"Transitional" Academic Curricula

A Survey of 134 Universities, by Pat Logan and James Crowley

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Note: This is a work in progress, summer 2011. This database lists courses in transitional curricula (in the sense of Hopkins et al.).

"If the Transition Initiative were a person, you’d say he or she was charismatic, wise, practical, positive, resourceful, and very, very popular. Starting with the town of Totnes in Devon, England, in September 2006, the movement has spread like wildfire across the U.K. (delightfully wriggling its way into The Archers, Britain’s longest-running and most popular radio soap opera), and on to the U.S., Canada, Australia, New Zealand, and Japan. The core purpose of the Transition Initiative is to address, at the community level, the twin issues of climate change and peak oil—the declining availability of “ancient sunlight,” as fossil fuels have been called. The initiative is set up to enable towns or neighborhoods to plan for, and move toward, a post-oil and low-carbon future: what Rob Hopkins, founder of the Transition Initiative, has termed “the great transition of our time, away from fossil fuels.”

(more, from the Orionmagazine.com)

Currently, the database consists of a series of notes, with links and partial descriptions of colleges, departments or centers, and courses. These are being compiled as a sampling from which to gauge or glean some initial impressions of the state of awareness and orientation of the selected university sampling group.

Universities listed here are all land grants, and all old-system Carnegie I & II research universities. A report with methods and findings will be written this fall. The work in progress is here for interested observers. Interested? Write to me at mayfly@uri.edu.—P. Logan

The current tally is:

Arizona State University (Arizona)

  • Land Grant: no
  • Public: yes
  • Carnegie: R-II
  • Medical School: no

Auburn University (Alabama)

  • Land Grant: yes
  • Public: yes
  • Carnegie: R-II
  • Medical School: no
  • College of Agriculture

    Auburn has a strong and deep College of Agriculture, with all of the traditional departments and with a depth of courses in each. None stand out as being particularly "transitional," but at least there is one organic gardening course, which we should note.

  • College of Architecture, Design, and Construction

    There are seven programs: building science, industrial design, graphic design, architecture, interior architecture, landscape architecture, or community planning. There are four academic units: School of Architecture, McWhorter School of Building Science, Department of Industrial Design, and Design-Build Masters Program. A search for courses under these units suggested a solid curriculum, but nothing extraordinary or "transitional" at the moment. The following illustrate utility without clear evidence of futuristic thinking.

    • School of Architecture

      From Academic Programs: "Developing an ecology of emergent and collective practice that is manifest in joint degrees and collaborative structures, the School of Architecture is preparing students for a future that is trans-disciplinary, complex and diverse." The School offers four degree programs: Bachelor of Architecture, Bachelor of Interior Architecture, Master of Community Planning, Master of Landscape Architecture.

      • CPLN 6020—Death and Life of American Cities

        This class takes a holistic approach to the many forms, functions, sensory perceptions, and purposes of American cities. The class explores how global, economic, technical, and social changes have influenced the evolution of cities; and how planners have (and have not) adapted to these changes. Through the use of computer simulation, students will be able to test out their own theories by developing an ideal city. In the final analysis, students will walk away from this class understanding why some cities ascend to be vibrant, innovative, and diverse great cities, while others slowly degene

      • CPLN 6400—Preservation Planning

        The conservation of our physical environment provides us with not just a visual glimpse of history, but a meaningful sense of time and place within our communities; it is also, simply put, a wise use of resources. These conditions make it essential that appropriate planning be undertaken for both the sustained use of cultural resources and the careful integration of them into the evolving urban fabric. Thus, this course addresses: 1) the planning and development process as it applies to conservation of the built environment, 2) the practice of historic preservation and its relationship to p

      • LAND 7330—Landscape Ecology

        Facilitates a working knowledge of natural ecological systems in site analysis; how they can be preserved or restored to enhance human and ecological health.

  • College of Liberal Arts

    College includes philosophy, political sciences, etc. Nothing strikingly "transitional," with possibilities as follows:

  • College of Sciences and Mathematics

    College contains departments of biological science, chemistry and biochemistry, geology and geography, mathematics and statistics, physics, and pre-health programs. Website makes it difficult to find courses in most of these departments. In others (e.g., geology and geography) there is traditional academic content but nothing future-looking (no climatology, no global ecology, etc.)

  • Samuel Ginn College of Engineering

    Auburn's College of Engineering has robust traditional engineering units, including aerospace, biosystems, chemical, civil, computer science, electrical, industrial, materials, mechnical, etc., but it is difficult to find courses and there is nothing to suggest a focus on sustainability or transitional awareness in this college.

  • School of Forestry and Wildlife Sciences

    This school offered majors in forestry, wildlife, and combinations with biosystems engineering and pre-vet. Curriculum appears to be traditional forestry courses only.

Boston University (Massachusetts)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • College of Arts and Sciences

    • American and New England Studies Program

      From Undergraduate Concentration: The concentration in American Studies is an integrated interdisciplinary major that offers students the opportunity to study the society and culture of the United States in its national and global contexts. By drawing on a broad range of knowledge from the humanities and social sciences, the concentration provides students with a wide-ranging, yet disciplined exploration of problems that cross the boundaries of traditional academic fields and reflect the diversity of the American experience. The program draws faculty and other resources from a number of affiliated departments including Anthropology, Archaeology, Art History, Economics, English, Film and Television (COM), History, Philosophy, Political Science, Religion, and Sociology.

      • CAS AM 367 A1—Material Culture

        Introduction to the theory and practice of the study of material culture, the physical stuff that is part of human life. Material culture includes everything we make and use, from food and clothing to art and buildings. Lectures will introduce a wide range of contemporary scholarship on material culture from a range of disciplines, including anthropology, archaeology, history, sociology, art and architectural history, and cultural studies.

    • Department of Earth Sciences

      General earth sciences, without climate studies with this exception:

      • ES 481—Geological Record of Global Change

        Examination of the geologic record to deduce the history that provides a baseline against which the present changes in biodiversity, extinction, and changing global climate can be evaluated.

    • Department of Geography and Environment

      From global warming to energy systems, the interface between society and the natural environment provides the focus on our teaching and research mission.

      • CAS GE 101—Natural Environments: The Atmosphere

        An introduction to weather and climate. Topics include the controls of weather and climate, day-to-day variations in weather, severe storms, climates of the world, urban climate and air pollution, past climates and climatic change, and the impact of climatic variations on society.

      • CAS GE 102—The Cultural Landscape

        Study of the human imprint on the physical world. Introduction to current world patterns of population, settlement, land use, and political organizations of space. Humanity's role in changing the face of the earth. Symbolic qualities of the cultural landscape.

      • CAS GE 103—Economic Geography

        Factors influencing the spatial organization of economic activity including the spatial structure of urban regions, principles of regional trade and interaction, transportation networks, and spatial diffusion systems. Emphasis on the location of economic activity and spatial aspects of area development.

      • CAS GE 104—Natural Environments: The Physical Landscape

        Introduction to controls that shape the ecosystems and landscape of the earth. Vegetation and soils of the forests, deserts, grasslands, and tropics. The work of rivers, glaciers, oceans, and volcanoes in sculpturing the earth's surface. History of the natural landscape.

      • CAS GE 110—Our Changing Planet: The Perspective from Space

        An integrated treatment of the various components of the earth system: the atmosphere, lithosphere, ecosphere, and hydrosphere, as well as how they are changing. Extensive use of observations and measurements from space. Emphasis on global environmental change and human impact on earth.

      • CAS GE 250—The Fate of Nations: Climate, Resources, and Institutions

        Environmental contribution to the rise and fall of civilizations. Focus is on how the environment influenced the ideas and organization of societies, andhow those ideas and power structures allowed the society to flourish or collapse. Interdisciplinary approach that unites ideas from history, ecology, and economics.

      • CAS GE 275—Introduction to Quantitative Environmental Modeling

        Introduces students to quantitive models of environmental systems. Emphasizes application of quantitive models to environmental problem solving. Includes computer exercises with examples from current environmental issues such as populationgrowth, pollution transport, and biodiversity.

      • CAS GE 275—Introduction to Quantitative Environmental Modeling

        Introduces students to quantitive models of environmental systems. Emphasizes application of quantitive models to environmental problem solving. Includes computer exercises with examples from current environmental issues such as populationgrowth, pollution transport, and biodiversity.

      • CAS GE 304—Environmentally Sustainable Development

        Traces the emergence of sustainable development as the defining environmental challenge of our times. Surveys and evaluates policies for balancing ecological sustainability and economic development in various parts of the world and at the global level.

      • CAS GE 307—Biogeography

        Analysis of local, regional, and global distributions of plants and animals. Environmental and human influences on those distributions considered; changes resulting from geologically recent climatic fluctuations.

      • CAS GE 310—Introduction to the Atmosphere

        Understanding physical processes of the atmosphere, ranging in scale from tornadoes to global winds. Emphasis on providing physical explanations of atmospheric phenomena and impact of weather on humanity. Satellite and weather modification technology.

      • CAS GE 511—Ecological Economics

        Interrelationships among population, economic growth, environment, energy and natural resource supplies, particularly in developing countries. Focus on possibilities and limitations of technological solutions to pressures of population on resources and environment. Critical examination of selected large-scale economic environmental models.

      • CAS GE 512—Global Climate Change: Policy Modeling and Analysis

        Introduction to the analysis of climate change policies and associated economic issues. Students learn to analyze policy through computational energy-environmental-economic simulations that reflect insights of theoretical economic analyses. Emphasis on developing familiarity with state-of-the-art modeling techniques.

      • CAS GE 518—Natural Resource Scarcity and Economic Growth

        Perspectives on adequacy issues of natural resources. Comparison of different models of change in the quality and quantity of renewable and nonrenewable resources over time. Analysis of social and economic implications of resource depletion and degradation, and adequacy of technical change to overcome resource scarcity.

      • CAS GE 519—Energy, Society, and the Environment

        Overview of technical, historical, economic, social, and environmental aspects of energy systems, including fossil fuels, nuclear, solar, wind, biomass, and energy end use efficiency and conservation.

      • CAS GE 550—Modeling Environmental and Social Systems

        Techniques of organizing energy, environmental, or social systems into mathematical computer models. Includes the theory underlying different modeling techniques, programming skills, and a hands-on research project in which students develop their own models.

      • CAS GE 594—Global Environmental Negotiation and Policy

        Key concepts, actors, concerns, and issues related to the process of negotiating global environmental policies. Overview of the international system and environmental problems; an international negotiation simulation; case studies of global agreements on ozone depletion, climate change, desertification, and biodiversity, among others.

      • CAS GE 599—Science, Politics, and Climate Change

        Applies a science and technology studies perspective to climate change science and policy. Examines the relationships between scientific and political systems at global, national, and local levels.

      • GRS GE 612—Global Climate and Environmental Impact

        Regimes of climates on continental and macroregional scales; classification, geographic distriubution, and climatic thresholds of given environments. Impact of climatic fluctuations affecting activities of humankind. Modeling global climate to permit predicting change on regional and global scales ins introduced.

    • Department of Philosophy

      The department of philosophy is committed to the principle that the study of philosophy is a conrnerstone of a liberal arts education, an education that enriches and empowers students by introducing them to rigorous analysis of their ways of thinking and acting.

      • CAS PH 150—Introduction to Ethics

        Who ought we to be, what ought we to do, what ought we to strive for? Examination of our obligations to ourselves, to other humans, and to the natural world in light of ethical theory and contemporary problems. Readings from a wide range of texts in philosophical ethics.

      • CAS PH 471—Ecology in Philosophy and Literature

        An investigation of the philosophical foundations of environmental thought, examining the relationship between man and nature. What really is "nature"? How has modern technology affected our relation with nature? How convincing is Heidegger's critique of modern technology? What are our ethical responsibilities toward the earth and its inhabitants? Can they be justified? Key writings in environmental philosophy will be discussed.

    • Department of Political Science

      • CAS PO 241—Introduction to Public Policy

        Analysis of several issue areas: civil rights, school desegregation, welfare and social policy, education and urban housing, energy and the environment[emphasis added], etc. Characteristics of policy systems in each issue area analyzed to identify factors which may affect the content and implementation of public policies.


Brandeis University (Massachusetts)

  • Land Grant: no
  • Public: no
  • Carnegie: R-II
  • Medical School: no
  • College of Arts and Sciences

    • Department of American Studies

      The American studies department offers an interdisciplinary approach to the myths, values, symbols, institutions and behavior of the peoples of the United States and to the questions raised by the influence of the United States in shaping the modern world.

      • AMST 106b—Food and Farming in America

        American food is abundant and cheap. Yet many eat poorly, and some argue that our agriculture may be unhealthy and unsustainable. Explores the history of American farming and diet and the prospects for a healthy food system.

      • AMST 191b—Greening the Ivory Tower: Improving Environmental Sustainability of Brandeis and Community

        In this hands-on course, students design and implement environmental sustainability initiatives to benefit the campus and the local community. Students analyze the environmental impact of human activities within the existing legal, political, and social structure; learn basic research strategies for auditing and assessing the effect of these activities; and contribute to the overall understanding of the environmental impact of the Brandeis community on its surroundings.

      • AMST 20a—Environmental Issues

        An interdisciplinary overview of major environmental challenges facing humanity, including population growth; food production; limited supplies of energy, water, and other resources; climate change; loss of biodiversity; and waste disposal and pollution. Students examine these problems critically and evaluate different ways of thinking about their causes and solutions.

    • Department of Economics

      • ECON 57a—Environmental Economics

        Investigates the theoretical and policy problems posed by the use of renewable and nonrenewable resources. Theoretical topics include the optimal pricing of resources, the optimal use of standards and taxes to correct pollution problems under uncertainty, and the measuring of costs and benefits.

    • Department of Philosophy

      The philosophy program is divided into five basic fields: logic, ethics, metaphysics, epistemology and the history of philosophy.

      • PHIL 21a—Environmental Ethics

        Explores the ethical dimensions of human relationships to the natural world. Looks at environmental ethical theories such as deep ecology and ecofeminism and discusses the ethics of specific environmental issues such as wilderness preservation and climate change.

    • Environmental Studies Program

      Environmental Studies at Brandeis University prepares students to tackle the critical environmental issues that face our world today -- from global warming and pandemics, to toxic exposure and conflicts over shrinking natural resources -- through a broad interdisciplinary approach that integrates course work across the natural and social sciences and humanities.

      • ENVS 10a—Energy from the Big Bang to Global Warming

        Addresses questions such as: what is the role of energy in the universe, what are its sources on earth, what is the role in human society? Will waste from energy uses cause global warming and can we prevent it?

      • ENVS 11b—Water Resources Management and Policy

        An advanced interdisciplinary seminar examining past and current water supply issues and exploring the uncertain future of our water supply. The Boston metropolitan area water supply system is used as a case study. Water is looked at from scientific, historical, and political viewpoints.

      • ENVS 17b—Global Warming and Nuclear Winter

        Global climate change is the biggest challenge now facing the planet, equal to the nuclear war threat of the past half-century. This course examines the characteristics of these two major threats and looks for possible responses to climate change.

      • ENVS 18b—International Environmental Conflict and Collaboration

        A study of the development of international environmental law and policy through a historical lens. Examines how early diplomatic initiatives have--and importantly, have not--shaped the contemporary structure of international environmental relations.

      • ENVS 19a—Climate Change and Conservation

        Examines the nexus between climate change and conservation. through both conceptual and practical approaches, students focus on devising answers to the key question: What effects will climate change have on human capacity to conserve resources?

Brigham Young University (Utah)

  • Land Grant: no
  • Public: no
  • Carnegie: R-II
  • Medical School: no
  • College of Life Sciences

    • Department of Plant and Wildlife Sciences

      29 faculty, six undergraduate majors, plus 3 masters and a PhD. Emphasis in environmental science, landscape management, genetics and biotechnology, wildlife and wildlands. A diverse curriculum with offering in rangeland management, geography, biology, etc., but without any distinctive "transitional" emphasis. The following courses are representative:

      • ECON 440—Natural Resources and Environmental Economics

        Economic theory applied to allocation of natural resources and environmental amenities. Issues relating to externalities, common property resources, public goods, allocation of depletable natural resources over time, economic factors of environmental polarization, and others.

      • GEOG 101—Global Environment: Understanding Physical Geography

        Physical environment, distribution and interrelationships of climates, landforms, ecosystems and their human significance.

      • PWS 345—Air Pollution and Air Quality

        Biogenic and anthropogenic factors influencing air pollution and air quality. How various compounds (COx, SOx, NOx, particulate matter, ozone, etc.) are generated and influence air quality. Other topics include global warming, coal-fired power generation, transportation-derived pollutants, smog, acid rain, ozone depletion, etc.

Brown University (Rhode Island)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Undergraduate College

    From The Brown Curriculum: Placing fresh emphasis on the "liberal" aspect of the liberal arts, the New Curriculum [from 1969] gave students the right to choose, the right to fail, and above all the freedom to direct their own education. For almost forty years this embrace of independence has defined Brown's place in the landscape of undergraduate education in the United States. See also, Task Force on Undergraduate Education (2007).

    Courses sampled below use the Course Map visualizer for codes, titles, and descriptions. Very nice, Brown!

    • (Various Departments)

      • BIOL0190Q—Climate Change and Species Extinction

        This seminar will explore the newly emerging issue of how climate change will contribute to species extinctions...

      • ECON1560—Economic Growth

        ...economic growth and income differences among countries...topics include population growth, accumulation of physical and human capital, technological change, natural resources, income distribution, deography, government, and culture.

      • ENGN0020—Transforming Society—Technology and Choices for the Future

        ...the impact that technology has on society, the central role of technology on manhy political issues, and the need for all educated individuals to understand basic technology and reach an informed opinion....

      • INTL1800G—The Environment-Development Connection

        Can environmental protection and economic development be reconciled? ...examines the environmental dimensions of key development transitions (demographic, agrarian, industrial, and globalization) and evaluates potential green development trajectories.

      • INTL1800L—International Law of Sustainable Development

        ...basic issues and concepts particular to international environment law and sustainable development...issues of global justice and the special challenges posed to the international community by shared and finite natural resourses... 

      • INTL1800U—Political Community Beyond the State: Challenges, Changes, and Choices in a Globalizing Era

        ...[examines] calls for a new "global" political thoery and structures of global governance...What imaginaries and structures of global politics are possible? Which are feasible, sustainable and even desirable? ...moves beyond an economic and technological understanding of globalization. It asks whether and how we should consider globalization as a normative challenge to conventional understandings of political order and governance...

      • SOC0200—Population and Society

        Introduces the causes and consequences of major population trends in both inductrialized and developing nations. Also examines U.S. family size and structure, patterns of marriage and divorce, and the demographics of an aging society. Also considers problems of high fertility, poverty and child health, and gender roles in developing countries.

California Institute of Technology (California)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Division of Engineering and Applied Science

    ...home to more than 130 professors who form an interconnected web of researchers creating the frontiers of modern science and engineering. Their students and post-doctoral colleagues have access to world-renowned educational resources, as well as unparalleled opportunites for both basic and applied research.

    • Power, Environmental, and Energy Research Center

      The PEER mission is to:

      • conduct fundamental research in the science and engineering underlying energy and environmental technologies
      • to train new scientists and engineers to provide the multidicsiplinary knowledge needed to solve these problems.

      There are no apparent web links to coursework for this research center.

    • Ronald and Maxine Linde Center for Global Environmental Science

      ...founded in 2008 to address the complex issue of global climate change from a wide range of disciplines. The Center unites faculty from chemistry, engineering, geology, environmental science, and other fields. Many of the faculty members associated with the center teach and research in Caltech's Environmental Science and Engineering Department—a multidivisional program of graduate and undergraduate study.

