.
This is a class about rivers. Which means that you’ll learn about things like hydrology and aquatic life, and about the people who use them. It’s also a class about a grand challenge: in this case, the challenge of providing for competing uses of freshwater resources and maintaining the health of our nation’s waterways despite increasing pressures. As a designated grand challenges course, this class should “help students build a foundation for lifelong learning and a thoughtful engagement with the world.” While focused on natural science, the course is intentionally interdisciplinary, as the world’s complex problems demand transdisciplinary solutions. The care of Rhode Island’s rivers is up to you and your classmates. If you take advantage of it, your URI experience can equip you to deal with the increasingly wicked problems your generation will face.
This class is partly about content, but even more it is about learning to ask good questions, finding appropriate ways of answering those questions, and taking action with your answers. It is about going out and experiencing Rhode Island, getting dirty, engaging with classmates and community members, discovering new insights, and intervening in the world. It is about thinking, which is about learning to see: “seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible.”
Remember: “The river knows everything; one can learn everything from it.”
Download the first day syllabus for fall 2015 here.
This is a class about rivers. Which means that you’ll learn about things like hydrology and aquatic life, and about the people who use them. It’s also a class about a grand challenge: in this case, the challenge of providing for competing uses of freshwater resources and maintaining the health of our nation’s waterways despite increasing pressures. As a designated grand challenges course, this class should “help students build a foundation for lifelong learning and a thoughtful engagement with the world.” While focused on natural science, the course is intentionally interdisciplinary, as the world’s complex problems demand transdisciplinary solutions. The care of Rhode Island’s rivers is up to you and your classmates. If you take advantage of it, your URI experience can equip you to deal with the increasingly wicked problems your generation will face.
This class is partly about content, but even more it is about learning to ask good questions, finding appropriate ways of answering those questions, and taking action with your answers. It is about going out and experiencing Rhode Island, getting dirty, engaging with classmates and community members, discovering new insights, and intervening in the world. It is about thinking, which is about learning to see: “seeing something noticeable which makes you see something you weren't noticing which makes you see something that isn't even visible.”
Remember: “The river knows everything; one can learn everything from it.”
MAJOR PROJECTS
Project one, White Horn Brook action (group project) + 5 pg. individual reflection (20%) (description)
Project two, Restoration snapshot (group project) + 5 pg. individual reflection (20%) (description)
Project three, Final action project (group project) + 6 pg. individual reflection (25%) (description)
DAILY PLANS (scroll down for most recent daily plans)
WEEK ONE (9/9-9/11):
Thursday, September 10
Introductions to class and each other
Homework for Tuesday, September 15
Read:
• Selection from Duncan, My Story as Told by Water, ch.1 "Valmiki's Palm," p. 3-30.
• Selection from Fedarko, The Emerald Mile, "Launch" and "Levianthan," pg. 1-15.
Type:
• 3 pgs. double-spaced about a body of water that you love. Is it a river, lake, ocean? What are your experiences with it? What is the first body of water you have a story associated with? Tell that story. How do rivers affect your life? Do they? In what ways, either practical or spiritual? How are they woven into the story of your life?
WEEK TWO (9/14-9/18):
Tuesday, September 15
Tell us about your rivers
Homework for Thursday, September 17
Read:
• Druschke et al., "What is a Watershed?"
Search:
• EPA Surf your watershed for your home watershed. Take notes about a few fun facts about it.
Thursday, September 17
Watershed activity
Homework for Tuesday, September 22
Read:
• EPA Watershed Academy, “Introduction to Watershed Ecology”
Complete:
• Quiz at the end of the watershed unit. Take notes about your answers. You will be quizzed on the chapter in class Tuesday.
WEEK THREE (9/21-9/25)
Tuesday, September 22
Watershed ecology quiz
Homework for Thursday, September 24
Read:
• EPA Watershed Academy, “Agents of Watershed Change"
Complete:
• Quiz at the end of the watershed change unit - take notes, be prepared for quiz
Thursday, September 24
Watershed change quiz
Homework for Tuesday, September 29
Read:
• DEM, White Horn Book fact sheet
• White Horn Brook monitoring reports from URI Watershed Watch (2010, 2011, 2012, 2013, 2014)
• EPA Watershed Academy, "Stream Corridor Structure"
Complete:
• Quiz at the end of the Stream Corridor Structure unit. Take notes. Be prepared for Tuesday quiz.
