Welcome to HPR 135, STEM and Global Responsibilities: "The River Class"
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 global waterways despite increasing pressures. As a freshman honors seminar, this class is intended build a foundation for lifelong learning and a thoughtful engagement with the world. This is an explicitly interdisciplinary class—covering aspects of natural science, humanities, and global responsibilities—because the world’s complex problems demand transdisciplinary solutions.
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.” It is about sinking yourself in here and now to make connections to there and then.
Remember: “The river knows everything; one can learn everything from it.”
Full syllabus 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 global waterways despite increasing pressures. As a freshman honors seminar, this class is intended build a foundation for lifelong learning and a thoughtful engagement with the world. This is an explicitly interdisciplinary class—covering aspects of natural science, humanities, and global responsibilities—because the world’s complex problems demand transdisciplinary solutions.
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.” It is about sinking yourself in here and now to make connections to there and then.
Remember: “The river knows everything; one can learn everything from it.”
Full syllabus here.
MAJOR PROJECTS
Engagement (attendance, participation, reflection papers, field visits, engagement) (10%)
Watershed Ecology Test (10%)
Watershed Change Test (10%)
Saugatucket Portfolio (group project) + individual reflection (25%) (grading rubric)
Global Water Justice Presentation (20%)
Action Project + Individual Rhetorical Analysis (25%)
DAILY PLANS (scroll down for most recent daily plans)
WEEK ONE (9/7-9/9)
Thursday, September 8
Introductions, review syllabus
Homework for Tuesday, September 13
Read:
• Selection from Duncan, My Story as Told by Water, ch.1 "Valmiki's Palm," p. 3-30.
Write:
• What is your "story as told by water"? 3 pgs. typed, 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 (9/12-9/16):
Tuesday, September 13
Sharing about our watersheds
Homework for Thursday, September 15
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. Bring to class!
Thursday, September 15
Aspects of a watershed, watershed facts and feelings
Homework for Tuesday, September 20
Read:
• EPA Watershed Academy, “Introduction to Watershed Ecology”
Complete:
• Quiz at the end of the watershed unit for practice. Take notes about your answers. You will be tested on the chapter in class Tuesday.
WEEK THREE (9/19-9/23)
Tuesday, September 20
Watershed Ecology Test (covering "Introduction to Watershed Ecology" and "What is a Watershed?")
Homework for Thursday, September 22
Read URI Watershed Watch nitrogen fact sheet
Thursday, September 22
Campus watershed tour [dress for the weather!], review nitrogen, distribute and talk through Saugatucket River field visit
Homework for Tuesday, October 4
Read:
• EPA Watershed Academy, “Agents of Watershed Change"
Complete:
• Take the quiz at the end of the watershed change unit for practice - take notes, be prepared for test 10/6
Plan:
• FOR NEXT WEEK'S FIELD VISIT! (LOOK BELOW!)
WEEK FOUR (9/26-9/30)
NO CLASS MEETINGS
Alternate assignment: Take a field trip to the Saugatucket River in Wakefield. Visit RiverFire Thursday, September 22 or September 29 (4:30-8pm) or Wakefield River Fest Saturday, October 1 (12-8pm).
Pre-visit:
COMPLETE THIS FIELD REPORT WHILE YOU'RE THERE! (Handed out in class on Thursday, Sept. 22)
Post-visit:
Type a 2 pg., single spaced response:
WEEK FIVE (10/3-10/7)
Tuesday, October 4
Discuss field visits, review nitrogen and watershed change for Thursday's test
Homework for Thursday, October 6
Prep for watershed change test ("Agents of Watershed Change" and URIWW nitrogen factsheet)
Thursday, October 6
Watershed Change Test (covering "Agents of Watershed Change" and URI WW nitrogen factsheet) [This is moved from Tuesday 10/4]
Homework for Tuesday, October 11
Review historical documents:
Tuesday, October 11
Review of Saugatucket readings, brainstorming for portfolio projects, determine final groups
Final groups are:
• Feeding wildlife and fecal coliform (Julia, Lily, Jean, Sydney)
• Main St. runoff (Maggie, Mandy, Nina)
• Native vegetation (Gigi, Katie)
• Invasive species identification (Anna)
• Eutrophication (Abby, Ana)
• Watershed/river overview (Jackie T., Jackie C., Kelly, Amanda)
• Human interactions (Cullen, Matt, Evan)
Homework for Thursday, October 13
Each group should plan their first meeting and should prepare a 1-pg. (single spaced) pitch proposal that: 1) offers an overview of your idea; 2) justifies your idea; 3) identifies existing class resources that will help you prepare you poster; 4) considers what else you'll need and want to know.
