RNR 150 - Sustainable Earth: Climate Change and Societies

(3 units) Tier 1 Individuals and Society

Course Description: Life support systems on planet Earth are becoming

progressively more challenged by a global human population that has exceeded 7
billion people. With a focus on natural resources, we will explore how society deals
with threats to the planetary goods and services on which all life depends.
Sustainability lies at the intersection of the environment, society, and economics.
We will explore environmental, societal, and economic strategies humans might
develop to become effective stewards of our natural resources and achieve a
sustainable Earth.

Course Prerequisites: None

Co-instructor:
Mabel Alsina, PhD Candidate
School of Natural Resources and the Environment
Email: mabela@email.arizona.edu
Office Hours: by appointment

Co-instructor:
Angelica Rascon, Master Student
School of Natural Resources and the Environment
Email: mrascon1@email.arizona.edu
Office Hours: by appointment

Course Format: Lecture, small group activities, experiential learning, web

delivered content and assessment

Course Objectives:
During this course, students can expect to
1) Demonstrate how, why, and when Earth’s natural resources influence
human societies and vice versa;
2) Describe how the processes and patterns governing natural resources are
changing and producing more uncertainty for human societies;

1
 3) Assess the role of history on our understanding of current environmental
change, sustainability, and its effects on society;
4) Evaluate the strength, confidence, and utility of societal systems and
individual behavior on sustainability;
5) Create interventions that work with Earth’s processes to improve human
societies through sustainability

Student Learning Outcomes:

By the end of this course, students will
1) Define, differentiate, and explain nature constructs, natural resource
utilization, and sustainable thinking approaches across human societies and
social groups through time;
2) Associate, evaluate, and compare how to infer and communicate
information through written, visual, and verbal means to both expert and
non-expert audiences;
3) Summarize, implement, and appraise sustainable thinking as it relates to
addressing current and future real-world challenges in social equity,
environment, and economics;
4) Design, practice, and manage, a set of sustainability skills useful for
discipline specific courses, professional careers, and civic responsibilities

Course Schedule:
● Module 1: June 06 – June 12
● Module 2: June 13 – June 19
● Module 3: June 20 – June 26
● Module 4: June 27 – July 03
● Module 5: July 01 – July 07

Absence and Course Participation Policy:

The UA’s policy concerning Class Attendance, Participation, and
Administrative Drops is available at
http://catalog.arizona.edu/policy/class-attendance-participation-and-
administrative-drop The UA policy regarding absences for any sincerely
held religious belief, observance or practice will be accommodated where
reasonable: http://policy.arizona.edu/human-resources/religious-
accommodation-policy. Absences preapproved by the UA Dean of
Students (or dean’s designee) will be honored
http://policy.arizona.edu/employmenthuman-resources/attendance.

Make Up Policy for Late Enrollment:

Students who enroll late for this course should contact the instructor immediately to
negotiate a schedule to complete missed activities and assignments.

2
Course Communication:
Depending on how you are taking this class, class meetings will vary from face to
face to entirely online. You are responsible for participating in these lectures and
learning the material presented regardless of format. Interactions outside of face-
to-face class time will take place via Brightspace Desire To Learn (D2L
http://d2l.arizona.edu). Please check the course D2L site daily for any
announcements related to this course. Students should anticipate spending 135
hours (3 unit course) on activities related to this course. These hours break down
as follows: 50 hours on lectures, reading materials, and videos; 50 hours on
assignments and activities; 5 hours on quizzes; 20 hours on study questions; 10
hours on communication with the instructor and other students.

Required Texts, Readings, and Videos:

Students will not have to purchase additional texts, readings, or videos for this
course. All material will be available on D2L as open source material (AKA free).

Required Materials:
Students are highly encouraged to have their own laptop. Many of the in class
activities will involve a personal laptop and many of the online interactions are too
complex for a smartphone. Students without access to a laptop or equivalent
computational resources should contact the instructor immediately to arrange one
to borrow for the entire semester.