Prepare:
• 3 questions for Professor Gold based on the "Agents of Watershed Change" chapter, "Stream Corridor Structure" chapter, White Horn Brook reading, and URIWW reports
WEEK FOUR (9/28-10/2)
Tuesday, September 29
Watershed tour with Dr. Gold (meet outside in front of Tyler Hall), stream corridor quiz
Homework for Thursday, October 1
Read:
• "Open all" from NOAA River Restoration site
• Bernhardt et al. 2005, "Synthesizing U.S. River Restoration Efforts."
Thursday, October 1
White Horn Brook restoration field visit with Dr. Meyerson
Homework for Tuesday, October 6
Explore:
• Find out where White Horn Brook goes when it leaves campus! Take a self-guided walk through Great Swamp. (Pro tip: go with your action group so that you can brainstorm about your action on the way.)
Type:
• 3 pg. reflection on your visit, including photos of you there. What did you see? What species did you notice? Where was water flowing? Did it "look" clean or dirty? Were you surprised? Did it raise the stakes of what you saw on campus?
Read:
• Selection from Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 8 "Advocacy Campaigns and Message Construction," p. 177-206.
Plan:
• A group mini-action (either a form of research or a campaign) related to White Horn Brook on campus with a small group
WEEK FIVE (10/5-10/9)
Tuesday, October 6
Review White Horn Brook, review Cox and Pezzullo reading, workshop WHB action projects
Homework for Thursday, October 8
Plan/act:
• Meet with your group to plan or begin to execute your White Horn Brook action
• Be prepared to justify your action
Begin:
• Writing your individual reflection of your group action (see Thursday's homework for a full description)
Thursday, October 8
Review key concepts and terms, group PSA activity
Homework for Tuesday, October 13
Complete:
• Your group action related to White Horn Brook (if you haven't already)
Type:
• A 5 pg. individual reflection on your group action that includes documentation. What did you do? Why? What consequences did it have? What consequences did you hope it would have? Describe your group dynamic. What role did you play? How satisfied are you with this action?
Explore:
• The Saugatucket River via Google Maps.
Read:
• Charles Sweet’s “Sweet Yesterdays: Saugatucket Diary”
• Wakefield Elementary students’ “From Trash To Treasure: The Journey Continues”
• Richard Greenwood’s “The River, Mills, and Reservoirs”
• Rhode Island Rivers Council Saugatucket River web page: http://www.ririvers.org/wsp/Watersheds/SaugatucketRiverWatershed.htm
WEEK SIX (10/12-10/16)
Tuesday, October 13
Introduction to the Saugatucket River
Homework for Thursday, October 15
Read:
• The Original Saugatucket Heritage Corridor Coalition Work Plan (1996)
• Saugatucket Technical Report (1994) – do your best to get the main points of this lengthy document
• Saugatucket River Hometown Plan (1995)
Thursday, October 15
NO CLASS MEETING
Alternate assignment:
Type (pre-visit):
• 1 pg. What were the major objectives of the earlier SRHCC members? How much has been accomplished since these early documents? What concerns still linger? What new concerns have arisen? How do people and ecology seem to connect in this watershed?
Go:
• To the Saugatucket River on Main St. in Wakefield (you can take the RIPTA 66 bus to travel there and back. Get off on west Main St. in Wakefield. The bus crosses the river as it turns onto Main from High St.) Spend at least 75 minutes on the Saugatucket River behind Main St. in Wakefield, RI. Take detailed notes. Who and what do you see? Where are you? What is interesting? What are your impressions? What three adjectives would you use to describe the river? Take photos on your visit. Sit in one place for 15 minutes and write down everything you see. Travel as far up and down the river as you can. How far can you get? How different are various spots along the river? Which seem especially good or bad for people? Fish? Birds? Other aquatic life? Plant life? Be sure you spend at least 15 minutes exploring the Main St. Dam. What seems to be going on there?
Type (post-visit):
• 3 pg. response detailing what you saw, where you went, what interested you the most, what you are most curious about. Answer the following questions: 1) What activities were most common near the river? 2) How did people interact with the river? 3) What sorts of wildlife did you see? 4) What did you see that was unfamiliar? Upsetting? Exciting? Beautiful?