Thursday, October 13
Review assignment sheet and grading criteria for Saugatucket poster project; present pitch proposals; brainstorm about sign content and further resources
Homework for Tuesday, October 18
Groups should continue independent research for Saugatucket poster project, begin drafting, etc. Bring all materials Tuesday, October 20 for a workshop
WEEK SEVEN (10/17-10/21)
Tuesday, October 18
Saugatucket poster project workshop
Homework for Thursday, October 20
Keep working on portfolios! Bring ALL working materials: draft texts, poster mock-up, list of resources, etc.
Thursday, October 20
Saugatucket poster project workshop
Homework for Tuesday, October 25
Keep working on portfolios! Prep for group presentations! (All groups should be prepared on Tuesday.)
WEEK EIGHT (10/24-10/28)
Tuesday, October 25
Saugatucket Presentations
Homework for Thursday, October 27
Finalize Saugatucket Portfolio and Individual Reflection
Thursday, October 27
Saugatucket Presentations (cont.)
WEEK NINE (10/31-11/4)
Tuesday, November 1
Saugatucket Portfolio + Individual Reflection Due
Introduction to Global Water Justice Presentation Project
Homework for Thursday, November 3
Review Standing Rock syllabus about #NoDAPL as inspiration for your presentations
Review web sites from International Rivers, American Rivers, and The Nature Conservancy's water initiatives for inspiration
Select a global water justice issue for your presentation and be prepared to defend that choice on Thursday
Thursday, November 3
Review global water justice presentation ideas / write down plans for global water justice presentation (What is your issue? WHy does it make a compelling issue to focus on? What is the major point of controversy? What research or materials can you build from? What are the major issues related to power and environmental justice? How does it impact human and non-human communities? What kinds of advocacy exist?) / prep for DamNation screening
Homework for Tuesday, November 8
Conduct research for Global Water Justice Presentation; read Cox and Pezzullo, ch. 10 "Environmental Justice and Climate Justice Movements"; review International Rivers info on "The Problems with Big Dams"
WEEK TEN (11/7-11/11)
Tuesday, November 8 - GO VOTE!!!!!!!!!
Guest instructor Emma Lundberg for screening of DamNation documentary (Pt. 1)
Homework for Thursday, November 10
- Write a 2-pg. response paper about the major issues from DamNation so far and its connections to issues of global water justice. Bring to class for Thursday's discussion.
- Email [email protected] with an outline of your presentation.
Thursday, November 10
Guest instructor Emma Lundberg for screening of DamNation documentary (Pt. 2), followed by group discussion
Homework for Tuesday, November 15
- Write a 3 pg. (double spaced) reflection paper about DamNation that offers a critical perspective on the film: What story does it tell? What story does it leave out? Which communities are impacted by dam construction and dam removal? What did you enjoy the most about the film? What difficulties did you have with it?
- Prepare global water justice presentation. Bring all materials to class Tuesday for a workshop.
WEEK ELEVEN (11/14-11/18)
Tuesday, November 15
Review presentation drafts with CGD and ask final questions
Homework for Thursday, November 17
Wednesday, November 16 @ 5pm - email ppt presentation to [email protected]
Prepare global water justice presentation
Thursday, November 17
Global Water Justice Presentations (grading rubric here)
Homework for Tuesday, November 22
Return comments to classmates. Brainstorm about useful ideas.
WEEK TWELVE (11/21-11/25)
Tuesday, November 22
Global Water Justice Presentations (grading rubric here)
Homework for Tuesday, November 29
- Write a 3 pg. (double spaced) response to presentations: What can you say about power, hierarchy, environmental justice, social justice? (<--Spend the most time answering this question.) Also: What are some of the major water justice issues in various parts of the world? N. America? Africa? Asia? S. America? Europe? What do all these presentations add up to? What are some of the major lessons you can take from these presentations for activism, esp. in your final action project?
- Read Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 8 "Advocacy Campaigns and Message Construction," p. 177-206.