Assignments and Examinations:

Assignments: There are 5 assignments for this course. These assignments will be
based on course content and involve applying or testing skills that have to do with
the course. These assignments are writing intensive per the general education
guidelines.

Rubrics for assignments are posted in D2L. All assignments are due for grading by
11:59 PM on the due date to account for work schedules. Students are responsible
for making sure their files open correctly after submitting them; any files that are
corrupt or in the wrong format will be counted as late (minus 5% total points per
day) until an acceptable file is submitted.

The due date for the assignments is firm, and extensions will only be granted in the
case of emergencies. Students are highly encouraged to turn their papers in early
to avoid possible computer issues at the time of the due date. If there is an
unforeseen computer or system error at the time of the due assignment, students
may alternately email the assignment to the instructor to avoid a late penalty.

3
Discussions and Chats: Discussions and chats are asynchronous online means for
us to communicate with each other about course materials and assignments. There
are 10 discussion assignments in this course. Discussions and chats can both be
accessed by clicking on the discussion link in the upper blue banner of the course
site or in the appropriate module folder on D2L. Discussions dive deeper into course
material, facts, and collective and personal experiences. They can be written,
verbal, or graphical depending on the questions posed. Chats are a quicker, more
direct form of communication designed to facilitate community building and sharing
of ideas.

Grading of discussions and chats will use the following rubric: 1 point for a clear
topic sentence, 2 points for use of course materials in your replies to the topic
including citation, and 2 points for two meaningful responses to other folk’s posts.
Full rubrics are posted on D2L in ReadMe First. All students are expected to
commit to being involved in the discussions by reading and responding to your own
and other people’s posts with meaningful, professional content created to help
fellow classmates.

Quizzes: There will be 5 online quizzes given during the course of the term.
Questions will be taken from your lectures, readings, and videos and are provided
on the study guides. The quizzes will be made available online for you to
respond to with open notes and open book. Due to this open format, the
quizzes will hold only a moderate weight in your class points. Quizzes will be 20
questions (1 point per question), and you will have 30 minutes to take them. Each
quiz will be available for 1 attempt. Quizzes will be active for at least 4 days at a
time so you can take it during any 1 hour block during those 4 days. Exam schedule
is available below and on D2L in ReadMe First.

NOTE: If for any reason the system has an error or outage while you are taking a
quiz, please email the instructor so they can verify your login time with D2L and
reset your quiz. Don’t panic, we can fix this.

Writing Requirement:
Writing is a basic way of learning as well as ordering and communicating
information. This course has multiple ways for you to hone your writing knowledge,
skills, and abilities. Assignments 2 can be re-written after instructor feedback to
improve the grade.

Assignment 1 (500 words), Assignment 2 (500 words, rewrite), Assignment 3 (500

words), Assignment 4 (500 words), Assignment 5 (500 words)

4
Discussion 1 (100 words), Discussion 2 (100 words), Discussion 3 (100 words),
Discussion 4 (100 words), Discussion 5 (100 words), Discussion 6 (100 words),
Discussion 7 (100 words), Discussion 8 (100 words), Discussion 9 (100 words),
Discussion 10 (100 words)

Chat 1 (50 words), Chat 2 (50 words), Chat 3 (50 words), Chat 4 (50 words), Chat
5 (50 words), Chat 6 (50 words), Chat 7 (50 words), Chat 8 (50 words), Chat 9 (50
words), Chat 10 (50 words)

Total words: 4000

Final Examination:
The Final Exam (AKA Quiz 5) will cover 100% new material from only Module 5.
Quiz schedule is available in the Exams and Assignments section of this syllabus
and on D2L in Getting Started.

Grade Scales and Policies:

Total Points 300 points

Assignment Points
Exams (5@20 points) 100
Written Assignments (5@20 points) 100
Discussions (10@5 points) 50
Chats (10@5 points) 50

Percent Score Grade

90-100% (270-300 points) A
80-89% (240-269 points) B
70-79% (210-239 points) C
60-69% (180-209 points) D
Below 180 points E

Extra credit opportunities may be given for this course but not guaranteed. Please
do the assignments in a timely and professional manner when they are assigned.