WEEK SEVEN (10/19-10/23)
Tuesday, October 20
WHITE HORN BROOK ACTION PROJECT DUE
Saugatucket River discussion
Homework for Thursday, October 22
Read:
• EDC anadromous fish restoration: http://www.edc.uri.edu/restoration/html/tech_sci/restana.htm
• North Cape Oil Spill Restoration Flier
• Selections from Running Silver (section one)
• Selection from Duncan, My Story as Told by Water, ch. 12 "A Prayer for the Salmon's Second Coming" (p. 181-214)
Thursday, October 22
Anadromous fish
Homework for Tuesday, October 27
Read:
• American Rivers, "The Ecology of Dam Removal"
• Heinz Center, "Dam Removal: Science and Decision-Making," ch. 1 and 2
• Dean, "When Dams Come Down, Salmon and Sand Can Prosper," NYTimes
WEEK EIGHT (10/26-10/30)
Tuesday, October 27
Dam removal discussion, introduce project two (restoration snapshot)
Homework for Thursday, October 29
Research:
• The Saugatucket River with your small group. What else can you discover? Who can you talk to? What matters? Look at newspapers, research articles, web sites, talk to people, etc. Start to formulate a plan for signage.
Thursday, October 29
NO CLASS MEETING
Alternate assignment:
Go:
• With your groupmates to visit the Saugatucket River again. If you can, get to the Indian Lake fishway to observe the outmigrating juvenile alewives. Observe. Take notes. Take photos. Chat with people you see. Record what people are doing. Record the wildlife. What stories do you see here? How do the social and the ecological come together? What looks different from two weeks ago? What could that signage do? Who would it speak to?
Research:
• The Saugatucket River with your small group. What else can you discover? Who can you talk to? What matters? Look at newspapers, research articles, web sites, talk to people, etc. WOW ME!!
Find:
• Three awesome/unusual/important facts about the Saugatucket River or Main St. dam!
Read:
• Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 4 "The Environment in/of Visual and Popular Culture"
WEEK NINE (11/2-11/6)
Tuesday, November 3
Regrouping, begin watching DamNation film
Homework for Thursday, November 5
• Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 3 "Symbolic Constructions of Environment"
Thursday, November 5
Finish watching DamNation film, discussion
Homework for Tuesday, November 10
Watch:
• Ed Douglas interview with Yvon Chouinard from Banff
Read:
• National Geographic Adventurers of the Year profile
• LA Times feature on Stoecker
• Profile of Ben Knight on Film + Music
Type:
• 4 pg. reflection on DamNation. (This counts for two responses: 4 pts. total.) Offer a critique of the movie. Make explicit connections to Cox and Pezzullo ch. 3 and 4 and to the Saugatucket River restoration snapshots.
WEEK TEN (11/9-11/13)
Tuesday, November 10
Expectations for snapshot, schedule Thursday conferences
Homework for Thursday, November 12
Type:
• A 2 pg. reflection for the group project that includes your ideas, the things you're interested in, the questions you have, and a mockup of signage
Thursday, November 12
Group conferences with CGD
Homework for Tuesday, November 17
• Work on snapshot!
WEEK ELEVEN (11/16-11/20)
Tuesday, November 17
Research strategies
Homework for Thursday, November 19
• Work on snapshot! Bring draft and all supporting materials to class Thursday for a peer workshop.
Thursday, November 19
Layout, Peer workshop of signage drafts
Homework for Tuesday, November 24
Work on:
• Snapshot and reflection paper! Derek; Capri, Amanda, Kim, & Katie; Lucinda & Bethany; Blue, Ellie, & Sam prep for presentation!
• Action project! (Don't forget that's coming soon)
WEEK TWELVE (11/23-11/27)
Tuesday, November 24
Signage presentations: Derek; Capri, Amanda, Kim, & Katie; Lucinda & Bethany; Blue, Ellie, & Sam
Homework for Tuesday, December 1
Finish:
• Saugatucket River signage (a.k.a. "restoration snapshot") and 5-pg. individual reflection. Email to [email protected] by 9:30am Tuesday 12/1
Thursday, November 26
NO CLASS - Thanksgiving Holiday
WEEK THIRTEEN (11/30-12/4)
Tuesday, December 1
Signage presentations: Zoe & Brooke; Maggie, Nate, Brandon, and Hannah; Emily; Hailey & Alex
Homework for Thursday, December 3
Type:
• 3 pg. synthesis of snapshots. What do the successful projects have in common? What problems did they encounter? What are the patterns?