      The Linde Center will be housed in the Linde+Robinson Laboratory following completion of an 18-month renovation of this historic building. The Robinson Laboratory was completed around 1935 to house the development of the Palomar telescope. In the renovation, the building will be restored to its original luster and updated to house modern laboratories for geochemistry, microbiology, and atmospheric and oceanic science.

      • ESE 1—Introduction to Environmental Science and Engineering.

        An introduction to the array of major scientific and engineering issues related to environmental quality on a local, regional, and global scale. Fundamental aspects of major environmental problems will be addressed with an overall focus on the dynamic interplay among the atmosphere, biosphere, geosphere, and hydrosphere. Underlying scientific principles based on biology, chemistry, and physics will be presented. Engineering solutions to major environmental problems will be explored.

      • ESE/G3 148c—Biogeochemical Cycles

        Global biogeochemical cycles, fluxes, and reservoirs in the solid earth, oceans, biosphere, and atmosphere. The hydrologic cycle, weathering and erosion, soil formation, nutrient cycling and limitation, ecosystem function and metrics, photosynthesis and primary production, heterotropic recycling, carbon cycle dynamics, atmospheric trace gases, and stable-isotope tracers. Variability in biogeochemical cycles over Earth history, and recent modification by human activities.

      • ESE/Ge 148a—Climate Change

        Radiative transfer and the greenhouse effect. Scattering and absorption by gases, clouds, and aerosols. Feedbacks due to water vapor, clouds, ice, and vegetation. Chemistry of greenhouse gases. Climates of the past. Ice ages. The global-warming debate. Economic and political aspects of climate change.

      • ESE/Ge 148b—Atmosphere-Ocean Circulations

        Large-scale motions in Earth’s atmosphere and oceans. Effects of planetary rotation and density stratification. Observing systems and data assimilation. Numerical weather prediction. Climate modeling. Parameterizations. Dynamical aspects of El Niño, global warming, and the ozone hole.

      • ESE/Ge 153—Atmosphere and Ocean Dynamics

        Fluid dynamics of the atmosphere and oceans, beginning with linear wave dynamics and wave–mean flow interaction theory and leading to theories of the maintenance of large-scale circulations. Topics include barotropic Rossby waves, flow-over topography; shallow-water dynamics and potential vorticity; quasi-geostrophic theory; barotropic and baroclinic instability; wave–mean flow interaction; maintenance of the global-scale circulation of the atmosphere; structure of wind-driven ocean circulation.

      • Ge/ESE 155—Paleoceanography

        Evaluation of the data and models that make up our current understanding of past climates. Emphasis will be placed on a historical introduction to the study of the past ten thousand to a few hundred thousand years, with some consideration of longer timescales. Evidence from marine and terrestrial sediments, ice cores, corals, and speleothems will be used to address the mechanisms behind natural climate variability. Models of this variability will be evaluated in light of the data. Topics will include sea level and ice volume, surface temperature evolution, atmospheric composition, deep ocea

  • Division of Geological and Planetary Sciences

    Deep terrestrial and solar-system science program, with little on implications for transition. Here is one example:

    • Geology Option

      The Division of Geological and Planetary Sciences offers undergraduate and graduate study in geology, geobiology, geochemistry, geophysics, planetary science and environmental science and engineering.

      • Ge 174—Geobiological Constraints on Earth History

        Systematic analysis of the origin and evolution of life in the solar system as read through the geological record. Effects of global glaciations, volcanism, and impact processes on the atmosphere, hydrosphere, and climate of Earth. Magnetofossils, genes as fossils, banded iron stones, algal mats, stromatolites, global glaciation, mass extinction events, the Cambrian Explosion, human and molecular evolution.

Carnegie Mellon University (Pennsylvania)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: no
  • Carnegie Institute of Technology (Engineering)

    From Vision: Carnegie Mellon will be a leader among educational institutions by building on its traditions of innovation, problem solving, and interdisciplinary collaboration to meet the changing needs of society.

    Mellon has a tradition of interdisciplinary, team-oriented approaches to learning.

    • Department of Civil and Environmental Engineering

      ...B.S. in Civil Engineering...interdisciplinary research and graduate programs in:

      • advanced infrastructure systems
      • environmental engineering, science and management
      • mechanics, materials and computing
      • 12-608—Special Topics: Implications of Engineering in a Global Society

        Engineering developments do not operate in a vacuum. In today’s global society, engineering interacts dynamically with economics and business, policy, the natural environment, consumer preferences, cultural differences, and personal values. This course aims to represent how engineering developments and decisions relate to these other factors, and why these factors should be considered when creating engineering solutions. Topics may include genetically engineered foods, information and communication technology, transportation systems, the hydrogen economy, “green” infrastructure, and nanotechnology applications. The course will emphasize framing problems in a life cycle systems perspective and bounded by constraints and tradeoffs among economics, the environment, and societal issues.

      • 12-612—Special Topics: The Business of Brownfields

        As defined by the U.S. Environmental Protection Agency, the term `brownfield site’ means real property, the expansion, redevelopment, or reuse of which may be complicated by the presence or potential presence of a hazardous substance, pollutant, or contaminant. The development or re-injection of these properties back into the community is a complex undertaking. The dimensions for brownfield development include history, infrastructure, legal/regulatory, environmental/ sustainability, economic development/ financing, land use, and community involvement. Fundamentally, however, brownfields are a ‘real estate deal’ and the business of getting the revitalizing a brownfield is challenging.

      • 12-614—Environmental Life & Cycle Assessment of Steel versus Wood in Residential and Commercial Construction

        concern to developers and building owners. This project will assess the environmental impact of the use of steel and wood in construction using traditional product designs and optimized (new) product designs. The project course will involve some in-class lectures to familiarize students with the concept of life cycle assessment, with steel and wood manufacturing and production processes, with structural building design, and with construction management processes. Students will participate in field trips to steel and wood manufacturing facilities. Students will work in a multi-disciplinary team to evaluate the different materials and structural design options, to estimate the greenhouse gas emissions of the options, and to propose material and design choices for the construction industry. The goals of the course include exposing undergraduate students to multi-disciplinary teamwork, to the relationships between various engineering fields in decision-making for a final product design, to environmental impacts as a design constraint, and to the concept of life cycle assessment.

      • 12-686—Issues in Environmental Nanotechnology

        Issues in Environmental Nanotechnology will introduce the basic science and engineering concepts of nanoscience/nanotechnology and will discuss the social and cultural issues surrounding the introduction of nanotechnology into the global market place. Students will learn both basic science and technology and will discuss the opportunities for nanotechnology to improve the quality of life, as well as the potential negative effects of this emerging science on the environment and human health. The goal is to increase awareness of how nanotechnology interacts with the natural world, and at the same time to stimulate students who are focused on careers in environmental engineering to consider possible nanotechnological solutions to environmental problems. The course targets upper division undergraduates and graduate students from both the College of Engineering and the College of Science.

      • 12-712—Introduction to Sustainability Engineering

        Society has generally assumed that the earth’s resources are limitless and wastes can be disposed of without serious consequences, but the validity of these assumptions is now being challenged. This course begins with an overview of the concept of sustainability and its history, including changing attitudes and values toward technology and the environment through the twentieth century. Key conferences and reports that helped define sustainability are reviewed. Models for population growth, global food production, and global water resources are then presented, and current problems of land use, urbanization, and energy and material resources are discussed. Overall, the course material provides a context for engineering decisions in the twenty-first century, which are quite different from decisions of engineers in the past.

      • 12-713—Industrial Ecology and Sustainable Engineering Design

        This course uses the context established in 12-712 to explore the solution space of engineers in tackling basic problems facing human civilization. The course begins with the concept of a system, using the earth’s life support systems as examples. The potential damage of conventional engineering decisions on these life support systems is discussed. Models of industry based on life sciences are then explored, and tools for sustainable engineering are presented. These tools include metrics of sustainability, principles of design for the environment, methods for pollution prevention, and use of mass and energy balances in the design of sustainable systems. Finally, the principles and tools of sustainable engineering are used to explore solutions to some of the most challenging problems identified in 12-712.

      • 12-714—Life Cycle Assessment and Green Design

        Cradle-to-grave analysis of new products, processes and policies is important to avoid undue environmental harm and achieve extended product responsibility. This mini-course provides an overview of approaches and methods for life cycle assessment and for green design of typical products and processes. Process-based analysis models, input-output and hybrid approaches are presented for life cycle assessment. Example software programs are used in assignments. A life cycle assessment project is required.

    • Department of Engineering and Public Policy

      ...addresses important problems in technology and policy in which the technical details are of central importance. ...research-oriented Ph.D. program and double-major undergraduate B.S. programs with each of the five traditional engineering departments and Computer Science. Research in the department focuses on problems in:

      • energy and environmental systems
      • information and communication technology policy
      • risk analysis and communication; and
      • technology policy and management (including technological innovation and R&D policy).

      Across these four focal areas we also study issues in engineered systems and domestic security, issues in technology and organizations and issues in technology and economic development (focusing in particular on Brazil, China, India, and Mexico). We frequently undertake the development of new software tools for the support of policy analysis and research.

      • 19-297/24-297—Energy-Environmental Systems

        Fuel cycles for conventional and nonconventional energy resources; relationships between environmental impacts and the conversion or utilization of energy; measures of system and process efficiency; detailed study and analysis of coal-based energy systems, including conventional and advanced power generation, synthetic fuel production, and industrial processes; technological options for multimedia (air, water, land) pollution control; mathematical modeling of energy-environmental interactions and tradeoffs, and their dependency on technical and policy parameters; methodologies for energy and environmental forecasting; and applications to issues of current interest.

      • 19-448—Science, Technology, and Ethics

        Technology has always been a pervasive force in society. But the past 50 years have seen an unprecedented acceleration of the growth and permeation of technology. The central role of technology and engineering in the modern world requires an examination of the responsibility that must guide the actions of those who develop, deploy, and spread technologies. This course examines the meaning and significance of technology in society through general paradigms and specific examples. It first traces the stages of technology as described by Bright and Mansfield. It reviews the philosophers, with special reference to those whose work has significance for the development of an "ethics for the technological age." The course then applies these principles of ethics to the different stages of a technology, from scientific discovery and invention through societal impact. Finally, it explores in detail the field of engineering ethics.

      • 19-710/12-710—Management and Practice for Environmental Engineering

        Principles of environmental management for constructed facilities, manufactured products, real estate for building construction, and remedial action sites. Overview of the regulatory process, environmental risks, corporate organization, and relevant management strategies. Case studies of site and facility management, process management, and crisis management.

      • 19-742—The Tangled Web: Technology, Economy, and Society

        Technology is now practiced on a willing society at a scale larger than ever before and is seen as an engine for economic growth, improving the quality of life, and for cleaning the environs. This course discusses issues arising out of the impact of technology. The following topics will be covered: Technology, Innovation and Growth; Technology Transfer; Appropriate Technologies; Dual-Use and Military Technologies (Information Technology, Biotechnology, and Materials Technology and their impact); Intellectual Property Rights and Protection; Technology Assessment and Choice.

  • College of Humanities and Social Sciences

    • Department of Economics

      • 73-148—Environmental Economics

        A course for non-majors which explores the interplay between economics and environmental issues. Topics include: market failures and environmental problems, economically efficient allocations of environmental resources, and the intended and unintended consequences of public policies designed to improve the environment. Practical issues surrounding the feasibility of implementing theoretically efficient principles and policies are analyzed, and alternative policies that might achieve better results in practice are investigated.

      • 73-358—Economics of the Environment and Natural Resources

        An advanced course on the allocation of environmental and natural resources. Topics include: externalities and the misallocation of resources, examining the efficiency/inefficiency of markets for non-renewable resources, intended and unintended consequences of regulatory and tax policies, and modern alternative to regulation – such as the creation of new markets and property rights for environmental resources.

      • 73-428—Markets for Energy

        This course offers students a broad survey of the oil, natural gas, and electric-power industries, with a particular focus on their transformation from vertically-integrated, regulated entities to organizations participating in open markets and on the role of new technologies which enabled these changes. Topics include: economics of resource extraction, volatility in futures markets for oil and natural gas, the rise and fall of OPEC, power systems engineering and economics, and wholesale markets for electric power.

    • Department of Philosophy

      Founded in 1985, the Department of Philosophy at Carnegie Mellon stands among the best in the world in the following areas:

      • Logic and Philosophy of Mathematics
      • Philosophy of Science and Methodology
      • Rational Choice and Decision Theory
      • Formal Epistemology
      • Philosophy of the Social Sciences
      • Foundations of Cognitive Psychology
      • Applied Ethics
      • 80-244—Environment Management and Ethics

        Participants in this course will examine and pose answers to the following question: "What are the legitimate environmental responsibilities of organizational managers and how can they be fulfilled?" This query will provide the course with its major theme and framework. But in order to do justice to it, three interrelated areas that are presupposed by this question will need to be explored first. These areas are: 1) ethics, 2) management ethics and 3) environmental ethics. The first half of the course will concentrate upon these three areas. The second half of the course will explore answers to the lead question about management and the environment by employing the insights gained during the first half. Here participants will first empirically review and evaluate past and current management practices with respect to the environment, organizational policies on the environment and the role of government in the process of determining environmental responsibilities in management. Environmental concerns on the international level and their impact upon organizational management, the emergence of the "environmental affairs manager" within organizations, balancing environmental responsibilities with other management responsibilities and examples of management responses to environmental crises will also be examined during this portion of the course. Case studies in management, environment and ethics will be analyzed.

      • 80-340—Environmental Ethics and Decision Processes

        The use of limited natural resources such as water, land, and energy sources inevitably produces conflicts over access, regulation and policy, environmental standards, and enforcement. Traditional means of settling such conflicts, and particularly the legal system, often do not address the fundamental differences in values and goals of the parties, or include all stakeholders (such as future generations). Legal battles are often costly, socially as well as economically. A promising innovation, Alternative Dispute Resolution, involves the use of negotiation and mediation to resolve environmental disputes. Based on a series of environmental case studies, this course will explore the nature of ADR methods: the values implicit in the processes, the types of outcomes they produce, and the criticisms that have been raised.

      • 80-344—Environmental Ethics

        This course will survey numerous philosophical and ethical aspects of the environmental movement. It will focus upon such topics as the nature of environmental responsibility, anthropocentric versus biocentric considerations of the environment, animal rights, obligations to future generations and the "land ethics" of Aldo Leopold. It will explore the arguments found in the debates over radical environmental activism, deep ecology, social ecology and eco-feminism. Environmental justice, issues of environmental rights, the possibilities of sustainable environmental practices and the causes of our ecological condition will be discussed in this course as well.

  • Heinz College

    • School of Public Policy & Management

      We emphasize building a set of skills, so when you leave here, you'll be able to apply that knowledge in a variety of settings to solve a myriad of problems. For instance, you'll learn how to evaluate programs and formulate a strategic plan, and then apply these new skills to a non-profit, an international non-governmental organization, or even your own organization focused on the public good.

      • 90-727—Globalization

        In this course we will analyze the political and economic implications of the process of globalization and its impact on countries and institutions across the world. Throughout the course we will look at the impact of globalization on the different regions of the world and on critical issues such as trade, employment, impact on wages, impact on women, poverty, and environmental issues among others. We will also focus on the political implications of the process placing special emphasis on the political power of international organizations such as the I.M.F. and the World Bank; the political power of the large economies and the reduced power of governments in the peripheral countries.

      • 90-753—Population and Public Policy

        The first half of the term will involve three parts: (1) an introduction to demographic theory, modeling and data; (2) the focus on demographic projections; and (3) an introduction to the following five topics: aging, health, labor, housing, and immigration. The second half of the term will then focus on a set of policy problems within the five topics.

      • 90-754—Engineering Public Policy Change

        Policy analysts, non-profit administrators and other professionals are constantly envisioning changes in public policy that they believe will improve the public good. But frequently for their ideas to become realities, public legislation is necessary. Enter politics, political process and politicians. Indeed, elected politicians are the ultimate decision-makers in changing public law. The political process can be very messy, but students can develop an understanding of how to develop and execute a multi-year strategy to engineer the legal enactment of significant public policy change. An engineer is "somebody who plans, oversees, or brings about something, especially something that is achieved with ingenuity..." The purpose of this course is to give students the ingenuity necessary to "engineer public policy change."

      • 90-789—Sustainable Community Development

        This course will involve in-depth examination of the economic and social value that is created when development occurs in a sustainable manner. The various components of comprehensive community development will be defined through class lectures, guest speakers, and case studies. These components will include: housing, business and economic development, cultural and social development, transportation systems, and open spaces. Economic and design comparisons will be drawn between sustainable and non-sustainable models of development. The course will also consider how public policy and private decision-making can be influenced by well-organized community planning and advocacy efforts.

      • 90-810—Population and Policy

        This course explores demographic concepts and issues and their relationship to public policy. Students will learn how to measure demographic phenomena and develop an understanding of prevalent theories and trends in international and domestic demography. Areas that will be addressed include fertility, mortality, migration, population estimation, population projections, and population characteristics (e.g., labor force characteristics, housing, geographic dispersion, and health status). Ultimately, students will become sophisticated users of demographic data.

      • 90-828—Economics of Global Warming

        The scientific community has concluded that human industrial activities are causing global temperatures to increase. Coping with the environmental, economic, and political consequences of this change is considered by many to be the preeminent public policy challenge of the 21st century. If ever there were a topic that required an interdisciplinary approach, this is it. Drawing upon the strong tradition of rigorous, interdisciplinary research and education at Carnegie Mellon and a broad range of expertise resident in its schools and departments, this course is designed to introduce masters students and advanced undergraduates to the many different dimensions of the global warming problem. In this course, we will investigate the science of climate change, the prospective economic impact of global warming, the uncertainty involved in long-run climate forecasting, and the technological alternatives available to us as we seek to mitigate the impact of human industrial activity on global warming. The heart of this course will be an in-depth analysis of the policy options available to the United States and the global community. We will investigate the economic costs of these options and the way political realities are likely to shape and constrain policy at the national and international levels. This course will also introduce students to the range of courses and research activities underway at CMU for those who want to study this issue in greater depth.

      • 90-829—Urban Farming and the Environment

        Farming has occurred in areas other than the rural countryside for centuries. However, in recent years, urban farming, market-based food production in the city, has gained currency both as an individual business strategy and a collective entrepreneurial pursuit that may address a wide range of socio-economic and environmental issues from food insecurity to climate change. This interdisciplinary course uses the concept and practice of urban farming as a platform for deeper inquiry into our evolving food systems and how its challenges may be negotiated through new forms and new sites of food production and consumption.


Case Western Reserve University (Ohio)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Case School of Engineering

    The Case School of Engineering is organized into seven academic departments offering 14 undergraduate degree programs, 14 Master of Science degree programs, one Master of Engineering program and the Doctor of Philosophy degree. In addition, the school boasts several world-class centers and institutes.

    The School, unfortunately, seems to bury its courses in a cumbersome online pdf of the 2006-2009 university bulletin, making access difficult. A leading institution, Case bears further scrutiny, but for the moment, not until they make their offerings more accessible. A more useful portrait of Case engineering may come from their institutes, such as the following:

  • College of Arts and Sciences

    • Department of Geology

      Students in the geological sciences obtain a solid background in basic science and mathematics as well as intensive training in the major. In addition, because of the wide variety of ways in which geologic knowledge can be applied, all students are encouraged to take electives in subjects appropriate to their personal objectives, which may be as diverse as the engineering applications of geology or the socioeconomic and legal systems bearing on environmental issues.

      • GEOL 117—Weather and Climate

        Introduction to the study of weather and climate. Covers the basics of meteorology, climate zones, the hydrologic cycle, and weather prediction. Lectures address timely topics including greenhouse warming, past global climates, and recent advances in meteorology.