Any assignment, discussion, or quiz turned in late will be reduced by 5% of its total
value for every day it is late, including weekends.

Students will be allowed to make-up a quiz only on rare occasions for justifiable,
extenuating circumstances such as a medical or family emergency. Students need
to submit a written request via email. Students will not be allowed to make-up

5
quizzes for non-academic reasons (e.g. family vacation, early holiday travel).
Students will not be allowed to make up in discussions activities without letting the
instructor know before the closing date of the activity (via email) that they have a
conflict.

There is no attendance policy. There are multiple ways for students to engage with
each other and the instructor in lectures and outside of lectures.

Incomplete grades will be given only in special circumstances as outlined in

university policy as stated in the University of Arizona General Catalog
(http://catalog.arizona.edu/policy/grades-and-grading-system#incomplete)

Honors Credit:
Please discuss with the instructor to create an Honors Contract
(https://www.honors.arizona.edu/honors-contract-faq) unless it is a summer/winter
course which is not eligible.

Topics and Activities:

40% of the possible points are graded by 40% of the course period, 60% of the
possible points are graded by 50% of the course period, both before the drop date
deadline.

Module 1: Meet Our Blue Marble

Main Question: What is global change and sustainability?

Learning Objective: Demonstrate how, why, and when Earth’s form and function influences
human societies and vice versa

Module Topic Learning Objective

Meet Our Blue What is global change and Explain what sustainable
Marble sustainability? (Lecture 1) thinking is and how it shapes our
relationship with Earth

Meet Our Blue What is Earth and where did it come Describe how Earth has
Marble from? (Lecture 2) evolved in space and time

Meet Our Blue How do changes in Earth’s form and Compare 3 situations where
Marble function impact human lives? (Lecture changes in Earth have impacted
3) societal outcomes

Meet Our Blue Who studies Earth and its inhabitants Appraise how Earth and its
Marble and why does it matter? (Lecture 4) inhabitants are studied and
communicated

6
 Meet Our Blue Our relationship with Earth, it’s Summarize how societies both
Marble complicated (Lecture 5) fear and love Earth

Meet Our Blue Video 1: A Beautiful Planet Trailer: Examine how Earth and nature
Marble https://www.youtube.com/watch? inspire human societies
v=QJpLjXbGIkQ

Meet Our Blue Discussion 1: Earth and us, we are in Analyze the influence of Earth
Marble this together on human societies and vice
versa

Meet Our Blue Chat 1: Meet the class Share personal learning goals
Marble and plans for this course

Meet Our Blue Discussion 2: Earth and us, it’s Identify how human emotions
Marble complicated shape the way we interact with
Earth and Nature

Meet Our Blue Chat 2: Earth in your life Share memorable interactions
Marble with Earth and how it made you
feel then and now

Meet Our Blue Assignment 1: Resume of Earth Create a resume for Earth who
Marble is applying for a planet position
in another solar system

Meet Our Blue Quiz 1: Meet Our Blue Marble Demonstrate how, why, and
Marble when Earth’s natural resources
influence human societies and
vice versa

Module 2: Field Notes from a Fiasco

Main Question: What unusual environmental changes are we observing right now and how are
these changes impacting human societies?

Learning Objective: Describe how the processes and patterns governing Earth are changing in
space and time resulting in more uncertainty for human societies

Module Topic Learning Objective

Field Notes From a A world on fire destroys livelihoods and Analyze the relationship
Fiasco communities (Lecture 6) between global change, large
fires, and societies

Field Notes From a Arctic warming alters northern societies Distinguish how global change
Fiasco in 7 countries (Lecture 7) is impacting individuals and
societies in arctic regions

Field Notes From a Expanding oceans forces human Evaluate how economic status
Fiasco migration to higher ground (Lecture 8) and politics influence human

7
 migration in coastal regions

Field Notes From a Fresh water scarcity promotes human Justify how water availability
Fiasco conflict (Lecture 9) escalates human conflict