Review:
• Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 8 "Advocacy Campaigns and Message Construction," p. 177-206. (You've read this before! Just review.)
Bring:
• Ideas and materials for your action project!
• Examples of environmental campaigns that you can draw inspiration from.
Thursday, December 3
Action workshop
Homework for Tuesday, December 8
Work on:
• Action project.
Prepare:
• Brief presentation of action project plan for Tuesday feedback
WEEK FOURTEEN (12/7-12/11)
Tuesday, December 8
Presentations of action plans
Homework for Thursday, December 10
ACT!
Thursday, December 10
Wrap-up and goodbye, final evaluations, parade (?)
Homework for Friday, December 18
ACT! Rhetorically analyze your action!
WEEK FIFTEEN (12/14-12/18)
FRIDAY, DECEMBER 18 by 11:59pm via email to [email protected]
SUBMIT FINAL ACTION / RHETORICAL ANALYSIS
Project one, White Horn Brook action (group project) + 5 pg. individual reflection (20%) (description)
Project two, Restoration snapshot (group project) + 5 pg. individual reflection (20%) (description)
Project three, Final action project (group project) + 6 pg. individual reflection (25%) (description)
DAILY PLANS (scroll down for most recent daily plans)
WEEK ONE (9/9-9/11):
Thursday, September 10
Introductions to class and each other
Homework for Tuesday, September 15
Read:
• Selection from Duncan, My Story as Told by Water, ch.1 "Valmiki's Palm," p. 3-30.
• Selection from Fedarko, The Emerald Mile, "Launch" and "Levianthan," pg. 1-15.
Type:
• 3 pgs. double-spaced about a body of water that you love. Is it a river, lake, ocean? What are your experiences with it? What is the first body of water you have a story associated with? Tell that story. How do rivers affect your life? Do they? In what ways, either practical or spiritual? How are they woven into the story of your life?
WEEK TWO (9/14-9/18):
Tuesday, September 15
Tell us about your rivers
Homework for Thursday, September 17
Read:
• Druschke et al., "What is a Watershed?"
Search:
• EPA Surf your watershed for your home watershed. Take notes about a few fun facts about it.
Thursday, September 17
Watershed activity
Homework for Tuesday, September 22
Read:
• EPA Watershed Academy, “Introduction to Watershed Ecology”
Complete:
• Quiz at the end of the watershed unit. Take notes about your answers. You will be quizzed on the chapter in class Tuesday.
WEEK THREE (9/21-9/25)
Tuesday, September 22
Watershed ecology quiz
Homework for Thursday, September 24
Read:
• EPA Watershed Academy, “Agents of Watershed Change"
Complete:
• Quiz at the end of the watershed change unit - take notes, be prepared for quiz
Thursday, September 24
Watershed change quiz
Homework for Tuesday, September 29
Read:
• DEM, White Horn Book fact sheet
• White Horn Brook monitoring reports from URI Watershed Watch (2010, 2011, 2012, 2013, 2014)
• EPA Watershed Academy, "Stream Corridor Structure"
Complete:
• Quiz at the end of the Stream Corridor Structure unit. Take notes. Be prepared for Tuesday quiz.
Prepare:
• 3 questions for Professor Gold based on the "Agents of Watershed Change" chapter, "Stream Corridor Structure" chapter, White Horn Brook reading, and URIWW reports
WEEK FOUR (9/28-10/2)
Tuesday, September 29
Watershed tour with Dr. Gold (meet outside in front of Tyler Hall), stream corridor quiz
Homework for Thursday, October 1
Read:
• "Open all" from NOAA River Restoration site
• Bernhardt et al. 2005, "Synthesizing U.S. River Restoration Efforts."
Thursday, October 1
White Horn Brook restoration field visit with Dr. Meyerson
Homework for Tuesday, October 6
Explore:
• Find out where White Horn Brook goes when it leaves campus! Take a self-guided walk through Great Swamp. (Pro tip: go with your action group so that you can brainstorm about your action on the way.)
Type:
• 3 pg. reflection on your visit, including photos of you there. What did you see? What species did you notice? Where was water flowing? Did it "look" clean or dirty? Were you surprised? Did it raise the stakes of what you saw on campus?