      • GEOL 196—Energy and Society

        Global and national perspectives on the problems of energy supply and demand, global warming, oil cartels, solar, nuclear and wind energy, energy history, politics and economics of fossil fuels and alternative energy sources.

      • GEOL 202—Global Environmental Problems

        Science, policy and ethics of environmental problems that affect the entire planet. Examination of problems of current interest, such as population growth, climate change, ozone depletion, and fisheries, from a variety of viewpoints. Construction of simple computer models of a global process using Stella II.

    • Environmental Studies Program

      Environmental studies is an multi-disciplinary program that introduces students to the societal determinants and implications of environmental problems. Emphasis is given to the moral, cultural, and political dimensions of environmental problems and solutions. It brings to bear the issues and methods of the humanities and social sciences as well as the sciences and professions on environmental questions. The program is designed to serve the needs of students seeking a liberal education as well as those who desire a broad intellectual base for more technical training in environmental sciences. Students in environmental studies can pursue a major, a minor, or Engineering Core sequence.

      • ESTD 101—Introduction to Environmental Thinking

        Critical comparison of scientific, historical, religious, and literary conceptions of nature. Theories of environmental ethics, legal, and economic conceptions of environmental goods. Current controversies concerning human population growth, energy use, the consumer society, and attitudes towards animals.

      • ESTD 387—Multidisciplinary Approach to Environmental Problems

        This course is designed to illustrate, using a different topic each year, the necessity for a multidisciplinary approach to environmental problems in order to understand and manage environmental problems. Multiple faculty and community leaders participate in the teaching. Students registering for 1 credit attend weekly seminars; those registering for 2-3 credits do an individual research project in addition. Past topics include: lead poisoning in the urban environment, sustainability and the Great Lakes, setting environmental priorities, and reducing the University's environmental impacts.

Clemson University (South Carolina)

  • Land Grant: yes
  • Public: yes
  • Carnegie: R-II
  • Medical School: no
  • College of Agriculture, Forestry, and Life Sciences

    • Department of Forestry and Natural Resources

      The Department of Forestry and Natural Resources was formed in 2003 with the merger of the Department of Forest Resources and the Department of Aquaculture, Fisheries and Wildlife. Faculty from the Clemson Institute of Environmental Toxicology also joined the new department. The Department now offers B.S., M.S., M.F.R., and Ph.D. degree programs in Forest Resources, B.S., M.S. and Ph.D. programs in Wildlife and Fisheries Biology, and heavily supports the B.S. degree in Environmental and Natural Resources.

    • Department of Agricultural and Biological Engineering

      Our department is made up of three program areas: Biosystems Engineering, Agricultural Mechanization and Business, and Agricultural Education. The Biosystems Engineering program offers two concentration areas: Applied Biotechnology and Natural Resources and Environment. The Agricultural Education program offers three areas of emphasis: Teaching, Education, and Leadership.

      • B E 435, 635—Applications in Biotechnology Engineering

        Bioengineering principles applied to the expanding fields of agricultural biotechnology, ecotechnology, and biomedical technology. Specific applications include waste treatment and ecological engineering, bioreactor propagation of plant and animal cells and tissues, applied genomics and synthetic seed production, biosensors and biomonitoring, biological implants and materials biocompatibility.

      • B E 440, 640—Renewable Energy Resource Engineering

        Investigation into merging renewable energy resources, including detailed study of solar, wind, and bioenergy alternatives. Also includes principles, technologies, and performance evaluation of components for these technologies and an introduction to tidal, hydro, geothermal, and other energy; energy conservation; cogeneration; financial, economical, and other issues related to alternative energy sources.

    • Department of Applied Economics and Statistics

      • AP EC 205—Agriculture and Society

        Introduction to the development of world society focusing on food production, from early hunting and gatering to modern biotechnology. Covers factors driving societal growth with a global perspective. Explores systematic impacts of growth in technical capacity to produce agricultural products on farm and community organization, industrialization, and the global economy.

      • AP EC 421—Globalization

        Utilizes basic princiiples of international economics (comparative advantage, free trade vs. protectionism, exchange rate determination, etc.) to analyze the contemporary problems and issues of the world economy. Emphasizes application of economic principles to current globalization trends.

      • RS (SOC) 371—Population and Society

        Social, economic and political consequences of population structure and change, including problems of food and resources, as well as population goals and policies in developing countries and the United States.

  • College of Engineering and Science

    • Department of Environmental Engineering and Earth Sciences

      From Message from the Chairman: At the undergraduate level, we are committed to providing the next generation of earth scientists a comprehensive understanding of earth processes through our BA and BS degrees in Geology. Specialization tracks in traditional geology, environmental science, and hydrogeology allow students to focus their coursework in areas of particular interest to them. Unique to Clemson, all of our undergraduate geology students participate in research with a faculty member from their sophomore through senior year.

      • EN SP 200—Introduction to Environmental Science

        Basic principles of environmental science including ecology, energy, resources, waste management; and air, water, and soil pollution. Consideration of issues, specific cases, investigative approaches, and remedial actions.

      • GEOL 112—Earth Resources

        Survey of earth's mineral, energy, water, and land resources, and environmental and societal impacts associated with the use of these resources.

      • GEOL 270—Experiences in Sustainable Development: Water

        Integrates cross-disciplinary perspectives on sustainability through active student participation in real-world development projects. Focuses on identifying and overcoming environmental, technical, social/organizational, and economic barriers to the sustainability of water resources. Emphasizes small-scale international water resources development.

  • Restoration Institute

    The Clemson University Restoration Institute was established in 2004 to drive economic growth by creating, developing and fostering restoration industries and environmentally sustainable technologies in South Carolina.

    Research is conducted in six focus areas:

  • South Carolina Institute for Energy Studies

    SCIES is actively pursuing solutions in three key energy sectors:

    • Power Generation
    • Transportation
    • Energy Efficiency

    Our expertise in these areas includes:

    • Conducting feasibility studies and assessments of new energy technologies and commercial applications
    • Developing and demonstrating promising new energy technologies
    • Commercial application of new technologies via pilot projects and prototyping

Colorado State University (Colorado)

  • Land Grant: yes
  • Public: yes
  • Carnegie: R-I
  • Medical School: no
  • College of Agricultural Sciences

    • Department of Horticulture and Landscape Architecture

      In 2005, the Specialty Crops Program at Colorado State University initiated a campus CSA (Community Supported Agriculture). The CSU CSA provides people who become members a wide variety of local organic produce. The farm is tended by CSU students who are passionate about organic agriculture and who want to share their bounty with the local community

  • College of Applied Human Sciences

    • Institute for the Built Environment

      The Institute for the Built Environment (IBE), founded in 1994 at Colorado State University, is a multidisciplinary research institute whose mission is to foster stewardship and sustainability of the built environment through a research-based, interdisciplinary educational forum.

      Built environment refers to the totality of all that humans have changed or rearranged within the natural environment. (Bartuska and Young, 1996)

      ...originally established by faculty in the College of Applied Human Sciences...brings together professionals and students from the related fields of design and construction to solve problems through research related to the built environment.

      Goals Focusing on stewardship and sustainability, the goals of the IBE are to:

      • Optimize and reflect nature in built environments,
      • Encourage human equality and cultural sensitivity in the design process and products of the built environment,
      • Promote understanding and collaboration among the disciplines and allied professions that shape the built environment, and
      • Create a leading-edge, multidisciplinary knowledge base for sustainability issues in the built environment.
  • College of Natural Sciences

    • Department of Biology

      ...ranked 5th in the nation in 2007 amongst 375 research universitites for Biology programs that have botany and zoology degrees.

      We are an interdisciplinary group of faculty with research interests that vary from studies of global ecological change, organismal interactions in infectious disease, and stream ecology to muscle protein structure, chromosome function, molecular evolution, and plant biotechnology.

      • BZ 380—Global Change Ecology, Impacts and Mitigation

        Overview: Humans are altering global ecosystems and causing environmental phenomena that are collectively referred to as Global Change. Advanced Biology, Natural Resource and other interested students have an opportunity to ascend in their level of cognition about the role of ecological processes in Global Change. They will also apply this knowledge toward understanding the impacts of global change on natural and human-dominated systems, and how these impacts can be mitigated.

      • BZ 690—Global Environmental Change: Challenges for Ecology and Economies

        This graduate class will explore the challenges of global change by examining our dependence on services that the earth's ecosystems provide. Knowledge of the connections of ecosystems and people are key for development of novel and profitable business approaches for global environmental sustainability. Through speakers, case studies, and global reports, we will trace examples of ecosystem-human use interactions that can have local, regional and global effects. Issues will be considered such as: how do we balance biodiversity conservation with business opportunities associated with conversion of land habitat, or what are the beneficial trade offs that could be achieved by considering the multiple demands on water use, water quality and energy use.

  • School of Global Environmental Sustainability (under development)

    (Note: Apparently on the drawing board, not yet offering a curriculum...)

    What degree programs are expected to be offered by the School of Global Environmental Sustainability?

    The School will include multiple levels of degree programs, including graduate, undergraduate, and certificate programs. Over the course of the next year, the School's committees will be further developing plans for new degree programs to be incorporated into CSU. These may be offered beginning as early as 2009-10, although several recently established and upcoming certificate programs may become integrated with the School of Global Environmental Sustainability before then.

    The School seeks to begin its role in preparing students for the green workforce by highlighting current programs across many disciplines that include a sustainability component. We have information on many of these programs listed at www.green.colostate.edu/programs.aspx.

    When and how can I apply to a School of Global Environmental Sustainability degree program?

    More information will be available on admissions procedures and timelines once the programs and courses have been developed more fully and a more exact date is known about when enrollment will become available.

  • Warner College of Natural Resources

    • Department of Forest, Rangeland, and Watershed Stewardship

      The Department of Forest, Rangeland, and Watershed Stewardship consists of foresters, range scientists, hydrologists, and social scientists that study natural environmental processes and how they interact with human systems. The Department offers comprehensive undergraduate and graduate programs in a wide variety of disciplines within forestry, natural resources management, rangeland ecology, watershed science, and geographic information systems.

      • F 580 (new 2009)—Sustainable Use of Forest Resources in the West

        This course will cover basic issues related to the sustainable use of western forests, both past and present. This will include an overview of sustainable forest practices, including timber harvesting methods of today and yesteryear. Requirements for sustainable forest practices and forest certification will be addressed. An overview of prior and current demands for wood products will be presented as it relates to sustainably supplying them. The concept of certified forest products will be defined and sustainable products standards will be reviewed. Consideration will also be given to woody biomass utilization, with emphasis on biomass as a sustainable source of renewable energy, and issues related to carbon sequestration.

      • NR 130—Global Environmental Systems

        You are about to embark upon a course of study of the Earth as a system. Within the Earth system are innumerable sub-systems; the oceans, the atmosphere, and most importantly, the human dimensions. With our course of study we will focus on the sub-system of geology, surficial processes, oceanography, meteorology, and the extra-terrestrial system of the cosmosphere, all placed in the context of time and the Human dimensions. [Really. This was what was there as a description!]

      • NR 420—Integrated Ecosystem Management

        NR420 is the capstone course for the College of Natural Resources and focuses on the contemporary natural-resource paradigm called "ecosystem management." Ecosystem management occurs where rural and urban communities converge over land use, with the end point occurring where land health and sustainable economies occur. Importantly, ecosystem management acknowledges the essential interaction of social and ecological sciences It reflects the evolutionary changes in natural resources management since passage of the Multiple-Use Sustained Yield Act of 1960.

        The course is intended to: a) introduce you to the continually developing concepts of ecosystem management, b) provide you with an overview of the ecological, social, and economic concepts that provide the basis for ecosystem management, c) help you develop critical thinking and synthesis skills to using spatially collected data that relate to land use and land health, and d) encourage you to refine your skills in evaluating land use planning as it relates to sustainable use of natural resources.

      • NR 425—Natural Resource Policy & Sustainability

        While virtually all reasonable people will agree that sustainability is a good thing, there are vexing practical questions about what sustainability is, how to make sustainability happen, and who should make sustainability happen. The primary way people collectively decide on the “what,” “how,” and “who” of sustainability is through public policies. Beyond policies, there are also market mechanisms and non-governmental collective actions that are being experimented in the U.S. and around the world. We will explore each of these in turn, blending abstract concepts with real-world applications.


Columbia University in the City of New York (New York)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Faculty of Arts and Sciences

    • Earth and Environmental Sciences

      The department offers undergraduate and graduate degrees and has facilities located on the Morningside Heights campus in Manhattan and at the Lamont-Doherty Earth Observatory in Palisades, New York.

      The undergraduate major in Earth and Environmental Sciences provides an understanding of the natural functioning of our planet and considers the consequences of human interactions with it. The curriculum is designed to prepare students for one of three potential career tracks: a geoscience/earth science path and an environmental science path for students continuing on to graduate school in those areas; and a path, via the concentrations, to a broad range of business, policy, legal, medical, and administrative careers where an understanding of earth and human interactions and the application of the scientific method are pertinent. The course requirements differ for each of these intended career tracks, although all students are exposed to a strong science-centered curriculum.

      • EESC V1003x—Climate and Society: Case Studies

        Explores a series of environmental hazards (ozone depletion, El Nino, global warming) as examples of risk management. For each module, students will learn the scientific principles underlying each hazard and then will examine how social and economic policies were developed and implemented to mitigate the perceived risk.

      • EESC V2100x and y—Earth's Environmental Systems: the Climate System

        Origin and development of the atmosphere and oceans, formation of winds, storms and ocean currents, reasons for changes through geologic time. Recent influence of human activity: the ozone hole, global warming, water pollution. Laboratory exploration of topics through demonstrations, experimentation, computer data analysis, and modeling.

      • EESC V2300y—Earth's Environmental Systems: the Life System

        Role of life in biogeochemical cycles, relationship of biodiversity and evolution to the physical Earth, vulnerability of ecosystems to environmental change; causes and effects of extinctions through geologic time (dinosaurs and mammoths) and today.

      • EESC V3101x—Design and Maintenance of a Habitable Planet

        The origin, evolution and future of our planet, based on the book How to Build a Habitable Planet by Wallace S. Broecker. This course will focus on the geochemical processes that built Earth from solar material, led to its differentiation into continents and ocean, and have maintained its surface at a comfortable temperature. Students will participate in a hands-on geochemistry project at Lamont-Doherty Earth Observatory.

      • EESC W2330y—Science for Sustainable Development

        Provides an introduction to natural science approaches essential to understanding central issues of sustainable development. Topics may include: climate, ecology/agriculture/biodiversity, energy, natural disasters, population dynamics, public health and water resources. Treatment includes background, methods and applications from selected settings throughout the world. Taught by specialists in a number of fields.

      • EESC W4400x—Dynamics of Climate Variability and Climate Change

        An overview of how the climate system works on large scales of space and time, with particular attention to the science and methods underlying forecasts of climate variability and climate change.

      • EESC W4401x—Quantitative Models of Climate-Sensitive Natural and Human Systems

        An overview of how climate-societal and intra-societal relationships can be evaluated and quantified using relevant data sets, statistical tools, and dynamical models. Concepts and methods in quantitative modeling, data organization, and statistical analysis, with applications to climate and climate impacts. Students will also do some simple model experiments and evaluate the results.

      • EESC W4404y—Regional Climate and Climate Impacts

        The dynamics of environment and society interact with climate and can be modified through use of modern climate information. To arrive at the best use of climate information, there is a need to see climate in a balanced way, among the myriad of factors at play. Equally, there is a need to appreciate the range of climate information available and to grasp its underlying basis and the reasons for varying levels of certainty. Many decisions in society are at more local scales, and regional climate information considered at appropriate scales and in appropriate forms (e.g., transformed into vegetation stress) is key. Students will build a sufficient understanding of the science behind the information, and analyze examples of how the information can and is being used. This course will prepare the ground for a holistic understanding needed for wise use of climate information.

      • EESC W4917—Earth/Human Interactions

        Based upon the most current understanding of our planet our interactions, and how we make decisions, a new knowledge-based "green" framework is developed for our relationship to our planet and to each other as well as its general implications for human stewardship of our planet. This new knowledge-based framework is explored using case studies, class participation, and term papers on specific current scientific and policy issues like global warming that impact the sustainability and resilience of our planet.

    • Globalization Initiative

      A very interesting text here...

      "Columbia has for years been one of the leading academic centers for the study of the world; it is home to a number of regional institutes, focusing on East Asia, South Asia, Russia and Eastern Europe; Western Europe, the Middle East, Africa, and Latin America. The institutes emerged as centers of area studies in the Cold War aftermath of World War II, funded in part by federal grants and major initiatives on the part of foundations, such as Ford. Columbia fostered its institutes, established new departments and programs, and took on a leadership role in global studies over the last half century. The School of International and Public Affairs (SIPA), which began as a school based in the work of the regional institutes more than sixty years ago, has now become one of the most exciting and innovative centers for research in international affairs. As a result, Columbia’s students have access to faculty members who possesses an enormous range and depth of knowledge about the world. Today, the University has resources for the study of most major world regions that are an important basis for our national and international reputation."

      Click on title to see the rest of this page...

  • Fu Foundation School of Engineering and Applied Science

    • Department of Earth and Environmental Engineering

      The Earth and environmental engineering program fosters education and research in the development and application of technology for the sustainable development, use, and integrated management of Earth’s resources. Resources are identified as minerals, energy, water, air, and land, as well as the physical, chemical, and biological components of the environment. There is close collaboration with other engineering disciplines, the Lamont-Doherty Earth Observatory, the International Research Institute for Climate Prediction, the Center for Environmental Research and Conservation, and other Columbia Earth Institute units.

      • CIEE E3250y—Hydrosystems engineering

        A quantitative introduction to hydrologic and hydraulic systems, with a focus on integrated modeling and analysis of the water cycle and associated mass transport for water resources and environmental engineering. Coverage of unit hydrologic processes such as precipitation, evaporation, infiltration, runoff generation, open channel and pipe flow, subsurface flow and well hydraulics in the context of example watersheds and specific integrative problems such as risk-based design for flood control, provision of water, and assessment of environmental impact or potential for non-point source pollution. Spatial hydrologic analysis using GIS and watershed models

      • CIEE E3255y—Environmental control and pollution reduction systems

        Review of engineered systems for prevention and control of pollution. Fundamentals of material and energy balances and reaction kinetics. Analysis of engineered systems to address environmental problems including solid and hazardous waste, air, water, soil and noise pollution. Life cycle assessments and emerging technologies.

      • EAEE E1100y—A Better Planet By Design

        Development of the infrastructure for providing safe and reliable resources (energy, water and other materials, transportation services) to support human societies while attaining environmental objectives. Introduction of a typology of problems by context, and common frameworks for addressing them through the application of appropriate technology and policy. An interdisciplinary perspective that focuses on the interaction between human and natural systems is provided. Alternatives for resource provision and forecasts of their potential environmental impacts through a context provided by real- world applications and problems.

      • EAEE E2002x—Alternative Energy Resources

        Unconventional, alternative energy resources. Technological options and their role in the world energy markets. Comparison of conventional and unconventional, renewable and non-renewable energy resources and analysis of the consequences of various technological choices and constraints. Economic considerations, energy availability, and the environmental consequences of large-scale, widespread use of each particular technology. Introduction to carbon dioxide capture and carbon dioxide disposal as a means of sustaining the fossil fuel option.

      • EAEE E3101y—Earth Resource Production Systems

        Technologies and equipment common to a wide range of surface and subsurface engineering activities: mine reclamation, hazardous waste remediation, discovering and operating surface and underground mines, detection and removal of hidden underground objects, waste disposal, dredging and harbor rehabilitation, and tunneling for transportation or water distribution systems. These methods and equipment are examined as they apply across the spectrum from mining to environmental engineering projects. The aim is to provide a broad background for earth and environmental engineers in careers involving minerals and industrial, large-scale environmental projects.