Field Notes From a Warming temperatures threaten food Explain the relationship
Fiasco security, even coffee (Lecture 10) between global temperature
increases and food production
and transit

Field Notes From a Video 2: Chasing Coral Trailer: Revise the impacts of global
Fiasco https://www.youtube.com/watch? change on coral reefs now and
v=b6fHA9R2cKI in the future

Field Notes From a Discussion 3: Fires, fires everywhere Relate how large fires in
Fiasco important ecological biomes
shape interactions between
nations

Field Notes From a Chat 3: What’s your CO2 footprint? Share your CO2 footprint
Fiasco https://www3.epa.gov/carbon-footprint- reflecting on any behavioral
calculator/ changes you might make now

Field Notes From a Discussion 4: Arctic societies adapt Compare how 2 arctic societies
Fiasco are both responding to arctic
warming

Field Notes From a Chat 4: Moving on up and maybe out Share where you would go and
Fiasco how you would feel if you had to
move due to climate change

Field Notes From a Assignment 2: Twitter and the Amazon Formulate how social media
Fiasco fires #AmazonFires impacted the public health
message and human behavior
during a global environmental
crisis

Field Notes From a Quiz 2: Field Notes From a Fiasco Describe how the processes
Fiasco and patterns governing natural
resources are changing and
producing more uncertainty for
human societies

Module 3: A Brief History of Other Climate Catastrophes

Main Question: What does the past tell us about sustainability, environmental change, and
society?

Learning Objective: Assess the role of history on our understanding of current environmental
change, sustainability, and its effects on society

8
Module Topic Learning Objective

A Brief History of Environmental changes affect the rise Explain how environmental
Other Climate and fall of civilizations (Lecture 11) changes have altered the
Catastrophes trajectories of human civilization

A Brief History of Agriculture success was limited by Compare the interaction

Other Climate environmental variation (Lecture 12) between human innovation,
Catastrophes climate, and agriculture history

A Brief History of Climate warming heightened human Describe how climate warming
Other Climate diseases (Lecture 13) shaped human diseases,
Catastrophes medical innovation, and
communities

A Brief History of Past climate change impacted human Recognize the role of climate
Other Climate migration and evolution (Lecture 14) change on human evolution and
Catastrophes migration

A Brief History of Mass extinctions, a retrospective on Assess how increased

Other Climate past climate change before humans atmospheric CO2 impacted
Catastrophes (Lecture 15) Earth’s form and function

A Brief History of Video 3: Seasons Trailer: Integrate how climate changes

Other Climate https://www.youtube.com/watch? shaped the way humans and
Catastrophes v=STOVCLb62e0 animals interacted

A Brief History of Discussion 5: We are what we weather Compose an argument on the

Other Climate impact of environment on past
Catastrophes human societies

A Brief History of Chat 5: Dinosaurs, cycads, and giant Report on your favorite
Other Climate sea turtles, oh my organism that went extinct
Catastrophes during a previous climate
catastrophe

A Brief History of Discussion 6: A plague and global Evaluate how climate change
Other Climate change and disease created a tapestry
Catastrophes of war and its economic impact

A Brief History of Chat 6: Midpoint check in Share your thoughts about how
Other Climate you are meeting your learning
Catastrophes goals stated in chat 1

A Brief History of Assignment 3: A ghost from the past Discuss how past climate
Other Climate catastrophes frame our
Catastrophes understanding of our future

A Brief History of Quiz 3: A Brief History of Other Climate Assess the role of history on our
Other Climate Catastrophes understanding of current
Catastrophes environmental change,
sustainability, and its effects on

9
 society

Module 4: Earth’s Forecast, Bad with a Chance of Worse

Main Question: What does the future hold for me, my community, and the societies I live in?