Read:
• Selection from Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 8 "Advocacy Campaigns and Message Construction," p. 177-206.
Plan:
• A group mini-action (either a form of research or a campaign) related to White Horn Brook on campus with a small group
WEEK FIVE (10/5-10/9)
Tuesday, October 6
Review White Horn Brook, review Cox and Pezzullo reading, workshop WHB action projects
Homework for Thursday, October 8
Plan/act:
• Meet with your group to plan or begin to execute your White Horn Brook action
• Be prepared to justify your action
Begin:
• Writing your individual reflection of your group action (see Thursday's homework for a full description)
Thursday, October 8
Review key concepts and terms, group PSA activity
Homework for Tuesday, October 13
Complete:
• Your group action related to White Horn Brook (if you haven't already)
Type:
• A 5 pg. individual reflection on your group action that includes documentation. What did you do? Why? What consequences did it have? What consequences did you hope it would have? Describe your group dynamic. What role did you play? How satisfied are you with this action?
Explore:
• The Saugatucket River via Google Maps.
Read:
• Charles Sweet’s “Sweet Yesterdays: Saugatucket Diary”
• Wakefield Elementary students’ “From Trash To Treasure: The Journey Continues”
• Richard Greenwood’s “The River, Mills, and Reservoirs”
• Rhode Island Rivers Council Saugatucket River web page: http://www.ririvers.org/wsp/Watersheds/SaugatucketRiverWatershed.htm
WEEK SIX (10/12-10/16)
Tuesday, October 13
Introduction to the Saugatucket River
Homework for Thursday, October 15
Read:
• The Original Saugatucket Heritage Corridor Coalition Work Plan (1996)
• Saugatucket Technical Report (1994) – do your best to get the main points of this lengthy document
• Saugatucket River Hometown Plan (1995)
Thursday, October 15
NO CLASS MEETING
Alternate assignment:
Type (pre-visit):
• 1 pg. What were the major objectives of the earlier SRHCC members? How much has been accomplished since these early documents? What concerns still linger? What new concerns have arisen? How do people and ecology seem to connect in this watershed?
Go:
• To the Saugatucket River on Main St. in Wakefield (you can take the RIPTA 66 bus to travel there and back. Get off on west Main St. in Wakefield. The bus crosses the river as it turns onto Main from High St.) Spend at least 75 minutes on the Saugatucket River behind Main St. in Wakefield, RI. Take detailed notes. Who and what do you see? Where are you? What is interesting? What are your impressions? What three adjectives would you use to describe the river? Take photos on your visit. Sit in one place for 15 minutes and write down everything you see. Travel as far up and down the river as you can. How far can you get? How different are various spots along the river? Which seem especially good or bad for people? Fish? Birds? Other aquatic life? Plant life? Be sure you spend at least 15 minutes exploring the Main St. Dam. What seems to be going on there?
Type (post-visit):
• 3 pg. response detailing what you saw, where you went, what interested you the most, what you are most curious about. Answer the following questions: 1) What activities were most common near the river? 2) How did people interact with the river? 3) What sorts of wildlife did you see? 4) What did you see that was unfamiliar? Upsetting? Exciting? Beautiful?
WEEK SEVEN (10/19-10/23)
Tuesday, October 20
WHITE HORN BROOK ACTION PROJECT DUE
Saugatucket River discussion
Homework for Thursday, October 22
Read:
• EDC anadromous fish restoration: http://www.edc.uri.edu/restoration/html/tech_sci/restana.htm
• North Cape Oil Spill Restoration Flier
• Selections from Running Silver (section one)
• Selection from Duncan, My Story as Told by Water, ch. 12 "A Prayer for the Salmon's Second Coming" (p. 181-214)
Thursday, October 22
Anadromous fish
Homework for Tuesday, October 27
Read:
• American Rivers, "The Ecology of Dam Removal"
• Heinz Center, "Dam Removal: Science and Decision-Making," ch. 1 and 2
• Dean, "When Dams Come Down, Salmon and Sand Can Prosper," NYTimes
WEEK EIGHT (10/26-10/30)
Tuesday, October 27
Dam removal discussion, introduce project two (restoration snapshot)
Homework for Thursday, October 29
Research:
• The Saugatucket River with your small group. What else can you discover? Who can you talk to? What matters? Look at newspapers, research articles, web sites, talk to people, etc. Start to formulate a plan for signage.