      • EAEE E3103x—Energy, Minerals and Materials Systems

        Overview of energy resources, resource management from extraction and processing to recycling and final disposal of wastes. Resources availability and resource processing in the context of the global natural and anthropogenic material cycles; thermodynamic and chemical conditions including nonequilibrium effects that shape the resource base; extractive technologies and their impact on the environment and the biogeochemical cycles; chemical extraction from mineral ores, and metallurgical processes for extraction of metals. In analogy to metallurgical processing, power generation and the refining of fuels are treated as extraction and refining processes. Large scale of power generation and a discussion of its impact on the global biogeochemical cycles.

      • EAEE E4001x—Industrial Ecology of Earth Resources

        Industrial ecology examines how to reconfigure industrial activities so as to minimize the adverse environmental and material resource effects on the planet. Engineering applications of methodology of industrial ecology in the analysis of current processes and products and the selection or design of environmentally superior alternatives. Home assignments of illustrative quantitative problems.

Cornell University (New York)

  • Land Grant: yes
  • Public: yes
  • Carnegie: R-I
  • Medical School: yes
  • College of Agriculture and Life Sciences

    • Department of Applied Economics and Management

      Mission: Develop undergraduates into the most effective and sought-after future business leaders and economists

      Cornell University’s Department of Applied Economics and Management provides a broad-based educational experience where learning and development are driven by a global, real-world perspective, high-impact, innovative teaching, leading-edge research, and industry outreach.

      • AEM 2500—Environmental and Resource Economics

        Introduces fundamental economic principles and the “economic approach” to policy issues, and demonstrates how these concepts underpin contemporary environmental and natural resource issues and policy solutions. Subjects include valuation, benefit-cost analysis, policy design, property rights, and ecological economics. Uses these tools to explore major current policy issues such as economic incentives in environmental policy, endangered species protection, air and water pollution, depletion of renewable and nonrenewable resources, and global warming.

      • AEM 3380—Social Entrepreneurs, Innovators, and Problem Solvers

        This course introduces students to the social entrepreneurs, innovators, and visionaries who are creating new strategies for solving society’s problems. The course highlights innovative case studies of success in restoring the environment, resolving conflicts, curing diseases, overcoming poverty, and addressing other problems of social injustice. At the end of the course, each student develops an original blueprint for social innovation: a creative proposal for solving a societal problem.

      • AEM 4180—Introduction to System Dynamics Modeling

        Introduction to concepts of system dynamics modeling, including the modeling process, fundamental modes of dynamic behavior and the stock-flow-feedback structures that generate them, system mapping tools, and modeling human behavior. Emphasis on examples from agriculture, natural resource management, and international development. Lab develops skills in the use of dynamic modeling software.

      • AEM 4510—Environmental Economics

        Explores the economic foundations for public decision making about environmental commodities and natural resources, using tools from intermediate microeconomics. Emphasizes the welfare economic approach for allocating public goods, with specific emphasis on market failure, externalities, benefit-cost analysis, nonmarket valuation techniques, and cost-effective policy instruments. Also examines property rights/institutional perspectives and ecological economic concepts.

    • Department of Biological and Environmental Engineering


      • Educate the next generation of professionals and discover new knowledge in Biological and Environmental Engineering
      • Disseminate cutting edge research-based engineering information through the scientific media and outreach programs
      • Conduct all programs in the context of a world-class university and deliver the highest value knowledge to our students, citizens and global society.
      • BEE 2510—Engineering for a Sustainable Society

        Case studies of contemporary environmental issues including pollutant distribution in natural systems, air quality, hazardous waste management, and sustainable development. Emphasis is on the application of math, physics, and engineering sciences to solve energy and mass balances in environmental sciences. Introduces students to the basic chemistry, ecology, biology, ethics, and environmental legislation relevant to the particular environmental problem.

      • BEE 3299—Sustainable Development in Agriculture

        Sustainable development is the dominant economic, environmental and social issue of the 21st century. This course will develop the concepts of sustainable development on the basis that it is an evolutionary process, not easily captured by a simple definition. It represents the epitome of systems analysis--one demanding the integration of the physical sciences and engineering with the biological and social sciences. It is a fundamental redesign of both technological and sociological processes to address change. Topics will range from the examination of sustainable development as a concept to topics of system process, analysis and management of natural systems and human systems within the framework of a webbased approach. Topics for discussion will include the nature of ecosystems, global processes, biodiversity, sustainable communities, industrial ecology, life cycle analysis and human behavior, needs and values.

      • BEE 4010—Renewable Energy Systems

        Introduces energy systems with emphasis on quantifying costs and designing/optimizing renewable energy systems to convert environmental inputs into useful forms of energy. Covers solar energy, small-scale hydropower, wind, bio-conversion processes, house energy balances. Focuses on the technologies and small-scale system design, not policy issues.

      • BEE 4750—Environmental Systems Analysis

        Applications of mathematical modeling, simulation, and optimization to environmental-quality management. Fate and transport models for contaminants in air, water, and soil. Optimization methods (search techniques, linear programming) to evaluate alternatives for solid-waste management and water and air pollution control. Introduction to hydrologic simulation (runoff and streamflow). Software packages for watershed analyses of point and nonpoint source water pollution.

      • BEE 4800—Our Changing Atmosphere: Global Change and Atmospheric Chemistry

        This course investigates the science behind changes in our atmosphere’s composition and its relation to global change. We will examine the chemistry and physics that determines atmospheric composition on global scales including the effects of biogeochemistry and atmospheric photochemistry.

      • BEE 487—Sustainable Energy Systems

        Offers a systems approach to understanding renewable energy systems (solar, wind, and biomass) and their conversion processes, from various aspects of biology, physics, engineering, environmental impacts, economics, and sustainable development.

      • BEE 4900—Biofuels: The Economic and Environmental Interactions

        This course surveys the latest research on the science and economics of biofuels. Questions addressed include the environmental and economic impacts of biofuel use and whether the use of biofuels justifies public policy intervention. The class will consist of a colloquium, discussion with the colloquium speaker, and an in-class discussion section.

      • BEE 6870—The Science and Engineering Challenges to the Development of Sustainable Bio-Based Industries

        Environmentally sustainable alternatives for our energy and chemical needs are critical. This seminar series explores challenges facing the development of industries that use biologically derived materials to produce useful chemicals and energy for society. Topics include natural products from biological systems, conversion of biomass to fuel and other commodities, and the use of biological systems for environmental bioremediation.

      • BEE 754—Water and Culture in the Mediterranean: A Crisis

        The course addresses the crisis of water in the Mediterranean region, through case studies situated in watershed basins, especially the Nile. It focuses on attitudes, conflicts, and relationships of local people and nations toward water, expressed in culture, environmental laws, and watershed management practices.

    • Department of City and Regional Planning

      Cornell’s renowned program in City and Regional Planning (CRP), in the College of Architecture, Art, and Planning, has a solid curriculum that combines theory and practice in both domestic and international realms. CRP offers a rich educational environment composed of flexible degree programs, a distinguished faculty with extensive research and outreach agendas, engaged students with active organizations, ample support facilities, and a busy calendar of events. Planning education is a collaborative endeavor: there is a strong sense of cooperation among the faculty and great openness to student input. Through almost unparalleled access to internships and workshops, students test their ideas, research, and coursework in practice, while bringing real-world problems back into the classroom for critical examination.

      CRP’s mission is defined by

      • A commitment to the unity of theory and practice.
      • A commitment to sustainable and contextually appropriate action.
      • An emphasis on intellectual and practical questions of social justice and equity.
      • A strategy for understanding and creating place through study and practice in land use, design, economic development, historic preservation, and governance.
    • Department of Communication

      The Department of Communication at Cornell University is the focal point at which the principles of basic communication converge and coexist with media, science, and technology.

      • COMM 2850—Communication, Environment, Science, and Health

        Environmental problems, public health issues, scientific research—in each of these areas, communication plays a fundamental role. From the mass media to individual conversations, from technical journals to textbooks, from lab notes to the web, communication helps define scientifically based social issues and research findings. This course examines the institutional and intellectual contexts, processes, and practical constraints on communication in the life sciences.

    • Department of Crop and Soil Science

      The Department of Crop and Soil Sciences consists of three major program areas: Crop Science, Soil Science, and Environmental Information Science.

      • CSS 1900—Sustainable Agriculture: Food, Farming, and the Future

        Designed to introduce basic food production resources in the context of the human aspects of farming. The information is of general value for nonmajors and students new to the field. Several field trips enhance appreciation for the diversity of agriculture.

      • CSS 3800—Organic Food and Agriculture

        Discussion of techniques and methods of organic food production, including vegetables, orchard crops, grains and animal systems. Critically evaluates relevant issues that affect the environment, consumers, and the industry. Optional lab includes interaction with experts, field trips to farms, and living laboratory at Dilmun Hill.

      • CSS 4100—The GMO Debate: Science and Society

        Biotechnology is causing global changes in agricultural production systems. Social movements have arisen to contest the adoption of transgenic or genetically modified organisms. Students will assess the science behind this debate and examine the interplay among science, society, and politics. We introduce the history of the GMO debate, how GMOs are developed, and their potential impacts on agriculture, the environment, and the food system. Social movements contest deployment of biotech products on grounds of food sovereignty, intellectual property, social justice, and environmental and human health concerns. Scientific evidence is used in a variety of ways in these debates. We integrate concepts from diverse fields to promote understanding of how the use of scientific evidence in social and political contexts impacts the assessment of agricultural biotechnologies.

      • CSS 4140—Tropical Cropping Systems: Biodiversity, Social, and Environmental Impacts

        Characterizes and discusses traditional shifting cultivation; lowland rice-based systems; upland cereal-based systems; smallholder mixed farming including root crops and livestock; plantation fruit and oil crop systems; and agroforestry. In addition to species diversity and domestication, factors such as climate, land quality, soil management, land tenure, labor, and markets are considered. Evaluates the impact of tropical cropping systems on the environment.

      • CSS 4910—Food, Farming, and Personal Belief

    • Department of Development Sociology

      Mission: Cornell's Department of Development Sociology prepares tomorrow’s leaders and assists today’s leaders to secure human well-being and environmental sustainability. It seeks solutions for problems related to social and economic change and engages organizations and people at all levels of society who are working to build community and local/global problem solving capacity.

      The Department of Development Sociology conducts theoretical and applied research, teaching, and outreach on the causes, dynamics, and consequences of social, cultural, political and economic change.

      • DSOC 2010—Population Dynamics

        This course provides an introduction to population studies. The primary focus is on the relationships between demographic processes (fertility, mortality, and immigration) and social and economic issues. Discussion will cover special topics related to population growth and spatial distribution, including marriage and family formation, population aging, changing roles and statuses of women, labor force participation, immigrations, urban growth and urbanization, resource allocation, and the environment.

      • DSOC 3240—Environment and Society

        The main objective is to develop a critical understanding of the dominant trends in modern U.S. environmental thought, such as preservationism, conservationism, deep ecology, social ecology, NIMBYism, risk assessment, ecological modernization, and environmental equity. A second objective is to familiarize students with some major contemporary substantive environmental problems and policies. These topics include air and water quality, public lands management, biodiversity, deforestation, climate change, and ozone depletion. A sociological framework is applied to evaluate interrelationships of substantive and philosophical/theoretical issues.

      • DSOC 3400—Agriculture, Food, and Society

    • Department of Earth and Atmospheric Sciences

      The Science of Earth Systems undergraduate major integrates geological, atmospheric, oceanic, and biogeochemical knowledge, and is offered to undergraduate students in all three colleges. CALS hosts the Atmospheric Science undergraduate major.

      • EAS 2200—The Earth System

        An integrated introduction to the earth system stressing the biological, chemical, geological, and physical interactions among the atmosphere, ocean, and solid earth. Topics will include biogeochemical cycles, climate dynamics, and the evolution of the atmosphere, biosphere, cryosphere (ice), hydrosphere (oceans and inland waters), and lithosphere (solid earth).

      • EAS 2680—Climate and Global Warming

        Familiarizes students from a range of disciplines with such contemporary issues in climatology as global warming and El Niño. Introduces the natural greenhouse effect, past climates, and observed and projected climate changes and impacts. Also covers natural climate variations (e.g., El Niño) and their consequences and predictability. Readings focus on recent scientific findings related to climate change.

      • EAS 3010—Evolution of the Earth System

        Life activities alter the physical and chemical environment and are altered by that environment. This interaction over very long times constitutes a co-evolution of earth and life. Course uses modern systems, tens of thousand year old systems, and hundreds of million year old systems to illustrate principles, methods of reconstructing deep history, and the context of natural change inherent to life and earth.

      • EAS 4010—Fundamentals of Energy and Mineral Resources

        The Earth’s energy and mineral resources reflect some of the most important changes and dramatic events that have punctuated earth history. Course provides an overview of resource types in the context of the Earth’s atmospheric evolution, rifting, mantle convection, and hydrologic cycle. The processes of resource accumulation are described in terms of simple chemical and physical principles and in the societal contexts of supply, demand, and sustainability.

    • Department of Ecology and Evolutionary Biology

      The Department of Ecology and Evolutionary Biology (E&EB) has a broad but unified mission in teaching and research: broad in that the interests of the faculty span many levels of organization encompassing genes, genotypes, phenotypes, populations, communities, and ecosystems; and unified in that each of these levels interacts with all of the others. Detailed appreciation of the processes operating at all levels of organization is fundamental to ecological or evolutionary understanding.

      Six major areas of scholarship are represented within the Department of E&EB: (1) biogeochemistry and ecosystem science, (2) community ecology, (3) population biology, (4) organismal biology, (5) evolutionary genetics, and (6) macroevolution and systematics. These areas of scholarship are clearly overlapping; indeed we emphasize the linkages among them

      • BIOEE 2610—Ecology and the Environment

        Explores interactions between the environment and organisms in the context of individuals, populations, communities, and ecosystems. Emphasizes basic ecological principles and processes intrinsic to understanding the world around us and in more advanced studies in the environmental sciences, including management-oriented disciplines. Major topics include adaptive strategies of organisms, population dynamics, species interactions, community structure and ecosystem function, biodiversity, biogeochemistry, productivity, human influences on ecosystems, and sustainable practices.

      • BIOEE 2610—Ecology and the Environment

        Explores interactions between the environment and organisms in the context of individuals, populations, communities, and ecosystems. Emphasizes basic ecological principles and processes intrinsic to understanding the world around us and in more advanced studies in the environmental sciences, including management-oriented disciplines. Major topics include adaptive strategies of organisms, population dynamics, species interactions, community structure and ecosystem function, biodiversity, biogeochemistry, productivity, human influences on ecosystems, and sustainable practices.

    • Department of Horticulture

      We generate and extend knowledge about fruits, vegetables and landscape plants for the purpose of sustaining the environment, enhancing economic vitality, and improving the quality of life for individuals and their communities.

      • HORT 2200—Practicing Sustainable Land Care

        Experiential course emphasizing interdisciplinary, ecosystem-based approaches to land management and food production. Covers concepts from biological and environmental sciences and includes hands-on activities in organic agriculture, agroforestry, and ecosystem restoration. Classes are held at Dilmun Hill Organic Farm and the MacDaniels Nut Grove.

      • HORT 2400—Exploring the Small Farm Dream

        Explore opportunities and challenges involved in starting up and managing a small farm. Weekly presentations and discussion with innovative farmers and others. Topics include diversified farming, high-value horticulture, grass-based farming, agroforestry, dairy and livestock opportunities, community-supported agriculture, farm business planning, access to land, marketing strategies, juggling jobs, family-farming, and more.

    • Department of Landscape Architecture

      Cornell University offers accredited, license-qualifying Landscape Architecture degrees at the undergraduate and graduate levels. The undergraduate Landscape Architecture degree is the only one of its kind in the Ivy League. Both academic programs provide a sound grounding in theory and technology, which is put into practice through the design studio and related courses.

      • LA 4950—Green Cities: The Future of Urban Ecology

        Explores the history and future of the ecology of cities and their role in solving the present global ecological crisis. Examines the politics, design, and economics of “green cities” in terms of transportation, renewable energy, solid waste and recycling, land use, and the built environment.

    • Department of Natural Resources

      Today, members of the department (consisting of 35 faculty and research associates, as well as a large number of administrative and research support staff) strive to meet the current mission of the department, combining traditional interests in resource conservation and management with the broad study of environmental science and policy, at regional, national and international levels.

      • NTRES—Science Fiction and Environment

        This course is intended to be primarily for Summer College students (high school rising seniors), new freshmen, Cornell staff, and other people with an interest in, but little formal background in, environmental studies. Science fiction short stories and two books will be used as vehicles for illustrating environmental predicaments and to enable easy discussion of environmental principles that may be helpful to us in choosing ways to live. Some extra attention to studying and learning may be helpful to new college students.

      • NTRES 2201—Society and Natural Resource

        The actions of people are crucial to environmental well-being. This course addresses the interrelationships between social phenomena and the natural (i.e., biophysical) environment. It is intended to: (1) increase student awareness of these interconnections in their everyday lives; (2) introduce students to a variety of social science perspectives, including sociology, economics, psychology, and political science, that help us make sense of these connections; (3) identify the contributions of each of these perspectives to our understanding of environmental problems; and (4) discuss how natural resource management and environmental policy reflect these perspectives.

      • NTRES 3220—Global Ecology and Management

        The subjects of biogeography, ecology, and biodiversity have patterns and processes that emerge only at the global scale. Recognizing the global importance of these patterns and processes is even more imperative in light of the tremendous increase in the human population size and the effects of humans on the Earth. This course is an introduction to the field of global ecology. Topics include comparative ecology and biogeography, community ecology, island biogeography, and ramifications of global climatic change.

      • NTRES 3320—Introduction to Ethics and Environment

        Introduction to ethics, aesthetics, and epistemology as related to the environment. Asks the question “How should I live?” and explores the implications of different answers to that question for our treatment of nature. Also examines the various approaches to ethics theory; the relations between art, literature, religion, and mortality; the objective nature of value judgments; and the subjective nature of nature.

      • NTRES 3330—Ways of Knowing: Indigenous and Local Ecological Knowledge

        Based on indigenous and local “ways of knowing,” this course: (1) presents a theoretical and humanistic framework from which to understand generation of ecological knowledge; (2) examines processes by which to engage indigenous and local knowledge of natural resources, the nonhuman environment, and human-environment interactions; and (3) reflects upon the relevance of this knowledge to climatic change, resource extraction, food sovereignty, and issues of sustainability and conservation.

      • NTRES 4330—Applied Environmental Philosophy

        Special topic for 2010: Environmental justice. Focuses on environmental philosophy and environmental ethics considered as an academic field. Major themes include anthropocentrism versus non-anthropocentrism, intrinsic value, monism versus pluralism, animal rights versus environmental ethics, and various approaches to environmental ethics, including deep ecology, ecofeminism, and pragmatism.

      • NTRES 4800—Global Seminar: Building Sustainable Environments and Secure Food Systems for a Modern World

        Modernization has led to development pressures that have increasingly disrupted natural systems leading to widespread concerns about the long-term viability of important environmental and ecosystem services, including those critical to food security worldwide. This interdisciplinary course uses case studies to explore interrelationships among social, economic, and environmental factors basic to sustainable development. Cases examine contemporary issues identified by participants (i.e., population growth, genetically modified foods, biodiversity, sustainable resource management, global warming, and global responsibility). Cornell faculty members lead discussions in each of the major topic areas. In addition, students participate in discussions and debates with students from Sweden, Costa Rica, Honduras, and Australia through live interactive videoconferences and electronic discussion boards.