Learning Objective: Evaluate the strength, confidence, and utility of societal systems and
individual behavior on creating and maintaining sustainable institutions

Module Topic Learning Objective

Earth’s Forecast: Predicting the future is hard, but not so Analyze how scientific
Bad with a Chance hard with global environmental change uncertainty is/will be
(Lecture 16) misrepresented in societies
of Worse

Earth’s Forecast: The sixth extinction (Lecture 17) Construct how the biosphere
Bad with a Chance will be impacted by increasing
global temperatures
of Worse

Earth’s Forecast: The revolutionary power of global Integrate how free markets,
Bad with a Chance change (Lecture 18) democracy, and Earth’s
processes might work in the
of Worse future

Earth’s Forecast: Art + Climate = Change (Lecture 19) Contrast how art and culture
Bad with a Chance can improve transitions to new
sustainable behaviors
of Worse

Earth’s Forecast: Dimming the sky (Lecture 20) Relate science fiction solutions
Bad with a Chance as potential pathways to future
sustainability goals
of Worse

Earth’s Forecast: Video 4: Forget Shorter Showers Examine how humans are now
Bad with a Chance https://www.youtube.com/watch? a geological force of their own
of Worse v=m2TbrtCGbhQ

Earth’s Forecast: Discussion 7: Lies, damn lies, and Assess why scientific
Bad with a Chance statistics uncertainty will be weaponized
by politicians and businesses
of Worse

Earth’s Forecast: Chat 7: What favorite animal or plant Share your favorite organism,
Bad with a Chance might go extinct due to global change? how it might be affected by the
global climate crisis, and how
of Worse that makes you feel

Earth’s Forecast: Discussion 8: The Anthropocene is Appraise how human societies

Bad with a Chance rising and economic systems are

10
 of Worse changing the Earth’s systems

Earth’s Forecast: Chat 8: What is your favorite futurism Report on your favorite art
Bad with a Chance art and why? about environmental change
showing others why it’s amazing
of Worse

Earth’s Forecast: Assignment 4: Critique a cultural Identify how art helps humans
Bad with a Chance exhibit or event on global change understand the future of
sustainable living
of Worse

Earth’s Forecast: Quiz 4: Climate Forecast: Bad with a Evaluate the strength,
Bad with a Chance Chance of Worse confidence, and utility of societal
of Worse systems and individual behavior
on sustainability

Module 5: DIO Sustainable Earth

Main Question: How do we make societies sustainable while enhancing human health and
wealth?

Learning Objective: Create a toolbox of interventions that work with Earth’s processes to
improve human societies

Module Topic Learning Objective

DIO Sustainable Sharing the sky through government Assess how government
Earth policy and cooperation (Lecture 21) policies and relationships impact
global change trajectories

DIO Sustainable The road to clean transportation Explain sustainable transit

Earth (Lecture 22) practices influence CO2
emissions

DIO Sustainable Mitigating a perfect storm in farm Examine how agriculture supply
Earth country (Lecture 23) chains can become more
sustainable

DIO Sustainable Technology has to do the right thing Contrast the role technology
Earth about sustainability (Lecture 24) plays in accelerating and de-
accelerating global change

DIO Sustainable You can create a climate for change Create a personal toolkit to
Earth (Lecture 25) decrease global change

DIO Sustainable Video 5: Tomorrow Trailer: Compare the various

Earth https://www.youtube.com/watch? approaches different societies
time_continue=75&v=4-_JZoiW_MQ are using to become sustainable

11
DIO Sustainable Discussion 9: Systems or people? Evaluate the roles system
Earth changes and individual
behavioral changes will result in
a sustainable Earth

DIO Sustainable Chat 9: What’s your CO2 footprint now? Share your CO2 footprint again
Earth https://www3.epa.gov/carbon-footprint- reflecting on any behavioral
calculator/ changes you have made

DIO Sustainable Discussion 10: Don’t be evil Assess how technology can
Earth become more sustainable
through business practices and
government regulation

DIO Sustainable Chat 10: Three global change wishes Summarize what changes you
Earth would make to human systems
more sustainable

DIO Sustainable Assignment 5: Sustainable Earth Design a system change that

Earth legislation pitch could lead to a more sustainable
Earth

DIO Sustainable Quiz 5: Creating a Sustainable Earth Create a set of interventions that
Earth work with Earth’s processes to
improve human societies
through sustainability

Course Behavior Policy:

To foster a positive learning environment, students and instructors have a shared
responsibility. We want a safe, welcoming, and inclusive environment where all of
us feel comfortable with each other and where we can challenge ourselves to
succeed. To that end, our focus is on the tasks at hand and not on extraneous
activities (e.g., texting, chatting, reading a newspaper, making phone calls, web
surfing, etc.).