Thursday, November 24
NO CLASS - Thanksgiving Holiday
WEEK THIRTEEN (11/28-12/2)
Tuesday, November 29
Synthesis of global water justice projects, introduction to final action project, discussion of Cox & Pezzullo
Homework for Thursday, December 1
Brainstorm final action project ideas. Come to class Thursday with a concrete idea (and maybe a back-up). Bring in a written response to these questions:
Thinking through action projects plans: What sorts of projects do you draw inspiration from? What is your activist personality? Are you:
Homework for Tuesday, December 6
PLAN YOUR ACTION! Draft an action plan that includes exact steps, collaborators, consequences, timeline. Start acting?
WEEK FOURTEEN (12/5-12/9)
Tuesday, December 6
Presentation of action plans
Homework for Thursday, December 8
ACT! ACT! ACT!
Thursday, December 8
Evaluations and final wrap-up. Evaluation questions:
1. What is the most useful thing you've learned this semester?
2. What is the least useful thing you've learned this semester?
3. What did you learn that surprised you?
4. How have your perspectives on water changed since joining this class?
5. How have your perspectives on environmental justice changed this joining this class?
6. What do you give a shit about?
Homework for Thursday, December 15
ACT! ACT! ACT! Gather documentation from your final action; complete rhetorical analysis
WEEK FIFTEEN (12/12-12/16)
Submit Final Action + Rhetorical Analysis Thursday, December 15 by 5pm via email to [email protected]
Engagement (attendance, participation, reflection papers, field visits, engagement) (10%)
Watershed Ecology Test (10%)
Watershed Change Test (10%)
Saugatucket Portfolio (group project) + individual reflection (25%) (grading rubric)
Global Water Justice Presentation (20%)
Action Project + Individual Rhetorical Analysis (25%)
DAILY PLANS (scroll down for most recent daily plans)
WEEK ONE (9/7-9/9)
Thursday, September 8
Introductions, review syllabus
Homework for Tuesday, September 13
Read:
• Selection from Duncan, My Story as Told by Water, ch.1 "Valmiki's Palm," p. 3-30.
Write:
• What is your "story as told by water"? 3 pgs. typed, 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 (9/12-9/16):
Tuesday, September 13
Sharing about our watersheds
Homework for Thursday, September 15
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. Bring to class!
Thursday, September 15
Aspects of a watershed, watershed facts and feelings
Homework for Tuesday, September 20
Read:
• EPA Watershed Academy, “Introduction to Watershed Ecology”
Complete:
• Quiz at the end of the watershed unit for practice. Take notes about your answers. You will be tested on the chapter in class Tuesday.
WEEK THREE (9/19-9/23)
Tuesday, September 20
Watershed Ecology Test (covering "Introduction to Watershed Ecology" and "What is a Watershed?")
Homework for Thursday, September 22
Read URI Watershed Watch nitrogen fact sheet
Thursday, September 22
Campus watershed tour [dress for the weather!], review nitrogen, distribute and talk through Saugatucket River field visit
Homework for Tuesday, October 4
Read:
• EPA Watershed Academy, “Agents of Watershed Change"
Complete:
• Take the quiz at the end of the watershed change unit for practice - take notes, be prepared for test 10/6
Plan:
• FOR NEXT WEEK'S FIELD VISIT! (LOOK BELOW!)
WEEK FOUR (9/26-9/30)
NO CLASS MEETINGS
Alternate assignment: Take a field trip to the Saugatucket River in Wakefield. Visit RiverFire Thursday, September 22 or September 29 (4:30-8pm) or Wakefield River Fest Saturday, October 1 (12-8pm).
Pre-visit:
- Read EPA Watershed Academy “Agents of Watershed Change” reading. Consider the agents of watershed change and imagine what you might find in the Saugatucket watershed.
- Explore the Saugatucket River via Google maps.
- Read historical documents:
- Charles Sweet’s “Sweet Yesterdays: Saugatucket Diary”
- Wakefield Elementary students’ “FromTrashToTreasure: The Journey Continues”
- Richard Greenwood’s “The River, Mills, and Reservoirs”
- Review technical documents:
- Rhode Island Rivers Council Saugatucket River web page
- 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) (html) (pdf)
- Take the 66 bus south to downtown Wakefield. Exit the bus at the corner of High St. and Main St. (Ask the driver so you know where to get off! It’s only about 4 miles south of campus.) You’ll exit the bus right next to the Saugatucket River, which crosses underneath Main St. If you drive, you can park in the municipal parking lot on the north side of Main St. just east of High St. behind the Main St. buildings.