  • College of Architecture, Art, and Planning

    In our college we teach and practice architecture, fine arts, and city and regional planning as creative and powerful forces with the potential to improve the world. We prepare our students to address the complex problems of the twenty-first century through the application of the art and science of design. Providing rigorous theoretical training and studio experiences, we encourage imagination, technical creativity, critical thinking, a sense of history, and the development of a social, ethical, and artistic perspective. We advocate for the rights of all communities and all individuals to participate in the planning of their futures. We prepare our graduates for their role as world citizens in a diverse yet inclusive society.

    • Department of City and Regional Planning

      Cornell’s renowned program in City and Regional Planning (CRP), in the College of Architecture, Art, and Planning, has a solid curriculum that combines theory and practice in both domestic and international realms. CRP offers a rich educational environment composed of flexible degree programs, a distinguished faculty with extensive research and outreach agendas, engaged students with active organizations, ample support facilities, and a busy calendar of events. Planning education is a collaborative endeavor: there is a strong sense of cooperation among the faculty and great openness to student input. Through almost unparalleled access to internships and workshops, students test their ideas, research, and coursework in practice, while bringing real-world problems back into the classroom for critical examination.

      CRP’s mission is defined by

      • A commitment to the unity of theory and practice.
      • A commitment to sustainable and contextually appropriate action.
      • An emphasis on intellectual and practical questions of social justice and equity.
      • A strategy for understanding and creating place through study and practice in land use, design, economic development, historic preservation, and governance.
      • CRP 1101—The Global City

        Critical look at the physical and social development of giant cities in the Third World. Their origins, roles, contributions, and shortcomings are examined. Their place in world political economy is evaluated. Policy prescriptions for their principal problems are discussed.

      • CRP 3011—Ethics, Development, and Globalization

        This seminar surveys some of the most important recent contributions to the literatures of development ethics and global ethics and examines their power to illuminate such issues as the nature of development, poverty and human rights, globalization and local autonomy, environmentalism and consumerism, and humanitarian intervention and just wars.

      • CRP 3540—Introduction to Environmental Planning

        Introduction to problems facing planners and decision-makers as they attempt to manage and preserve environmental quality in urban and rural settings. Case studies are used to discuss issues related to sustainability, quality of life, environmental hazards, and environmental justice. Students are also introduced to the basic regulatory and institutional aspects of environmental planning and tools and techniques for environmental impact assessment, inventorying, and risk analysis.

      • CRP 3840—Green Cities

        For the first time in history, a majority of human beings live in cities. As a result, any realistic solution to the global ecological crisis will need to include strategies for urban life that are ecologically sound. This course examines the history and future of urban ecology and the technology and politics that shape it. Alternative transportation, renewable energy, urban design, recycling and resource management, and sustainable economics are explored as means toward transforming cities to become the basis of a new, ecological society. Open to both graduate and undergraduate students. Graduate students have additional research requirements.

      • CRP 3860—Planning for Sustainable Transportation

        Explores issues related to sustainable transportation policy and practice. The course (1) provides an overview of current transportation trends and their impacts; (2) reviews themes such as planning history and politics, the problems with auto-dominated systems, and key challenges to development sustainable transport systems; and (3) looks at regulatory, design, and market-based approaches to reducing automobile-dependency, introducing creative sustainable solutions from around the world.

      • CRP 4160—European City: The Public Sphere and Public Space

        Examination of the social, economic, and political life of the European city, particularly Italian cities, especially Rome. Study of the socioeconomic underpinnings of the city. How are cities organized, and how do citizens relate to the state; the city to the nation; the nation to the global market? How and where do different groups of people live? How do they travel, inside the city and from city to city? How are new parts of the city developed and old ones preserved, transformed, or destroyed? What public services do people expect, and how are they delivered? What is the role of private business? How do Italians/Europeans confront problems of the urban environment, poor neighborhood services, and impoverished immigrants? In all these cases, how do Italian (or European) conditions and policies differ from those in the United States (or elsewhere)?

  • College of Engineering

    • Biological and Environmental Engineering

      The Department of Biological and Environmental Engineering is an international leader in providing innovative educational and research programs in the areas of biological engineering, environmental engineering, food and bioprocessing engineering, and industrial biotechnology. These programs focus on the three great challenges facing humanity in the 21st century: (1) Developing engineering systems that monitor, replace, or intervene in the function and operation of living organisms; (2) Protecting and remediating the world's natural resources, including water, soil, air, energy, and biodiversity; (3) Ensuring an adequate and safe food supply in an era of expanding world population.

      • BEE 2510—Engineering for a Sustainable Society

        Case studies of contemporary environmental issues including pollutant distribution in natural systems, air quality, hazardous waste management, and sustainable development. Emphasis is on the application of mathematics, physics, and engineering sciences to solve energy and mass balances in environmental sciences. Students are introduced to the basic chemistry, ecology, biology, ethics, and environmental legislation relevant to the particular environmental problem

      • BEE 4010—Renewable Energy Systems

        Introduces energy systems with emphasis on quantifying costs and designing/optimizing renewable energy systems to convert environmental inputs into useful forms of energy. Covers solar energy, small-scale hydropower, wind, bio-conversion processes, house energy balances. Focuses on the technologies and small-scale system design, not policy issues. Use of spreadsheets is extensive.

      • BEE 4800—Our Changing Atmosphere: Global Change and Atmospheric Chemistry

        This course investigates the science behind changes in our atmosphere’s composition and its relation to global change. We will examine the chemistry and physics that determines atmospheric composition on global scales including the effects of biogeochemistry and atmospheric photochemistry.

      • BEE 4870—Sustainable Energy Systems

        Offers a systems approach to understanding renewable energy systems (solar, wind, and biomass) and their conversion processes, from various aspects of biology, physics, engineering, environmental impacts, economics, and sustainable development.

    • Department of Civil and Environmental Engineering

      There are three broad intellectual areas within the school:

      Civil Infrastructure deals with the creation, operation, and renewal of the constructed environment and has as its intellectual core areas physics, solid mechanics, materials science, structural engineering, and geotechnical engineering.

      Environment addresses the interactions between engineered and natural environments, as well as preservation of the natural environment. The discipline encompasses the intellectual core areas of chemistry, biology, fluid mechanics, hydrology, and environmental engineering.

      Engineering Systems and Management applies mathematical and scientific principles to the definition, design, development, and operational evaluation of total solutions to a wide variety of engineering problems, and it includes the integration of human, physical, energy, communications, management, and information requirements.

      • CEE 4540—Sustainable Small-Scale Water Supply

        Design and analysis of small scale systems that are appropriate for providing safe drinking water to the 1 billion underserved. Students will work in teams to design sustainable supply and treatment systems. This will require an understanding of the major threats to public health as well as the constraints of implementing technologies in the Global South.

      • CEE 4630—Courses Future Transportation Technologies and Systems

        Improving the use of existing facilities, transportation infrastructure has become an important objective in transportation planning. Examines the role of information technologies for effective infrastructure utilization and planning. Focuses specific attention on the analysis paradigms to evaluate the benefits of information technologies in transportation systems.

      • CEE 492—Engineers for a Sustainable World

        In this course, students undertake engineering-based group service projects in cooperation with partner community organizations. The projects offer real-life engineering research and design experience, from problem formulation through implementation. They may be local or international, may relate to any kind of engineering, and may last one or more semesters. Students work on interdisciplinary teams with a project supervisor (i.e., faculty or practicing engineer) and a representative from the partner community organization. Projects are selected based on academic content, potential significance to the partner community, commitment of the partner community organization, and student safety.

    • Department of Earth and Atmospheric Sciences

      The Department of Earth and Atmospheric Sciences (EAS) is the home at Cornell of study of the physical and chemical processes of the earth system, stretching from deep in our planet through the atmosphere.

      We are parts of two colleges, Engineering and Agriculture and Life Sciences. We enroll undergraduate majors from not only those two colleges, but also from Arts and Sciences.

      • EAS 2680—Climate and Global Warming

        Familiarizes students from a range of disciplines with such contemporary issues in climatology as global warming and El Niño. Introduces the natural greenhouse effect, past climates, and observed and projected climate changes and impacts. Also covers natural climate variations (e.g., El Niño) and their consequences and predictability. Readings focus on recent scientific findings related to climate change.

Duke University (North Carolina)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Center on Global Change

    Duke University created the Center on Global Change (CGC) in 2001 as a university-wide initiative in response to rapid change in society's demands on science and a consequent shift in the way environmental science is done. Its goals are to develop the scientific and technical basis for recognizing and forecasting changes in the Earth's biotic environment and to foster interdisciplinary graduate training in global change, attract additional funding from public and private entities, and enhance Duke's reputation as a leader in global change research and education.

    The scope of the Center is intentionally broad to encourage creativity and to leverage Duke's strengths across a range of disciplines, including ecology, biology, earth sciences, ocean sciences, statistics, engineering, computer sciences and math. Rather than focus on a single, specific scientific problem, the Center supports multiple efforts by faculty and students to create new collaborations, both internal and external to the University, across traditional disciplines and on a range of topics of relevance to global change.

  • Climate Change Policy Partnership

    The Climate Change Policy Partnership (CCPP) was established at Duke University in October 2005 through a gift from founding partner Duke Energy. The CCPP takes a systems approach to researching carbon-mitigating technology, infrastructure and institutions. Our goal is to inform lawmakers and business leaders as they lay the foundation of a low-carbon economy. By identifying barriers and offering policy options for overcoming those barriers, we help determine practical strategies to respond to the pressing challenges of global climate change.

  • Nicholas School of the Environment

    The Nicholas School of the Environment provides educational opportunities for students at the doctoral level (PhD), graduate professional level (Master of Environmental Management and Master of Forestry), and undergraduate level. The school also offers undergraduate and graduate courses at the Duke Marine Laboratory in Beaufort, and a continuing education program (Duke Environmental Leadership program) including a master’s program for mid-career professionals and certificate and short courses.

    The Nicholas School of the Environment and Earth Sciences is composed of three research divisions, which primarily serve doctoral students, and houses some 11 research centers and programs.

    • Marine Science & Conservation
    • Earth and Ocean Sciences
    • Environmental Sciences and Policy (more)
    • Division of Earth & Ocean Sciences

      The Faculty at EOS conducts research worldwide, from deep seafloor (5000 m depth) in the Pacific Ocean to altitudes of >4000 m in the South American Altiplano. Research interests of the EOS faculty are focused in three main areas: Oceans and Climate Processes, Earth Surface Processes, and the Solid Earth Processes. EOS includes a core faculty of 13 with several research faculty, faculty emeriti, secondary and adjunct appointments and post-doctoral investigators. There are approximately 30 students in the EOS graduate program. The Division also administers two professional training programs in Global Environmental Change and in Energy & Resources.

      • EOS 125—The Future

        Introduction to the future as a continuation of the geological, biological, and technological evolution of the Earth. Topics include developments and trends in computation, the internet, nanotechnology, space exploration, artificial intelligence, robots and biotechnology and their effects in society.

      • EOS 151S—Global Environmental Change

        Topics in the seminar will include climate change, earth surface alteration, prediction, water and carbon cycling, sea-level rise and coastal erosion, biodiversity, fossil fuels and energy resources, water resources, soil fertility, human impact on coastal zone ecosystems.

      • EOS 155—Global Warming

        Broad, interdisciplinary survey of the impact of greenhouse gas increase on climate (global warming). Type of greenhouse gases, nature and application of climate models, predictability of complex systems, impact of climate change, policy and technology alternatives.

      • EOS 212—Climate Change

        Introduction to the greenhouse effect, radiatively important trace gases and their cycles, climate observations and their uncertainties, statistical techniques for evaluating climate data and models, climate variability, projects of future climate change, detection and attribution of climate change due to greenhouse gases, changes in extremes of climate, economic and societal impact, policy options for climate change, technological alternatives for energy usage.

      • EOS 251S—Global Environmental Change

        Topics in the seminar will include climate change, earth surface alteration, predication, water and carbon cycling, sea-level rise and coastal erosion, biodiversity, fossil fuels and energy resources, water resources, soil fertility, human impact on coastal zone ecosystems. An independent research project and a major research paper will be required.

      • EOS 298.07—Climate Change Policy

        The course focuses on options for addressing the global warming threat. The main purpose is to examine what the issues are and the options available. The course will primarily involve discussion of key papers and material related to the nature and status of international agreements (Kyoto Protocol), bilateral or unilateral efforts (ex., the new California initiative), and perspectives from developing countries. Topics will include details of Kyoto Protocol and the California initiative, carbon trading, and technological alternatives (wind, solar, conservation, nuclear, clean coal, etc).

    • Division of Environmental Sciences & Policy

      The mission of the Division of Environmental Sciences and Policy is education, research, and service focused towards an understanding of environmental processes, predicting and managing human effects, and developing approaches to study the interactions between environmental processes and human behavior.

      The Division of Environmental Sciences and Policy includes a group of 28 faculty, 40 PhD students, 150 Masters of Environmental Management students, 15 Masters of Forestry students, and 240 undergraduates. Faculty with training in the biological, physical, chemical and social sciences work on applied and basic environmental research problems. The division stresses interdisciplinary approaches to environmental problem solving.

      • ENV 101—Integrating Environmental Sciences and Policy

        Interaction between the natural and the social systems as they relate to the environment. Focus on ecological and earth system cycles, processes, and fundamental relationships. The environmental impact of human-induced change at the local, regional, and global levels. The role of technology and the policy process in determining how environmental problems evolve and are addressed. Use of ethical analysis to evaluate environmental tradeoffs. Use of case studies to integrate multiple disciplinary perspectives on environmental problems and to address issues of environmental justice.

      • ENV 105S—Ethical Challenges in Environmental Conservation

        Ethical challenges in environmental conservation. Topics include the philosophical basis and challenges of mankind¿s responsibility to the natural world; prioritization of often conflicting conservation efforts; balancing the needs of humans and the environment; the disputed role of scientists as advocates; and the philosophical and political obstacles to conservation efforts. Case studies on local and global issues, especially on the intersection of science and policy.

      • ENV 211—Energy and the Environment

        As the core course for the Energy & Environment curriculum, this course provides students with a broad understanding of the energy system, energy challenges, specifically with respect to the environment, and possible paths to a sustainable energy future. The course is designed give students a framework for thinking about why energy-related events are happening, what that means for energy uses and societal well-being, and how we might change the system moving forward.

      • ENV 252—Sustainability and Renewable Resource Economics

        Economic theories of sustainability, contrasted with other scientific views. Focus on renewable resource economics, modeling, and management.

      • ENV 298.20—Transportation: Environment & Energy

        This course presents an interdisciplinary overview of the transportation sector of the US economy from public policy, legal/regulatory, and technology points of view. The purpose is to give the student an understanding of the principal modes of transportation, their historical evolution, current status, and projections into the future of both evolutionary and revolutionary types. The course will review current public policy transportation frameworks at the federal, state and local levels, and potential changes to policy will be considered along with methods to evaluate the possible outcomes.

      • ENV 298.29—Energy and environmental modeling and analysis

        This intends to be a friendly and practical introduction to the use of computer models and the methods of optimization and simulation for students interested in the analysis of energy and environmental systems. The course makes emphasis in formulation of optimization problems or simulation models and in the identification of the available methods to solve them.

      • ENV 298.42—Spirituality and Ecology: Religious Perspectives on Environmental Ethics

        This course will examine a variety of spiritual and religious perspectives as they relate to the practice of environmental ethics. (It is not assumed or required that students belong to any particular religious or spiritual tradition). Special attention will be given to a fundamental and compelling question: How may we as human beings develop a mutually enhancing relationship with the earth? Students will be encouraged to examine and clarify the basic values, assumptions, attitudes and beliefs that underlie our human relationship with the natural world, with special attention given to the evaluation of religious and spiritual concepts and practices in light of the ecological crisis of our time.

      • ENV 298.72—Science and Values in Lake Erie Ecosystem Management

        Better ecosystem health is a natural objective in ecosystem management. However, in order to formulate sound public policy, such rhetorically powerful concepts must be spelled out. Any attempt at defining ecosystem health will inevitably include—in addition to science—socioeconomic considerations, public perceptions, and human values. Thus, attempts to implement the ecosystem health concept inevitably face the crucial problem of priority setting among conflicting societal goals. How do we do this?

        This issue will be explored in the context of case studies in Lake Erie ecosystem management.

      • ENV 298.83—Climate Change Economics and Policy

        This course will explore the economic characteristics of the climate change problem, assess national and international policy design and implementation issues, and survey the economic tools necessary to evaluate climate change policies. The course will be discussion-oriented and will require a high-degree of participation by students in the classroom. The objectives of the course are to increase your comprehension of economic aspects of the climate change problem and to develop your ability to apply the tools of economic analysis to climate policy and the responses of firms and households to it.

  • Pratt School of Engineering

    The Pratt web site talks of Environmental Engineering Initiatives (here), pointing to climate change, energy use, etc., but there is no readily found description, nor are there clear course descriptions that appear to offer something "transitional" in civil engineering.

Emory University (Georgia)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • College of Arts and Sciences

    • Department of Anthropology

      From description of the Global Health, Culture, and Society minor: The most pressing challenges to global health are not biological and technical, but rather social, economic and political. Future leaders need to know about the range of serious health problems facing people at home and around the globe and the intersecting economic, political and cultural factors that determine them. The undergraduate minor in Global Health, Culture and Society offers an integrated set of interdisciplinary courses aimed at understanding the complex interplay of the economic, social, ethical, behavioral and biomedical dimensions of population health.

      • ANT 351—Sustainable Development: Anthropological Perspectives

        Anthropological perspectives on social change and economic development in the Third World today. Population growth, agricultural development, political instability, colonialism, imperialism, and urban problems in cultural context.

      • ANT 352—Globalization and Transnational Culture

        This course explores the changing shape of the global economy and its relationship to "local" culture and gendered identities. Through transnational flows of capital, labor, tourism, media, consumer goods, etc., students will study local cultural practices and question whether a global economy implies global culture.

      • ANT 373—Global Cities, Local Futures

        This course examines the way that global processes shape modern cities such as New York, London, Mexico City, Johannesburg and Atlanta. Topics include: global inequality, urban planning, migration, racial segregation, poverty, violence and popular culture. A final research project is on immigrant and refugee settlement in Atlanta.

    • Department of Economics

      • Econ 365—Environmental Economics and Policy

        Introduction to the economics of natural resources and the environment. The course will focus on the major resource and environmental problems and their possible solutions. It will also discuss the theory of exhaustible and renewable resources.

      • Econ 465—Resource and Environmental Economics

        This course develops the theory of resource and environmental economics and applies it to analyze real-world policy issues. It covers the economics of exhaustible and renewable resources and discusses how economic approaches can be used to control externalities and pollution.

    • Department of Environmental Studies

      • Envs 325—Energy and Climate Change

        Energy generation and consumption at the individual, regional, national and international level are used as a lens for understanding the problem of climate change. Particular attention is paid to the interaction between scientific uncertainty and global decision making.

      • Envs 348—Sustainable Water Resources

        Topics include the natural cycling of water, surface and groundwater hydrology, effects of development on water quality and supply, water management, scarcity and conflict over water. Special emphasis on sustainable practices in water resource management.

      • Envs 350WR—Environmental Thought: Ethics, Philosophy and Issues

        This course is designed to expose students to the philosophical and ethical dimensions of human-nature relationships. Students will explore the ways humans perceive, value, and interact with nature and will examine how values and ethics guide our use of and policies toward nature. Students will also reflect upon and consider their own use of personal views toward nature. Philosophical and ethical concepts are examined through readings, lectures, guest speakers, class discussions, and small group activities.