Threatening Behavior Policy:

The UA Threatening Behavior by Students Policy prohibits threats of physical harm
to any member of the University community, including to oneself. See
http://policy.arizona.edu/education-and-student-affairs/threatening-behavior-
students.

Accessibility and Accommodations:

At the University of Arizona, we strive to make learning experiences as accessible
as possible. If you anticipate or experience barriers based on disability or
pregnancy, please contact the Disability Resource Center (520-621-3268,
https://drc.arizona.edu/) to establish reasonable accommodations.

12
Code of Academic Integrity:
Students are encouraged to share intellectual views and discuss freely the
principles and applications of course materials. However, graded work/exercises
must be the product of independent effort unless otherwise instructed. Students are
expected to adhere to the UA Code of Academic Integrity as described in the UA
General Catalog. See
http://deanofstudents.arizona.edu/academic-integrity/students/academic-integrity

University standards for plagiarism will apply to grading. The UA Student Code of
Conduct states: "All forms of student academic dishonesty, including but not limited
to cheating, fabrication, facilitating academic dishonesty, and plagiarism, are
prohibited."

"Plagiarism" means representing the words or ideas of another as one's own. Check
out U Arizona Libraries quick guide to help you discern between plagiarism and not
plagiarism (http://new.library.arizona.edu/research/citing/plagiarism).

Any written assignment found to be previously or concurrently submitted for

evaluation in another course will receive a failing grade. We use software which
checks your work against a database. It’s really easy for any instructor to figure out
if your writing is actually someone else’s, we mean ridiculously easy. Please use
your own words.

Students are advised that all notes, lectures, study guides, and other course
materials disseminated by the instructor to the students, whether in class or online,
are original materials and as such reflect intellectual property of the instructor or
author of those works. All readings, study guides, lecture notes, and handouts are
intended for individual use by the student, not for commercial gain. Students may
not distribute or reproduce these materials for commercial purposes without the
express written consent of the instructor and university. Students who sell or
distribute these materials for any use other than their own are in violation of the
University’s Intellectual Property Policy (available at
http://www.ott.arizona.edu/uploads/ip_policy.pdf). Violations of the instructors
copyright may result in course sanctions and violate the Code of Academic
Integrity.

UA Non-Discrimination and Anti-Harassment Policy:

The University is committed to creating and maintaining an environment free of
discrimination; see http://policy.arizona.edu/human-resources/nondiscrimination-
and-anti- harassment-policy

13
Discrimination includes any form of unequal treatment such as denial of
opportunities, harassment, and violence. Violence includes sex-based violence such
as rape, sexual assault, unwanted touching, stalking, dating/interpersonal violence,
and sexual exploitation.

If you experience discrimination by faculty or staff, you are encouraged (but not
required) to report the incident to the Office of Institutional Equity (520-621-9449).
If you experience discrimination by another undergraduate, graduate, or
professional student, please feel free to report the incident to the Dean of Students
(520-621-7057).

Learn more about your rights and options at http://equity.arizona.edu or call 520-
621-9449 or email equity@email.arizona.edu. Students may also contact the Oasis
Program (520-626-2051), the Tucson Rape Crisis Center (520-327-1171) and
Campus Health Counseling and Psych Services (520-621-3334) as confidential
resources for advocacy and other support related to power-based personal violence
such as rape and sexual assault.

Confidentiality of Student Records:

Students should know the federal regulations regarding the privacy of their
academic records http://www.registrar.arizona.edu/ferpa/default.htm

Subject to Change Statement:

Information contained in the course syllabus, other than the grade policies, may be
subject to change with reasonable advance notice, as deemed appropriate by the
instructor.

14