COMPLETE THIS FIELD REPORT WHILE YOU'RE THERE! (Handed out in class on Thursday, Sept. 22)
Post-visit:
Type a 2 pg., single spaced response:
- What were your overall impressions of your visit? What interested you the most? What are you most curious about? What did you see that was unfamiliar? Upsetting? Beautiful? Offer at least three ideas for themes that you could focus on for the first major project: proposing and researching an informational sign along the river.
WEEK FIVE (10/3-10/7)
Tuesday, October 4
Discuss field visits, review nitrogen and watershed change for Thursday's test
Homework for Thursday, October 6
Prep for watershed change test ("Agents of Watershed Change" and URIWW nitrogen factsheet)
Thursday, October 6
Watershed Change Test (covering "Agents of Watershed Change" and URI WW nitrogen factsheet) [This is moved from Tuesday 10/4]
Homework for Tuesday, October 11
Review historical documents:
- Charles Sweet’s “Sweet Yesterdays: Saugatucket Diary”
- Wakefield Elementary students’ “FromTrashToTreasure: The Journey Continues”
- Richard Greenwood’s “The River, Mills, and Reservoirs”
- Rhode Island Rivers Council Saugatucket River web page
- 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) (html) (pdf)
- River history / watershed focus
- Dam history functions
- Vegetation and plant identification / local wildlife / turtles
- What you can do to improve water quality
- Littering and trash / not feeding wildlife
- Erosion / rain gardens
- Beauty / stillness / connection - aesthetics!
- Runoff / eutrophication
Tuesday, October 11
Review of Saugatucket readings, brainstorming for portfolio projects, determine final groups
Final groups are:
• Feeding wildlife and fecal coliform (Julia, Lily, Jean, Sydney)
• Main St. runoff (Maggie, Mandy, Nina)
• Native vegetation (Gigi, Katie)
• Invasive species identification (Anna)
• Eutrophication (Abby, Ana)
• Watershed/river overview (Jackie T., Jackie C., Kelly, Amanda)
• Human interactions (Cullen, Matt, Evan)
Homework for Thursday, October 13
Each group should plan their first meeting and should prepare a 1-pg. (single spaced) pitch proposal that: 1) offers an overview of your idea; 2) justifies your idea; 3) identifies existing class resources that will help you prepare you poster; 4) considers what else you'll need and want to know.
Thursday, October 13
Review assignment sheet and grading criteria for Saugatucket poster project; present pitch proposals; brainstorm about sign content and further resources
Homework for Tuesday, October 18
Groups should continue independent research for Saugatucket poster project, begin drafting, etc. Bring all materials Tuesday, October 20 for a workshop
WEEK SEVEN (10/17-10/21)
Tuesday, October 18
Saugatucket poster project workshop
Homework for Thursday, October 20
Keep working on portfolios! Bring ALL working materials: draft texts, poster mock-up, list of resources, etc.
Thursday, October 20
Saugatucket poster project workshop
Homework for Tuesday, October 25
Keep working on portfolios! Prep for group presentations! (All groups should be prepared on Tuesday.)
WEEK EIGHT (10/24-10/28)
Tuesday, October 25
Saugatucket Presentations
Homework for Thursday, October 27
Finalize Saugatucket Portfolio and Individual Reflection
Thursday, October 27
Saugatucket Presentations (cont.)
WEEK NINE (10/31-11/4)
Tuesday, November 1
Saugatucket Portfolio + Individual Reflection Due
Introduction to Global Water Justice Presentation Project
Homework for Thursday, November 3
Review Standing Rock syllabus about #NoDAPL as inspiration for your presentations
Review web sites from International Rivers, American Rivers, and The Nature Conservancy's water initiatives for inspiration
Select a global water justice issue for your presentation and be prepared to defend that choice on Thursday
Thursday, November 3
Review global water justice presentation ideas / write down plans for global water justice presentation (What is your issue? WHy does it make a compelling issue to focus on? What is the major point of controversy? What research or materials can you build from? What are the major issues related to power and environmental justice? How does it impact human and non-human communities? What kinds of advocacy exist?) / prep for DamNation screening
Homework for Tuesday, November 8
Conduct research for Global Water Justice Presentation; read Cox and Pezzullo, ch. 10 "Environmental Justice and Climate Justice Movements"; review International Rivers info on "The Problems with Big Dams"
WEEK TEN (11/7-11/11)
Tuesday, November 8 - GO VOTE!!!!!!!!!