    • Department of Sociology

      • SOC 105—Introduction—Population & Human Ecology

        This course is designed to introduce the student to sociological principles through emphasis on population issues and the processes that influence population change. The course will deal specifically with human mortality, survival, life expectancy and their determinants; human fertility; the causes of fertility change; birth control; attempts to increase or decrease population by governments; the policy and resource implications of very low fertility; the relationship between population growth and economic development; the relationship between population growth and the environment; the consequences of high population densities; the causes and consequences of various types of migration flows; and critical population issues facing the next generation.

      • SOC 190—Making Sense of Globalization

        Global culture - Big Macs in Hong Kong, the Universal Declaration of Human Rights, India’s Bollywood films popping up in theaters on all five continents. Global organizations - Amnesty International, CARE, the United Nations, the World Trade Organization, Doctors Without Borders. Global economy - Mardi Gras beads made in China, Japanese investment in Vietnam, fair-trade coffee displayed on the counter at Starbuck’s. These and other aspects of globalization are the focus; making sense of global change, and understanding global processes in everyday life, is the goal. Important topics include connections between the global and the local; the experience of globalization in everyday life; globalization’s homogenizing and diversifying effects; global civil society and social movements; and global problems, such as inequality, environmental degradation, and ethno-nationalist conflict.

  • Sustainability Initiatives

    Sustainability is defined as meeting the needs of the present generation without compromising the needs of future generations. As part of a commitment to positive transformation in the world, Emory has identified sustainability as one of the University's top priorities.

    Emory's sustainability vision is to help restore the global ecosystem, foster healthy living, and reduce the University's impact on the local environment. Progress will be measured using the environmental, economic, and social "triple bottom line" of sustainability.

Florida State University (Florida)

  • Land Grant: no
  • Public: yes
  • Carnegie: R-I
  • Medical School: no
  • Center for Ocean-Atmospheric Prediction Studies

    The Center for Ocean-Atmospheric Prediction Studies (COAPS) in the College of Arts and Sciences officially formed in August 1996 by the Florida Board of Regents. COAPS is a center of excellence performing interdisciplinary research in ocean-atmosphere-land-ice interactions to increase our understanding of the physical, social, and economic consequences of climate variability. Research center; no courses specified.

  • College of Arts and Sciences

    • Meterology Department

      A rich array of undergraduate and graduate courses for formal training of expert meterologists. Most courses are physical atmospheric science. The following is a graduate course in global climatology. Check here for list of undergraduate courses | graduate courses.

      • MET 5105—Global Climate System

        Examines global climate system from radioactive and surface exchange processes. Their role in climate dynamics and climatic change is considered.

    • Department of Biology

      • BSC 4514—Aquatic Pollution Biology

        Aquatic systems; mechanisms of interaction; physical alterations; nutrients and cultural eutrophication; pesticides; heavy metals; petrochemicals; industrial wastes; field analysis; land use and planning concepts; biological organization of lakes, rivers, estuaries, and the deep sea; human impact on aquatic environments; laboratory and field approaches to the study of natural processes.

    • Department of Oceanography

    • Department of Philosophy

      I was interested in a listing for a course on environmental ethics, but this department stopped listing courses and updating its course web page in 2007, and it was overly difficult to search for a web description of this course without wading through the general university bulletin. Tsk, tsk, philosophers.

  • College of Engineering

    • Department of Civil & Environmental Engineering

      Typical diverse curriculum with coursework on construction, hydrology, etc. Following is illustrative:

      • TTE 4271—Intelligent Transportation Systems

        This course covers advanced traffic management systems (ATMS), advanced traveler information systems (ATIS), advanced vehicle control systems, commercial vehicle operations, rural ITS, human factors, institutional issues, architecture and standards, simulation and modeling.

  • College of Social Sciences and Public Policy

    • Department of Economics

      • ECP 3113—Economics of Population

        Determinants and consequences of world population growth and changes, components of population growth in more- and less-developed countries, population and food supply/nonrenewable resource interrelationships.

      • ECP 3302—Economics of Natural Resources, Energy, and the Environment

        The relationship between natural resource availability and growth, capital theory, economics of the environment, the U.S. energy problem and alternatives for the future, an economic appraisal of U.S. energy policy.

    • Department of Geography

      The Geography Department emphasizes the investigation of critical issues of society and the physical environment, including the linkages between global and local processes, a hallmark of geographic inquiry. The focus of the department is built upon two foundations of faculty expertise: political geography and environmental studies. Many students combine these two departmental specialties to investigate nature-society interactions, with an emphasis on political and policy issues.

      • GEO 5353—Human Dimensions of Global Environmental Change

        Course surveys the multiple ways in which humans have initiated or accelerated changes in the earth's biophysical environment, including population growth, resource depletion, pollution and species destruction. It relates these topics to contemporary geographical theory.

    • Department of Urban and Regional Planning

      The Department of Urban and Regional Planning was created in 1965 in response to the growing national demand for persons trained in planning, urban affairs, and policy analysis. Florida has been one of the fastest growing states in the nation and is projected to be the third largest state in the U.S. This has put Florida in the forefront of the national planning movement and has provided the department with a strong, exciting, and supportive environment within which to offer a professional program.

      • URP 5312—Growth Management

        Introduction to the problems and needs of growth management and comprehensive planning in U.S. cities, covering public and private perspectives on development and growth management, state and national institutions involved in development, and planning approaches available for meeting the growth management problem.

      • URP 5350—Pedestrian Oriented Communities

        Course focuses on merging transportation planning with neotraditional design concepts as a means to promoting communities in which pedestrians are safe and comfortable and are able to walk to various public and private services.

      • URP 5424—Sustainable Development Planning in the Americas

        Examines various dimensions of the "sustainable development" paradigm and its local-global policy implications, issues and controversies with focus on North American and Latin America . Organized in three modules: 1)environmental philosophies that have influenced the movement; 2) North American approaches to planning for sustainable development; and 3)critical issues of sustainable development in Latin America .

      • URP 5429—Saving the Apalachicola

        The purpose of this class is to give students an understanding of how the Apalachicola River operates as a system from a biological, hydrological and geopolitical basis and to examine critical issues in interstate negotiations between three states and the federal Government to manage the watershed as a basin.

      • URP 5614—Population and Development Planning

        This course is intended to provide students with an understanding of issues, methods, strategies and problems related to the integration of population information with policies for guiding the social and economic development of third world nations. Topics to be covered include demographic conditions and trends, population policies, the influence of demographic conditions on societal development, alternative policy and program strategies for promoting regional and societal development, and procedures for better utilization of demographic information in policy making.

  • Research Centers and Institutes

    • Center for Demography and Population Health

      The Center for Demography and Population Health at Florida State University is an autonomous, interdisciplinary unit of the College of Social Sciences and Public Policy. The Center's mission is to coordinate population research and training throughout the university by bringing together faculty and students from various academic departments and programs. The Center offers graduate-level training in population studies, including a program leading to a Master of Science degree in Demography. The Center also facilitates an undergraduate program leading to a Certificate in Demographics. The Center is the only unit within the State University System of Florida which is wholly dedicated to teaching, research, and service in population.

    • Institute for Energy Systems, Economics and Sustainability

      From Vision Statement: The Institute for Energy Systems, Economics and Sustainability (IESES) is a public resource, which performs scholarly basic research and analysis in engineering, science, infrastructure and the social dimensions of the sustainable energy economy. Its primary mission is to provide Florida and the country with up-to-date and pragmatic tools and analysis to assist in meeting challenges, and to forge new opportunities for an unprecedented energy and climate constrained era. The unique approach of IESES is to focus not only on new and more efficient sustainable technologies for generating electric power, but on the new efficiencies in energy systems and consumption that will also be necessary to a sustainable energy economy. In addition to primary research, IESES trains a new generation of engineers, scientists, policymakers and planners - professionals who possess a comprehensive understanding of complex sustainable energy systems and stand ready to tackle the challenges and opportunities related to our energy-based future.

George Washington University (Washington DC)

  • Land Grant: no
  • Public: no
  • Carnegie: R-II
  • Medical School: yes
  • College of Professional Studies

    • The Graduate School of Political Management

      • PSC 250.LH—Worldwide Energy Challenges

        Overall, this course will address the key factors that determine both the current use and the future outlook for all major forms of energy – including petroleum, natural gas, coal, nuclear, electricity, energy efficiency and renewables. The environmental impacts of our energy choices will also be a critical theme, and we will address energy security as well, and what both Congress and we as individuals can do to keep our energy situation in balance.

  • Georgetown Public Policy Institute

    The Georgetown Public Policy Institute is committed to making the world a better place through research and practice. Our faculty are doing cutting-edge research to identify pressing problems and recommend effective solutions. Our students are trained and prepared to put policy into practice -- in the public, private, and nonprofit sectors, and at home and around the world

  • The Columbian College of Arts and Sciences

    • Department of Geography

      • GEOG 110—Climate and Human Ecology

        Effects of climate on human activities. Examination of human-induced climate change.

      • GEOG 12—Population Geography

        Patterns of world population; factors contributing to population pressures, growth, and migrations.

      • GEOG 132—Environmental Quality and Management

        The evolution of environmental management philosophies and tools. The global distribution, utilization, and degradation of natural resources.

      • GEOG 3—Society and Environment

        This introductory course will cover the geography of the relationship between people and the environments they inhabit, through the study of the historical context of society-nature relationships, philosophical and economic approaches to the environment, and contemporary environmental issues such as resource use, industrial production, and global environmental change.

      • Environmental Studies Major

        The Bachelor in Arts with a major in Environmental Studies integrates formal study in the natural and social sciences but emphasizes the contribution of the social sciences in the environmental decision making process. The program serves as initial preparation toward analyzing broad based environmental policy.

Georgetown University (Washington DC)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Georgetown College

    • Department of Biology

      • BIOL 268—Global Climate Change Ecology

        Over the past century, the mean surface temperature of our planet has increased slightly less than 1°C. While this may seem like a small increment, global warming is already profoundly affecting Earth’s organisms and ecological communities, and predictions for the impacts of continued change range from severe to catastrophic. In this class, we will explore the causes and biological consequences of climate change on Earth. Through lectures, discussion, films, critical reading of the literature, and examination of long-term data sets and resources from NASA’s Earth Observatory, students will gain an understanding of: how Earth’s climate system functions, how past climatic fluctuations compare to projected future changes, how human activities contribute to climate change, how climate change affects organisms, communities, and ecosystems, and how science is (or is not) translated into policy. Additionally, we will explore the direct effects of climate change on disease risk and resource shortage for the human population, as well as the possible economic impacts of such changes. Lastly, we will consider what changes would need to occur to stabilize or reverse current trends. We welcome lively discussion and debate that will further our understanding of the impacts of climate change on Earth’s living resources.

    • Department of Economics

      • ECON-275—Environmental Economics

        This course uses microeconomics to analyze environmental and natural resource management issues. Topics may include market-based regulations, valuing the environment, air pollution, global warming, biodiversity conservation, fisheries, natural resource scarcity (minerals and oil), and tradeoffs between environmental quality and economic growth. Coverage of the topics will balance textbook applications of environmental economics with analysis of environmental and natural resource policy.

    • Department of Philosophy

      • PHIL 399—Environmental Ethics

        This course will explore the moral and philosophical dimensions of the ecological and environmental sciences. It will consist of four parts. In the first section of the course, we will consider the relationship between human beings and nature. We will examine the human-animal boundary, identify continuities and discontinuities in the causal processes which gave rise to human and non-human traits, and assess the viability of the nature-culture dichotomy. This will put us in a better position to analyze key concepts in environmental ethics, such as 'natural' and 'wild.' Part 2 will be dedicated to the delineation of the moral community. Here we will consider philosophical challenges to the premise that human beings are the only subjects worthy of moral consideration, to the exclusion of non-human animals, plants, and ecosystems. We will critically evaluate moral perspectives ranging from traditional capacity approaches to human and animal rights, to the land ethic, ecofeminism, and deep ecology. We will pay especially close attention to two things: first, the limitations of classical ethical theories in the context of animals and the environment; and second, the relationship between scientific facts and normative judgments. In Part 3, we will explore the conceptual foundations and moral value of biodiversity, and the ethical implications of human-caused extinction. In the final section of the course, we will think about public policy dimensions of the environment, including theories of risk assessment, the limits of cost-benefit analysis, and problems of distributive and intergenerational justice.

    • Environmental Studies Minor/Program

      Georgetown University established the Center for the Environment (CFE) in 1996 with a grant from the President’s Office. The CFE’s main goal is to provide an evolving forum for the discussion, dissemination, and awareness of environmental issues affecting all areas of scholarship, education, and service at Georgetown University.

      To that end, the CFE provides faculty and administrative resources for the Environmental Studies Minor (Georgetown College) and the environmental track of the Science, Technology, and International Affairs Major (School of Foreign Service). The Center also sponsors a lecture series, which includes prominent speakers from around the world as well as our own distinguished faculty. In addition to these activities, the Center publishes the student-produced Georgetown University Journal of the Environment (GUJOE).

  • Research Centers

    • Georgetown Public Policy Institute

      The Georgetown Public Policy Institute is committed to making the world a better place through research and practice. Our faculty are doing cutting-edge research to identify pressing problems and recommend effective solutions. Our students are trained and prepared to put policy into practice -- in the public, private, and nonprofit sectors, and at home and around the world.

      • PPOL 727—Economics of Global Climate Change

        This course will explore the economic dimensions of responding to the risk of global climate change from human-induced changes to the earth’s atmosphere. Framing the problem economically, this course will assess both U.S. domestic and international climate policies, paying close attention to actions within Congress and the Obama administration and diplomatic processes under the United Nations Framework Convention on Climate Change. Students will learn about the economic tools that inform debate of climate policy design and how different policy approaches strike different tradeoffs across economic efficiency and distributional outcomes. The course will emphasize the process and substance of climate policymaking within and across governments.


Georgia Institute of Technology (Georgia)

  • Land Grant: no
  • Public: yes
  • Carnegie: R-I
  • Medical School: no
  • College of Architecture

    • Architecture Program

      • Arch 3231—Environmental Systems and Design Integration I

        Our finite energy resources are being depleted at an increasing rate. Buildings in the United States currently consume over 40% of the total energy used each year, and cause serious environmental degradation, leading to ecological erosion and indoor air quality deterioration. In the face of these growing threats, students must become more adept in selecting those systems that work in harmony with nature, and minimize energy consumption.

        Students in this course become familiar with those elements that contribute to the heating and cooling loads in the building, and are introduced to strategies for reducing the energy consumption. Integrated design topics will include solar geometry, shading and control, heating, cooling, ventilation, day lighting and acoustics. Design aspects involving energy efficiency, comfort, health and productivity are explored holistically.

        Passive solar design strategies are investigated in combination with day lighting concepts with focus on architectural implications in the generation of sustainable qualities of the environment, the preservation and enhancement of our well being and the design of energy efficient buildings.

      • Arch 4831a—Green Construction

        Green Construction focuses on strategies and technologies to improve the energy efficiency and performance of buildings, and to reduce the environmental impact of buildings. The course emphasizes technical aspects of building design, materials selection, construction processes, and building operations. The use of objective criteria for assessing building "greenness", from meta issues such as building location and site to operational details such as the selection of cleaning chemicals, is stressed throughout the course. The course will provide detailed information on and a critique of green rating systems and design methodologies.

    • City and Regional Planning Program

      Our mission is to be a global leader in the creation of sustainable cities and regions. We incorporate this mission into our teaching and research through a strong commitment to the interdisciplinary nature of planning. With this goal in mind, we offer our students six dual degree programs, as well as seven areas of specialization that may be combined through our curriculum to develop integrated programs of study.

      • CP 4020—Introduction to Urban Regional Planning

        Introduce students to the broad field of Urban and Regional Planning while examining the background and development of contemporary planning; the structure and practice of planning; the fields of planning practice; and planning theory.

      • CP 4210—Environmental Planning and Impact Assessment

        Course objectives

        • To understand the process of environmental planning and the role of impact assessment in decision-making.
        • To learn how to identify, predict, and evaluate the consequences of proposed plans and their alternatives.
        • To understand the methods and processes of environmental impact assessment and regulation.
      • CP 4310—Urban Transportation and Planning

        This course is designed to introduce the fundamentals of urban transportation planning and policy and is applicable to students in a variety of concentrations of study. The purpose of the course will be to acquaint students with transportation planning as a profession and the types of projects that transportation planners are required to conduct. The course will also provide an overview of the profession of transportation planning and help the student understand how transportation planners interface with other professions including architects, engineers, political science majors, management majors, etc. Therefore the class will be useful to students who intend to pursue degrees in topics whether or not the topic is directly or indirectly related with transportation planning.

      • CP 6233—Sustainable Urban Development

        This course will explore the principles and practice of sustainable development. These concepts will be studied at various geographic scales, from the building and site to the city, the state, and ultimately the MegaRegion, all the while considering national and global implications. We will begin by examining the issues of sustainability, and looking at conventional development practices to ascertain how they diverge from sustainability goals and principles. Next, you will conduct a state of the southeast states exercise in which you will explore sustainability practices in both vital and distressed areas within each of the six states. This will be followed by a survey of lessons from abroad, looking at sustainability policies and practices involving health, water resources, transportation, and economic development, among other topics.

      • CP4030—The City and Its Technology

        The purpose of this course is to provide undergraduate students in civil engineering and other majors with an understanding of the social, political and economic context of their decisions. The course will focus on the technology of cities - urban infrastructure systems - and their role in determining the location, timing and character of urban development. Students will be exposed to the institutional arrangements for planning, management and finance of these facilities to augment their engineering knowledge of how these systems are designed and how they function. The linkages between infrastructure planning and broader growth management tools and objectives will also be covered. Particular techniques, such as impact fees and capital improvements programming, will also be addressed. By the end of the course students are expected to know how the technological systems they design influence urban development and affect society.

  • College of Engineering

    Don't use the College's links to departments. They take you to academic pages that are out of date and you will not for the life of you be able to find course information. Instead, use the University's list of colleges and departments, here. (Aug. 10, 2009)

    • Department of Civil and Environmental Engineering

      • CEE 4300—Environmental Engr Sys

        Environmental engineering issues associated with water, air, and land pollution, including risk assessment, groundwater contamination, global climate change, and sustainable technologies.

      • CEE 4310—Water Quality

        Reclamation of water and wastewater for potable and industrial uses, groundwater remediation. Principles of physical, chemical, and biological treatment processes.

      • CEE 4330—Air Pollution Engr

        Introduction to the physical and chemical processes affecting the dynamics and fate of air pollutants at the local, regional, and global scales. Particular emphasis is on tropospheric pollutant chemistry and transport.

      • CEE 4395—Environmental Sys Design

        Design and assessment of an environmental system, component or process, including problem definition, data acquisition, modeling and analysis, evaluation of alternatives, and presentations.

      • CEE 4610—Multimodal Transport

        Planning, design, and operation of systems of air, rail, water, and highway facilities, including those for bicycles and pedestrians.

      • CEE 6120—Env Conscious-Dgn&Const

        Introduction to framework, concepts, principles, strategies, and tools for environmentally conscious design and construction of facilities and civil infrastructure systems.

      • CEE 6321—Water Qualilty & Ecology

        Mixing/transport of pollutants and natural substances in surface waters, lakes, rivers, estuaries, coastal waters. Application of mathematical models of hydrodynamics and water quality to these water bodies.

      • CEE 6323—Natrl Res Envr Econ

        Relation between economic and ecological systems, case studies and examples, tools of environmental policy, environmental economic evaluation.

      • CEE 6602—Urban Transport Planning

        An overview course on the history, finance, operations, modeling, politics, environmental impacts, and planning of urban transportation systems in the United States.

      • CEE 6625—Transpor,Energy&Air Qual

        Students investigate relationships between transportation demand, energy supply and consumption, fuel types, greenhouse gas emissions, and relationships between vehicle technology, pollutant emissions, modeling techniques, and air quality.