Thursday, October 29
NO CLASS MEETING
Alternate assignment:
Go:
• With your groupmates to visit the Saugatucket River again. If you can, get to the Indian Lake fishway to observe the outmigrating juvenile alewives. Observe. Take notes. Take photos. Chat with people you see. Record what people are doing. Record the wildlife. What stories do you see here? How do the social and the ecological come together? What looks different from two weeks ago? What could that signage do? Who would it speak to?
Research:
• The Saugatucket River with your small group. What else can you discover? Who can you talk to? What matters? Look at newspapers, research articles, web sites, talk to people, etc. WOW ME!!
Find:
• Three awesome/unusual/important facts about the Saugatucket River or Main St. dam!
Read:
• Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 4 "The Environment in/of Visual and Popular Culture"
WEEK NINE (11/2-11/6)
Tuesday, November 3
Regrouping, begin watching DamNation film
Homework for Thursday, November 5
• Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 3 "Symbolic Constructions of Environment"
Thursday, November 5
Finish watching DamNation film, discussion
Homework for Tuesday, November 10
Watch:
• Ed Douglas interview with Yvon Chouinard from Banff
Read:
• National Geographic Adventurers of the Year profile
• LA Times feature on Stoecker
• Profile of Ben Knight on Film + Music
Type:
• 4 pg. reflection on DamNation. (This counts for two responses: 4 pts. total.) Offer a critique of the movie. Make explicit connections to Cox and Pezzullo ch. 3 and 4 and to the Saugatucket River restoration snapshots.
WEEK TEN (11/9-11/13)
Tuesday, November 10
Expectations for snapshot, schedule Thursday conferences
Homework for Thursday, November 12
Type:
• A 2 pg. reflection for the group project that includes your ideas, the things you're interested in, the questions you have, and a mockup of signage
Thursday, November 12
Group conferences with CGD
Homework for Tuesday, November 17
• Work on snapshot!
WEEK ELEVEN (11/16-11/20)
Tuesday, November 17
Research strategies
Homework for Thursday, November 19
• Work on snapshot! Bring draft and all supporting materials to class Thursday for a peer workshop.
Thursday, November 19
Layout, Peer workshop of signage drafts
Homework for Tuesday, November 24
Work on:
• Snapshot and reflection paper! Derek; Capri, Amanda, Kim, & Katie; Lucinda & Bethany; Blue, Ellie, & Sam prep for presentation!
• Action project! (Don't forget that's coming soon)
WEEK TWELVE (11/23-11/27)
Tuesday, November 24
Signage presentations: Derek; Capri, Amanda, Kim, & Katie; Lucinda & Bethany; Blue, Ellie, & Sam
Homework for Tuesday, December 1
Finish:
• Saugatucket River signage (a.k.a. "restoration snapshot") and 5-pg. individual reflection. Email to [email protected] by 9:30am Tuesday 12/1
Thursday, November 26
NO CLASS - Thanksgiving Holiday
WEEK THIRTEEN (11/30-12/4)
Tuesday, December 1
Signage presentations: Zoe & Brooke; Maggie, Nate, Brandon, and Hannah; Emily; Hailey & Alex
Homework for Thursday, December 3
Type:
• 3 pg. synthesis of snapshots. What do the successful projects have in common? What problems did they encounter? What are the patterns?
Review:
• Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 8 "Advocacy Campaigns and Message Construction," p. 177-206. (You've read this before! Just review.)
Bring:
• Ideas and materials for your action project!
• Examples of environmental campaigns that you can draw inspiration from.
Thursday, December 3
Action workshop
Homework for Tuesday, December 8
Work on:
• Action project.
Prepare:
• Brief presentation of action project plan for Tuesday feedback
WEEK FOURTEEN (12/7-12/11)
Tuesday, December 8
Presentations of action plans
Homework for Thursday, December 10
ACT!
Thursday, December 10
Wrap-up and goodbye, final evaluations, parade (?)
Homework for Friday, December 18
ACT! Rhetorically analyze your action!
WEEK FIFTEEN (12/14-12/18)
FRIDAY, DECEMBER 18 by 11:59pm via email to [email protected]
SUBMIT FINAL ACTION / RHETORICAL ANALYSIS