Guest instructor Emma Lundberg for screening of DamNation documentary (Pt. 1)
Homework for Thursday, November 10
- Write a 2-pg. response paper about the major issues from DamNation so far and its connections to issues of global water justice. Bring to class for Thursday's discussion.
- Email [email protected] with an outline of your presentation.
Thursday, November 10
Guest instructor Emma Lundberg for screening of DamNation documentary (Pt. 2), followed by group discussion
Homework for Tuesday, November 15
- Write a 3 pg. (double spaced) reflection paper about DamNation that offers a critical perspective on the film: What story does it tell? What story does it leave out? Which communities are impacted by dam construction and dam removal? What did you enjoy the most about the film? What difficulties did you have with it?
- Prepare global water justice presentation. Bring all materials to class Tuesday for a workshop.
WEEK ELEVEN (11/14-11/18)
Tuesday, November 15
Review presentation drafts with CGD and ask final questions
Homework for Thursday, November 17
Wednesday, November 16 @ 5pm - email ppt presentation to [email protected]
Prepare global water justice presentation
Thursday, November 17
Global Water Justice Presentations (grading rubric here)
Homework for Tuesday, November 22
Return comments to classmates. Brainstorm about useful ideas.
WEEK TWELVE (11/21-11/25)
Tuesday, November 22
Global Water Justice Presentations (grading rubric here)
Homework for Tuesday, November 29
- Write a 3 pg. (double spaced) response to presentations: What can you say about power, hierarchy, environmental justice, social justice? (<--Spend the most time answering this question.) Also: What are some of the major water justice issues in various parts of the world? N. America? Africa? Asia? S. America? Europe? What do all these presentations add up to? What are some of the major lessons you can take from these presentations for activism, esp. in your final action project?
- Read Cox and Pezzullo, Environmental Communication and the Public Sphere, ch. 8 "Advocacy Campaigns and Message Construction," p. 177-206.
Thursday, November 24
NO CLASS - Thanksgiving Holiday
WEEK THIRTEEN (11/28-12/2)
Tuesday, November 29
Synthesis of global water justice projects, introduction to final action project, discussion of Cox & Pezzullo
Homework for Thursday, December 1
Brainstorm final action project ideas. Come to class Thursday with a concrete idea (and maybe a back-up). Bring in a written response to these questions:
- What exactly do you want to accomplish?
- Who has the ability to respond?
- What will influence this person or authority to respond?
- Who is already working on this issue?
- What are they doing?
- How effective or ineffective is that work?
- How will your proposed action influence issues of water justice? (The EPA defines environmental justice as: "Environmental justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies." Check out the USEPA Environmental Justice blog for inspiration.
Thinking through action projects plans: What sorts of projects do you draw inspiration from? What is your activist personality? Are you:
- collaborative <--> independent
- rational/logical <--> emotional
- subdued <--> passionate
- quiet <--> vocal
- esoteric <--> embodied
- long-term <--> short-term
Homework for Tuesday, December 6
PLAN YOUR ACTION! Draft an action plan that includes exact steps, collaborators, consequences, timeline. Start acting?
WEEK FOURTEEN (12/5-12/9)
Tuesday, December 6
Presentation of action plans
Homework for Thursday, December 8
ACT! ACT! ACT!
Thursday, December 8
Evaluations and final wrap-up. Evaluation questions:
1. What is the most useful thing you've learned this semester?
2. What is the least useful thing you've learned this semester?
3. What did you learn that surprised you?
4. How have your perspectives on water changed since joining this class?
5. How have your perspectives on environmental justice changed this joining this class?
6. What do you give a shit about?
Homework for Thursday, December 15
ACT! ACT! ACT! Gather documentation from your final action; complete rhetorical analysis
WEEK FIFTEEN (12/12-12/16)
Submit Final Action + Rhetorical Analysis Thursday, December 15 by 5pm via email to [email protected]