  • College of Sciences

    • School of Earth and Atmospheric Sciences

      From Why GT? The mission of the School of Earth and Atmospheric Sciences is to realize the vision through building pillars of excellence in the following three areas:

      • Breakthrough discoveries through research in earth and atmospheric sciences as well as in interdisciplinary research involving the earth system and the environment
      • Vibrant learning experiences and environments that prepare students to pioneer the advancement of knowledge in earth and atmospheric sciences and become the future leaders of academia, government and industry
      • Public engagement that applies our research to inform public policy, resource management, environmental sustainability, and economic development, both locally and internationally.
      • EAS 4803—Introduction to Weather Risk and Catastrophe Modeling


        This course is intended for junior/senior undergraduate and junior graduate students who are interested in learning about weather risk and its management in real life. The goal of the first part of the class is to provide students detailed knowledge of physical processes that lead to hazardous weather at various temporal and spatial scales. The second part of the class will introduce to the students the philosophy, concept and methodology of catastrophe modeling of natural hazards and discuss the application of catastrophe models in the insurance/reinsurance industry and in the general financial market.

      • EAS2420—Environmental Measures of Urban and Regional Change

        Identify and quantify nature's physical and chemical contributions to human-made urban environments, and measure the impacts of urban area feedback on these natural systems.

      • EAS4110—Resources, Energy and the Environment

        The focus of this course is to learn about the science behind the nature, occurrence and extraction of earth resources used by humans and the environmental impacts of that use. In particular, we will look at energy product ion, metal mining, and water as a resource.

  • Ivan Allen College of Liberal Arts

    • Department of Economics

      Try to find courses here. I couldn't.

    • Sam Nunn School of International Affairs

      • INTA 4040—Environmental Politics

        Examines the role of international political actors in framing environmental debates shaping environmental policies and programs in developing countries. Thematic foci include climate change, water, international trade in toxic wastes, food systems, and urban sustainability.

    • School of History, Technology, and Society

      The School brings the perspective of the social sciences to bear on critical issues facing the modern world, while providing a source of analysis that emphasizes both change over time and cultural comparisons on an international scale.

      Our program takes a special interest in issues of science and technology as they affect human society. The School’s focus on the social origins and impact of industry, science, and technology is distinctive and offers the tools students need to understand the complex issues related to the development of contemporary communities.

    • School of Literature, Communication and Culture

      The School of Literature, Communication and Culture`s (LCC) began as the English Department, when Georgia Tech opened first its doors in 1888. Throughout the years, the English Department moved to different colleges. By the 1950s, the department was part of the General College. In the 1980s, it was part of the College of Science and Liberal Studies.

      In 1990, the English Department at Georgia Tech matured into the School of Literature, Communication and Culture. Later, the school has expanded its scope by offering Bachelor of Science degrees in Computational Media and Science, Technology, and Culture. With these programs has come the development of upper-division LCC courses.

      Today, School of Literature, Communication and Culture is a unit of the Ivan Allen College, Georgia Tech's liberal arts college. The department offers two undergraduate degrees, a B.S. in Science, Technology, and Culture that emphasizes the intersection of science, technology, and the humanities, and a B.S. in Computational Media that explores the use of the computer as a medium for communication and expression. At the graduate level, LCC offers both an M.S. and a Ph.D. in Digital Media and M.S. in Human-Computer Interaction.

      LCC works at the intersection of literary, communications, and media studies. The school`s 41 full-time faculty members provide Georgia Tech students with a broad array of communication courses, including first-year communication, technical communication, and digital communication. LCC provides a wide range of humanities offerings including courses in British and American literature, film, theater, performance studies, digital arts, and creative writing. LCC graduate programs also provide an excellent curriculum for the theorists and practitioners who approach the design of digital artifacts as a defining creative and intellectual challenge of the 21st century.

    • School of Public Policy

      • PUBP 3600—Sustain,Tech & Policy

        Ethical, scientific, technological, economic, and political dimensions of sustainable human practices, applying multidisciplinary perspectives to challenges facing public and private-sector approaches to sustainability.


Harvard University (Massachusetts)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • Graduate School of Design

    • Department of Urban Planning and Design

      It was at Harvard University that the first formal North American programs in city and regional planning (1923) and urban design (1960) were established. Since then, Harvard has played a leading role in the education of urban planners and urban designers.

      The Department of Urban Planning and Design is home to both professions, offering a first professional degree in urban planning and a post-professional degree in urban design. Composed of internationally experienced scholars and practitioners, the department’s faculty explores the built environment from diverse disciplinary backgrounds and points of view. The department’s pedagogically innovative combination of interdisciplinary studios, lecture courses, seminars, and independent study, coupled with a relatively small student size of roughly 100 individuals drawn from around the world, create an intimate, engaged educational atmosphere in which students thrive and learn.

      Accredited by the Planning Accreditation Board and open to students with an undergraduate degree, the two-year professional Master in Urban Planning degree program focuses on planning for the development, preservation, and enhancement of the built environment. Students learn how to understand, analyze, and influence the variety of forces-social, economic, cultural, legal, political, ecological, and aesthetic, among others-shaping the built environment. The post-professional, two-year Master of Architecture in Urban Design and Master of Landscape Architecture in Urban Design degree programs enable architects and landscape architects to address the larger scale of urban problems through formal techniques and application of knowledge from complementary areas of expertise such as real estate, law, and the history of urbanism.

      Students take full advantage of the curricular and extracurricular offerings of the Design School’s other departments of landscape architecture and architecture. The Department also draws upon the significant resources of Harvard University as a whole. Two professorships are shared with the Kennedy School of Government and the Urban Planning program administers a joint degree program with the Law School. Students often cross-register in courses offered by the Faculty of Arts and Sciences, the Kennedy School, the Business School, the Law School, and the School of Public Health. Students also cross-register in courses offered by the neighboring Massachusetts Institute of Technology.

      • GSD 1401—The Greek City of Edessa: Search for a Sustainable Future

        Edessa, a small historic town in northern Greece, faces an uncertain future. Its potential to regenerate diminishes as they lose their young population to the larger cities. Its economy has dwindled over many years due to the disappearance of their textile industry. The waterfalls that have powered it still attracts some tourism, but this is limited. Furthermore, wrong planning decisions, by today's standards, and questionable architecture have transformed Edessa like any other town in Greece. On the other hand, Edessa has an unusual and beautiful natural environment: pristine wetlands, a river that passes through the town leading to spectacular waterfalls and many green and open areas, all of which are unusual for the region.

        (Click on this course's title and read the whole description. Wow!)

      • GSD 1504—Urban Renewal Reconsidered: Envisioning a Sustainable Future for Boston's Core

        While Boston is known around the world for preserving and celebrating large parts of its historic fabric, the downtown core underwent major acts of Urban Renewal in the 1950's and 60's. As with other American cities of this era, "obsolete neighborhoods" and "slums" were demolished to attract new large-scale development. One of the boundaries of urban renewal in Boston circumscribes over 60 acres that includes modernist icons such as Boston's City Hall and City Hall Plaza (designed by Kallman McKinnell), works by Walter Gropius, Paul Rudolph and others. The recent completion of the Rose Kennedy Greenway, nearby institutional expansion and adjacent development pressures are raising the profile of this area once again as the city strives to maintain a balance between preserving its past and embracing a future.

        (Click on course title for more...)

      • GSD 3307—Landscape Planning for the 21st Century: Paradigms, Practices & Projects

        Responding to contemporary ecological pressures and decaying infrastructures, this course brings together a series of influential thinkers and researchers from the design commons across North America to discuss different methods, models and measures of large scale, long range landscape planning for the 21st century. Organized around a sequence of weekly topics and readings, guest presentations focus on the future of 'the region' that - with the predominance of landscape ecology and the revival of geography worldwide - are challenging the laissez-faire dogma of neo-liberalist economics, Fordist forms of civil engineering, and Euclidean planning prinicples that marked the past century.

        From Geddes to Gottmann, Mackaye to Mumford, Olmsted to Odum, the first part of the course re-examines a series of influential plans, projects, and practitioners to trace a cross-section through the history of urbanization in North America and chart the trajectory of an emergent regional paradigm. Foregrounding the nascent reciprocity between ecology, economy and energy, the second part of the course opens a horizon on pressing issues facing cities today to recast the instrumental, operative and geopolitical role of the watershed region as urban infrastructure. Drawing from an array of contemporary planning projects and historic public works, the course concludes with student-led presentations on mapping projects that focus on transboundary watershed regions throughout the world; regions where, according to the United Nations, more than 60% of the world population will be living by the year 2030.

        Foreshadowing the preeminence of landscape planning for future cities and infrastructures, the motive of the course is to construct a clear and contemporary discourse on the urban region as it becomes the locus of intellectual, ecological and economic change of significance, globally.

      • GSD 3432—Global Redesign Project

        The current global crisis , a perfect storm of finance, environment and politics, requires a need to rethink the role and practice of architects, planners, and landscape architects going forward.

        The seminar is a workshop to tackle intercivilizational and interdisciplinary approach to develop a blueprint of complex systems that addresses global issues. We will identify designers as strategists instead of perpetual problem solvers. We will examine alternative modes of practice in different socio- economic, political and cultural circumstances to become a productive agent of change. Indentifying three critical issues: production, mobility and resources, the seminar will analyze current condition in order to confront possible scenario for our future intervention. There is an urgent need for designers to act in our current crisis : communication through visualization, proposing a structure for collaboration, innovative modeling for global interdependence and establishing connectivity between multistake holders. Guest speakers will be invited who are also looking at similar issues from various sectors including, public health, global governance, science, economics and natural resources. As a group project, we will propose imaginative systems for global redesign project. There is a fundamental shift in values and sea change taking place globally and this is an opportunity for designers to be a powerful player in this arena.

      • GSD 5321—Climate Change, Planning, and Cities

        Following on the last UN Intergovernmental Panel on Climate Change report and the earlier Stern Review on economic consequences, a consensus has emerged that the impacts of anthropogenic global warming are (a) real, and already being felt, (b) costly and, if not held below two degrees C. above pre-industrial levels, potentially devastating, and that (c) to avoid the most horrific outcomes, greenhouse gas emissions must be reduced on the order of 80% below 1990 levels by the year 2050. The city, and urban planning, are implicated in these findings because buildings and transportation account for most emissions and urban populations are particularly vulnerable to the impacts of continued global warming, including sea level rise and extreme weather events. Technology fixes alone, such as more fuel efficient cars and more robust flood control structures, will not be sufficient.

        This research seminar treats the city both as potential "machine for carbon mitigation," through urban planning strategies that reduce greenhouse emissions, and as resilient locus for adaptive responses to the impacts of global warming that, even with our best efforts, will be unavoidable. On the mitigation side, urban density, connectivity, and mix of land uses provide opportunities for the planning and design of low carbon transportation, energy, and building systems. Managing the risks caused by extreme weather, including increased flooding, wildfires, drought, and the exacerbation of the urban heat island effect will require both "hard" and "soft" solutions, including climate-conscious city and regional plans that incorporate adaptation strategies in the location, intensity, and design of new development and redevelopment.

      • GSD 6112M2—Energy, Technology and Building

        This is a required two credit course for all MArch I students that is closely linked to the GSD's new cross-departmental course 6212: Sustainability for Planning and Design. Students enrolled in this class will be required to attend all lectures offered through 6212 as well as a series of additional tutorials. Students will also have to submit a series of assignments that are linked to the tutorials. All tutorials and assignments will be scheduled during the second module of the fall 2009 term. Students enrolled in 6112.m2 are not required to also enroll in 6212.

      • GSD 6212—Sustainability for Planning and Design

        This survey course will establish basic environmental literacy for all the departments at the school. A series of lecturers will address key issues for planners and designers connected to the term Sustainability. The lectures will specifically address the many scales of design and planning by discussing the chosen topics from a local, regional, national and global perspective revealing the interdependence between architecture, landscape architecture, urban design and urban planning. Starting out with a foundation session on theory, later lectures will discuss the latest thinking on topics such as ecology and biodiversity, climate change, energy, water, soils and plants, mobility, micro climate, light and materials. The series will finish with a critical discussion of current examples of environmental urbanism.

      • GSD 9206A—Toward Socially-inclusive Sustainable Development

        Warrensville Heights, Ohio is an economically challenged, post-industrial, inner-ring suburb of Cleveland. At the heart of this community is a 17-acre brownfield site that the city would like to re-develop with a cluster of community-oriented programs: public library, YMCA, day-care center, elementary school, open-space/athletic fields, etc. The broader goal of this project is to kick-start the redevelopment of a large portion of the downtown with a large affordable housing development.

        Such a decision has twofold implications: first the contaminated site must be cleaned (and the project site has been remediated) and then to be developed for appropriate uses for the community, subject to any residual contamination. This research seminar will focus on both issues, following a real world approach for this large-scale development. Aiming toward an environmentally sustainable and socially-inclusive development, we will emphasize the inherent values of using less: less materials, less money, less land, while helping the local economy, employing local labor, and using local materials.

        The class will visit the site and meet with the community members, the environmental consultants responsible for the site remediation, and the local government officials. Then, the entire class will develop a master plan for the site and each student or group of students will proceed with specific community-oriented projects (e.g. library, YMCA, health clinic, open space/athletic fields, etc.) with clear explanations on how they will fit in with the community's goals.

        (click on title for more)

      • GSD 9206LA—Recalibrating Infrastructure: Food, Water, and Energy Networks in the LA Basin

        This advanced research seminar will probe the contemporary networked metropolis, using Los Angeles and its surrounding region as a springboard.

        Current modes of production and frameworks for exchange have a global reach, yet they have physical, social, and environmental impact when they meet the ground. They operate off physical and logistical infrastructures set up to organize and facilitate flows, yet these independent and autonomous systems often spawn their own set of unique ecologies and economies as they negotiate local and regional social, environmental, regulatory, and legal systems and structures.

        Our research will tap into the broader production and economic flows that both sustain and are generated by the metropolis-looking closely at systems set up for the production, exchange, and/or delivery of food, water, and energy. We will come to understand agricultural, hydrologic, and energy networks and infrastructure on their own terms-and then speculate on the opportunities to recalibrate the very components of these systems to other, more productive and more dynamic ends. And we will look at how the operational systems of a maturing, diversifying Los Angeles might be understood as characteristic of the emerging twenty-first century metropolis.

      • GSD 9206LA02—Food Forms: Agriculture and Urban Systems

        Food's connection to environmental responsibility, public health, and social justice has recently emerged in academic and popular thinking. Writers, politicians, and chefs are fomenting a "delicious revolution," where "real food," "slow food," and "localism" will reduce our carbon footprint and promote our enjoyment of seasonal pleasures. The planting of Michelle Obama's organic vegetable garden at the White House and of the Queen's at Buckingham Palace have garnered much publicity. Rediscovered as a soft and low-cost equivalent to a technically-focused sustainable architecture, urban agriculture is a concept with a long heritage and many applications. Contemporary approaches range from attacks on ornamental front lawns to the productive greening of blighted urban neighborhoods. Hardly a week passes without a news report of community gardens improving the lives of underprivileged populations and the physical structure of cities.

        Less discussed are the historical precedents and design strategies of urban agriculture. In a sense, today's emphasis on food security and environmental correctness has perhaps overlooked the development of urban agriculture as a potential tool for sustainable development and spatial planning.

        This course examines the broad topic of urban agriculture through the lens of ecological urbanism. Its objectives are to investigate the potential of urban agriculture as a systemic element of the sustainable city; research new materials and technologies; document the spatial and operational requirements necessary for the viability of urban agriculture; and generate scenarios for its implementation. The seminar will consist of lectures, a survey of the significant literature and films, a series of field trips to local urban farms and organizations, and feature guest speakers.

  • Harvard College

    • Department of Earth and Planetary Sciences

      • EPS 134—Global Warming Debates: The Reading Course

        The atmospheric carbon dioxide concentration is now the highest it has been in at least 800,000 years, raising concerns regarding possible future climate changes. This seminar will survey the science of global change from the perspective of scientific debates within climate community. Specifically, the course will involve guided reading and discussion of papers that present contentious view points on the science of global change, with the goal of students learning how to scientifically evaluate these claims. Laboratories will provide students with hands on experience with some climate models and data.

  • Harvard Kennedy School

    • Belfer Center for Science and International Affairs

      About: The Belfer Center is the hub of the Harvard Kennedy School's research, teaching, and training in international security affairs, environmental and resource issues, and science and technology policy. The Center has a dual mission: (1) to provide leadership in advancing policy-relevant knowledge about the most important challenges of international security and other critical issues where science, technology, environmental policy, and international affairs intersect; and (2) to prepare future generations of leaders for these arenas. Center researchers not only conduct scholarly research, but also develop prescriptions for policy reform. Faculty and fellows analyze global challenges from nuclear proliferation and terrorism to climate change and energy policy.

      Representative Programs and projects:

      • Environment and Natural Resources

        The Environment and Natural Resources Program (ENRP) is the center of the Harvard Kennedy School's research and outreach on public policy that affects global environmental quality and natural resource management. Research areas include:

        • Geopolitics of Energy
        • Biomass Energy
        • Climate Change Policy
        • Green Chemistry


      • Energy Technology Innovation Policy

        The Energy Technology Innovation Policy (ETIP) research group seeks to determine and promote the adoption of effective strategies for developing and deploying cleaner and more efficient energy technologies, primarily in three of the biggest energy-consuming nations in the world: China, India, and the United States.

      • Harvard Project on International Climate Agreements

        The goal of the Harvard Project on International Climate Agreements is to help identify and advance scientifically sound, economically rational, and politically pragmatic public policy options for addressing global climate change. Drawing upon leading thinkers in Australia, China, Europe, India, Japan, and the United States, the Project conducts research on policy architecture and key design elements of a post-2012 international climate policy regime. The Harvard Project also provides insight and advice regarding countries' domestic climate policies, especially as these policies relate to the prospects for meaningful international action.

      • Science, Technology, and Globalization

        The aim of the Science, Technology, and Globalization Project (STG) is to undertake research, conduct training, provide policy advice, and disseminate information on interactions between technological innovation and globalization, with particular emphasis on implications for developing countries.
      • Science, Technology, and Public Policy

        The Science, Technology, and Public Policy Program (STPP) applies methods drawn from technology assessment, political science, economics, management, and law to study problems where science, technology, and policy intersect. Our goal is to develop and promote policies that expand the contribution of science and technology to human welfare.

Howard University (Washington DC)

  • Land Grant: no
  • Public: no
  • Carnegie: R-I
  • Medical School: yes
  • College of Arts and Sciences

    • Department of Philosophy

      • PHIL148—Environmental Ethics

        One of philosophy's aims is a search for the good life. This course focuses on the environment’s role in that search. Our first task will be a brief overview of the history of ethics, followed by an examination of relations between theoretical and applied ethics. In particular we will concentrate of the roles humans should play in their environments.

Indiana University (Indiana)

  • Land Grant: no
  • Public: yes
  • Carnegie: R-I
  • Medical School: yes
  • Center for the Study of Global Change

    Mission: The Center for the Study of Global Change has embraced three major challenges: to contribute to the comprehensive internationalization of Indiana University; to promote wider analysis and innovative thinking about global issues by extending the intellectual reach of Indiana University regionally, nationally, and internationally; and to create a supportive environment for innovations in teaching, learning, and research in global studies. The Center for the Study of Global Change maintains a strong commitment to interdisciplinary study and research and consciously encourages the crossing of academic disciplinary boundaries. Our educational programs and research encompass topics of global importance and our emphasis on "change" sets a foundation for the academic exploration of dynamic, transnational, complex, and multi-faceted phenomena. Symposiums, faculty study groups, courses, workshops, and academic programs explore a variety of topics, such as societal and democratic transformations, the interplay of power, health, and culture, environmental change and international policy, nationalisms and language, global securities and insecurities, and multidisciplinary human rights, from both multidisciplinary and regional perspectives. Global Center at 201 North Indiana Avenue Center for the Study of Global Change at 201 North Indiana Avenue. Teaching and learning is at the heart of the mission of the Global Center, which is engaged in a systematic and sustained effort of infusing global perspectives in undergraduate, graduate, and K-12 teaching. The Center for the Study of Global Change promotes collaboration and innovation as central to all our curricular, research, and outreach programs, as well as in the wide range of conferences, exhibits, and other events that explore and provide education on issues of global significance.

  • College of Arts and Sciences

    • Geography

      • G109—Weather and Climate

        Introduction to atmospheric processes responsible for weather. Elements of climatology and their variation in time and space. Weather forecasting, weather modification, and severe weather.

      • G208—Human Impact on Environment

        Aspects of the human role in changing the earth's environment. Examples of how expanding use of the physical environment has altered the equilibrium of natural systems or accelerated the rate of natural changes in the environment. Environmental changes from a global or world regional perspective.

      • G304—Physical Meteorology and Climatology

        Any introductory science course or consent of instructor. Fundamental atmospheric properties and interrelationships. Radiation theory, components of energy and moisture balance, atmospheric circulation, upper air-surface relationships, and global weather systems.

      • G305—Environmental Change­Nature and Impact [sic]

        An integrated systems approach to examining the forcing, system response, and impacts of environmental change. Specific case studies will be presented in addition to methods of documenting change and identifying natural variability versus change due to anthropogenic forcing.

      • G320—Population Geography

        Junior standing or consent of instructor. Study of population growth, compositional change and redistribution at regional, national and global scales. Topics include population pressure, fertility control, aging of societies, AIDS epidemiology, immigration, and population policies.

      • G406—Sustainable Transportation

        An examination of sustainability and of non-sustainability in the transport sector. Problems of petroleum depletion, air quality and its impact on human health, carbon dioxide emissions and their impact on global warming, transport accidents, and congestion are examined along with planning, policy, and technological solutions to these problems.

      • G411—Sustainable Development Systems

        An examination of the notion of sustainable development and its meaning as well as the manner in which it has been implemented in the areas of resources, agriculture, water, transport, cities, and tourism. How such systems can be implemented in developing and developed countries will also be examined.

      • G415—Sustainable Urbanism

        In-depth examination of "green urbanism" and sustainable urban development. Sustainable urbanism is viewed as an integral part of, and not distinct from, global environmental sustainability. Lessons from European cities inform the assessments of North America's urban future.

      • G442—Sustainable Energy Systems

        Examination of energy resources and the socioeconomic and environmental effects of these processes. Reasons for current energy systems being nonsustainable and the potential for developing alternative renewable energy sources and the problems associated with these are examined.

      • G475—Climate Change

        Evidence for and theories of climate change over a range of time scales. Sources and interpretation of proxy climate data are presented along with modeling tools for assessing climate response to a range of forcing and paleoclimate perspectives on future climate change.

Iowa State University (Iowa)

  • Land Grant: yes
  • Public: yes
  • Carnegie: R-I
  • Medical School: no
  • Center for Building Energy Research

    The Center for Building Energy Research, known as CBER, focuses on strategies to reduce energy consumption in buildings using effective building design and efficient and renewable energy sources and technologies.

    The Center supports interdisciplinary and collaborative research between disciplines such as architecture, agriculture, geological and atmospheric sciences, business, mechanical, construction and electrical engineering, material science and engineering as well as interior design, environmental psychology and behavioral science.

    (List of Iowa State University courses related to building energy)

  • Center for Transportation Research and Education

    CTRE researchers create new knowledge and practical tools for transportation professionals in the areas of safety, infrastructure management systems, and sustainability.

    (Transportation-related courses).

  • College of Agriculture and Life Sciences

    The College of Agriculture and Life Sciences is one of the world's leading institutions of agriculture. Building on 150 years of excellence the college provides leadership in science, education and research, areas vital to the future of Iowa, the nation and the world. Enrollment in the College is currently at a 30 year high, exceeding 3,000.

    • Department of Agricultural and Biosystems Engineering

      The department's original mission was to mechanize agriculture. That mission has evolved to encompass a global view of the entire food production system--the wise management of natural resources in the production, processing, storage, handling, and use of food fiber and other biological products.

      Current research efforts include agricultural water quality and management, engineering for economically and environmentally sound animal production systems, grain handling and food processing, agricultural machine design and automated controls, precision farming systems, agricultural safety, seed conditioning and processing, and soil tillage and management systems.

      The Department of Agricultural and Biosystems Engineering resides in both the College of Engineering and the College of Agriculture and Life Sciences.

      • AE316—Applied Numerical Methods for Agricultural and Biosystems Engineering

        Computer aided solution of agricultural engineering problems by use of numerical techniques and mathematical models. Systems analysis and optimization applicable to agricultural and biological systems.

      • AE325—Biorenewable Systems

        Converting biorenewable resources into bioenergy and biobased products. Biorenewable concepts as they relate to drivers of change, feedstock production, processes, products, co-products, economics, transportation/logistics, and marketing.

      • AE388—Sustainable Engineering and International Development

        Multi-disciplinary approach to sustainable engineering and international development, sustainable development, appropriate design and engineering, feasibility analysis, international aid, business development, philosophy and politics of technology, and ethics in engineering. Engineering-based projects from problem formulation through implementation. Interactions with partner community organizations or international partners such as nongovernment organizations (NGOs).

      • AE424—Air Pollution

        Module A prereq for all modules; module B prereq for D and E.
        A. Air quality and effects of pollutants
        B. Climate change and causes
        C. Transportation constraints
        D. Off-gas treatment technology
        E. Agricultural sources of pollution

    • Department of Agronomy

      Agronomy at ISU offers undergraduate programs that lead to degrees in five areas of emphasis ranging from agroecology to business to biotechnology. M.S. and Ph.D. programs are available in agricultural meteorology, agronomy (M.S. only), crop production and physiology, plant breeding, and six areas of specialization within soil science.

    • Department of Ecology, Evolution, and Organismal Biology

      Founded in 2003, EEOB brought together under one roof faculty and students with similar interests to work together on important questions in ecology and evolution, using a wide range of approaches and technologies, including fieldwork, laboratory experiments, and computational analyses.

      • Biol 173—Environmental Biology

        An introduction to the structure and function of natural systems at scales from the individual to the biosphere and the complex interactions between humans and their environment. Discussions of human population growth, biodiversity, sustainability, resource use, and pollution. Non-majors only.

    • Department of Economics

      The Department of Economics at Iowa State University has long been a respected source of high quality information in all areas of economics education, research, and outreach. Maintaining this respected position are 47 permanent faculty members, an active visiting scholar program, and over 40 professional and clerical staff members. The members of our faculty and staff are committed to improving the lives of students and citizens in Iowa and around the world.

      The department maintains a full range of exceptional Undergraduate, Masters, and Ph.D. programs in theoretical, applied, and agricultural economics. These programs benefit from the joint participation of the College of Agriculture, the College of Liberal Arts and Sciences, and Iowa State University Extension. This broad participation in the academic arena assures the student that Iowa State University is a place where the best of economic theory and application are integrated, providing the best instruction available.

      • Econ 325—Biorenewable Systems

        Converting biorenewable resources into bioenergy and biobased products. Biorenewable concepts as they relate to drivers of change, feedstock production, processes, products, co-products, economics, transportation/logistics, and marketing. Counts only as a general elective course for majors in agricultural business, economics, and business economics.

      • Econ 380—Environmental and Resource Economics

        Natural resource availability, use, conservation, and government policy, including energy issues. Environmental quality and pollution control policies.

    • Department of Entomology

      The collection of entomology literature in the university's Parks Library is the third largest in the country, after Harvard University and the University of California, Berkeley.

      The department offers B.S., M.S. and Ph.D. degrees. The baccalaureate curriculum offers a major in entomology. Our undergraduate program is one of the largest in the nation. The graduate program confers majors in entomology or toxicology. Graduate students may choose from the following areas of emphasis: behavior, biological control, ecology, economic entomology, forest entomology, insect genetics, insecticide toxicology, medical/veterinary entomology, molecular entomology, morphology, pathology, pest management, physiology, plant resistance, and systematics. Entomology participates in the interdepartmental majors in ecology and evolutionary biology, genetics, and interdepartmental major and minor in toxicology. The department also serves as the administrative home for the interdepartmental curriculum in pest management leading to a B.S. degree.

      • Ent 482 X—Ecosystem Service Management

        The unification of agricultural and ecosystem processes results in increased productivity, resilience, and ecological conservation. In this course, you will learn about multi-functional landscape management plans that will enhance agriculture and the environment. This course will prepare you to make "targeted" land-use recommendations and facilitate farmer utilization of federal funding programs.

      • Ent 530—Ecologically Based Pest Management Strategies

        Durable, least-toxic strategies for managing weeds, pathogens, and insect pests, with emphasis on underlying ecological processes.

      • Ent 550—Pesticides in the Environment

        Fate and significance of pesticides in soil, water, plants, animals, and the atmosphere.

    • Department of Genetics, Development and Cell Biology

      The Department of Genetics, Development and Cell Biology (GDCB) focuses primarily on biological function at the cellular and subcellular level, using molecular, genetic, computational and biochemical approaches to understanding biological function. The Department is dedicated to biological discovery and excellence in undergraduate and graduate education, with research and teaching missions encompassing fundamental cellular and subcellular processes, including genome dynamics, cell structure and function, cellular metabolism, cellular response to environmental and developmental signals, and molecular mechanisms of development.

      • Biol 173—Environmental Biology

        An introduction to the structure and function of natural systems at scales from the individual to the biosphere and the complex interactions between humans and their environment. Discussions of human population growth, biodiversity, sustainability, resource use, and pollution. Non-majors only.

    • Department of Horticulture

      The Department of Horticulture offers B.S., M.S., and Ph.D. degrees and also offers degrees in several interdisciplinary graduate majors.

  • College of Design

    • Architecture

      • Arch 351—Solar Home Design

        Architectural design and technical analysis of residential structures with emphasis on energy construction and solar energy utilization.

      • Arch 558—Sustainability and Green Architecture

        Issues of Sustainability as related to living patterns and city design, population, pollution and use and availability of natural resources for the built environment; Issues of Green Architecture as it relates to building material selection, systems of building materials, the environment of the United States and the World, architects and examples of buildings with green or sustainable designations.

    • Community and Regional Planning

      The Department of Community and Regional Planning at Iowa State University is one of the nation's largest and longest-established planning programs. The department has an outstanding international faculty committed to excellence in the teaching of planning at both undergraduate and postgraduate levels.

      We also undertake high quality research on behalf of federal and state government, business, the non-profit sector and other funding agencies, all of which feeds into the courses we teach. This is combined with strong linkages to planning practice and other professions which ensures our graduates are fully prepared for exciting careers in planning, urban and regional governance, and a wide range of related activities.

      • CRP 521—Land Use Planning

        Theories of the origin and growth of urban places and the dynamics of urban structure and land use. Methods and techniques for making land use plans dealing with orderly, efficient, and equitable development and arrangement of land uses within the planning process. Examination of the interrelationships among land use, transportation, environment, and infrastructure and public facilities.

      • CRP 525—Growth Management

        Review of techniques used to manage growth-related change and to implement plans. Capital investment strategies; public land acquisition and protection; development impact analysis; impact mitigation, including impact fees; phased growth systems; urban, suburban, rural relationships; and land preservation.

      • CRP 545—Transportation Policy Planning

        Comprehensive overview of key policy issues related to transportation planning and investment in the United States and abroad. Policy issues explored include safety, environmental impact, sustainable communities, and economic development. Tools like policy analysis and planning are studied in conjunction with each policy issue explored. Issues of concern to state, metropolitan, and local governments.

      • CRP 584—Sustainable Communities

        The history and theory of sustainable community planning. Procedural and substantive dimensions. Case studies of communities engaged in sustainability planning. Use and development of indicators.

      • CRP504—Why Change Anything?

        Introduction to a range of approaches to justifying innovations, changes, and interventions proposed by designers, planners, and artists. Reasons for change and their bases in social, philosophical, and design reasoning; and their usefulness in justifying change to different audiences. Investigation of fallacies, ideologies, and contemporary problems in justifications.

  • College of Engineering

    • Civil, Construction, and Environmental Engineering

      • CE 524—Air Pollution

        Air quality legislation. Sources and effects of pollutants. Physics and chemistry of air pollution. Modeling point sources. Global warming, ozone depletion, meteorological and geographic aspects. Air pollution control - settling, cyclones, filtration, electrostatic precipitation, adsorption, afterburning, improved incineration. Modeling transportation sources. Abatement of transportation related emissions.

  • College of Liberal Arts and Sciences

    The College of Liberal Arts and Sciences is Iowa State University's largest college and includes 22 academic departments and one professional school. LAS offers majors in the humanities, social sciences, physical sciences, biological sciences and mathematical sciences. Every undergraduate at Iowa State University takes courses from the College of Liberal Arts and Sciences.

    • Department of Philosophy

      • Phil 334—Environmental Ethics

        Thorough study of some of the central moral issues arising in connection with human impact on the environment, e.g., human overpopulation, species extinction, forest and wilderness management, pollution. Several world views of the proper relationship between human beings and nature will be explored. Nonmajor graduate credit.

    • Department of Political Science

      The Department of Political Science has been a separate department in the College of Liberal Arts and Sciences (formerly the College of Sciences and Humanities) since 1969 and offers an undergraduate degree (B.A.) in political science, a graduate degree (M.A.) in political science, a joint J.D./M.A. degree with Drake University, a terminal professional degree in public administration (M.P.A.), an interdisciplinary degree in information assurance (MSIA) and a graduate Certificate of Public Management (CPM). In addition, it provides an array of service courses for students in other majors and other colleges to satisfy general education requirements in the area of the social sciences.

      The Department currently has 310 undergraduate majors in Political Science and 60 graduate majors in its several degree programs with the largest number in the MPA program.

      • Pol S 482—Environmental Politics and Policies

        Major ideologies relation to conservation and ecology. Processes, participants, and institutions involved in state, national, and global environmental policymaking. Case studies of environmental controversies and proposals for policy reform. Nonmajor graduate credit.

      • Pol S 586—Science, Technology and Public Policy

        Investigates the dynamics of interaction between science and politics at the national and international level and how this interaction shapes policy for science, human welfare, and global concerns. The topics include the evolutionary relationship between science and government; the old and new social contract for science; national innovation policy; and global economic and environmental concerns.

  • Leopold Center

    The Leopold Center was established by the Iowa Legislature as part of the Iowa Groundwater Protection Act of 1987. Its legislatively mandated goals are to identify and reduce negative environmental and socio-economic impacts of agricultural practices, contribute to the development of profitable farming systems that conserve natural resources, and cooperate with Iowa State University Extension to inform the public of new findings.

Johns Hopkins University (Maryland)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

Kansas State University (Kansas)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

  • College of Agriculture

    • Department of Agricultural Communications

      In addition to serving as home to students studying agricultural communications and journalism and agricultural education, the department provides comprehensive communications, technology and marketing expertise for K-State Research and Extension and the College of Agriculture.

    • Department of Agricultural Economics

      Undergraduate: B.S. in Agribusiness and a B.S. in Agriculture with a major in Agricultural Economics. Currently, over 250 students are enrolled in Agribusiness and Agricultural Economics degrees.

      Graduate: Master of Agribusiness (MAB) a Master of Agricultural Economics (MS) or a Doctorate of Economics (Ph.D) Over 90 graduate students are enrolled in the Department. The recently introduced MAB is the first distance education agribusiness master’s program in the U.S. The 2½ year program allows agribusiness professionals to pursue a graduate degree while maintaining full time employment.

    • Department of Agronomy

    • Department of Animal Sciences and Industry

    • Department of Biological and Agricultural Engineering

    • Department of Communications

    • Department of Entomology

      The department is housed in Waters Hall and maintains excellent research facilities with state-of-the-art equipment, a scanning electron microscope, and a research insect collection. The department currently has 46 permanent, residential and adjunct/ancillary faculty, four full-time office staff, about 20 postdoctoral and technical support staff, 29 graduate students, and several other temporary personnel and student employees involved in research.

    • Department of Grain Science and Industry

      The K-State Grain Science and Industry program is now the only place in the United States that offers college degrees in baking, feed, or milling science and management. Our program not only grants Bachelor of Science degrees in these areas, but also Master of Science and Doctor of Philosophy degrees, as well as degree minors. Students learn the fundamental sciences of their fields, while at the same time gaining hands-on experience in K-State's modern pilot plants and laboratories, which include a bakery, feed manufacturing facility, and industrial scale flour mills. Additionally, they learn business fundamentals, so they leave school well prepared to enter business, industry or further study.

    • Department of Horticulture, Forestry, and Recreation Resources

    • Department of Plant Pathology

      We have an established and internationally recognized excellence in programs in molecular biology and genetics of pathogenesis and host plant resistance, fungal genetics, wheat cytogenetics and improvement, as well as classical plant pathology and extension. K-State Plant Pathology faculty focus on crops important to the Kansas economy, as well as model systems such as Arabidopsis, rice, Fusarium, Magnaporthe grisea, and Xanthomonas oryzae pv. oryzae —indeed, some of our faculty were instrumental in transforming these into model systems.

    • Food Sciences Institute

      Approximately, 40 nationally and internationally recognized faculty from five colleges and 13 departments serve as teachers, mentors, researchers, and extension specialists in the following areas: food chemistry, food microbiology, food safety, veterinary medicine, cereal science, dairy science, meat science, food service, sensory analysis, food engineering, human nutrition, and product development.

  • College of Architecture, Planning, and Design

  • College of Engineering

Kent State University (Ohio)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

Lehigh University (Pennsylvania)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: no

Louisiana State University (Louisiana)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

  • College of Agriculture

    • Department of Agricultural Economics and Agribusiness

      Mission: The agricultural economists of the LSU Agricultural Center work to develop extension and outreach educational programs that deliver relevant farm financial management, market and policy information and to teach the use of economic principles in making business decisions.

    • School of Animal Sciences

      Program: The school offers exceptional educational experiences in Animal, Dairy, and Poultry Sciences at the undergraduate (BS) and graduate levels (MS and PhD). Graduate programs offer training in Breeding and Genetics, Growth and Metabolic Physiology, Dairy Products, Meat Science and Technology, Ruminant and Nonruminant Nutrition, Poultry Physiology and Nutrition, and Reproductive Physiology and Biotechnology. Research is conducted with beef cattle, dairy cattle, horses, pigs, sheep, goats, poultry, and various laboratory species, as well as meat, eggs, and dairy products. Interactions of Animal Science faculty with scientists within the LSU Vet School, Pennington Biomedical Research Institute, and LAES Research Stations across the state provide a vast array of research opportunities for Animal Sciences undergraduate and graduate students. Faculty with appointments in the Louisiana Cooperative Extension Service coordinate programs along with agents in Louisiana’s 64 parishes (counties).

    • Department of Biological and Agricultural Engineering

      Mission:Biological & agricultural engineering integrates applied biology into the fundamental principles of engineering for the purpose of designing processes and systems that influence, control, or utilize biological materials and organisms for the benefit of society. The discipline applies the principles of analysis, synthesis, and design to physical problems and processing systems associated with plants, animals, and humans, and their environments.

    • Department of Entomology

      The Departmental research and teaching activities focus on integrated agricultural pest management, urban entomology, and integrative biology.

    • Department of Experimental Statistics

    • Department of Food Science

    • Department of Plant Pathology and Crop Physiology

      Home page description: The Department ... is recognized nationally and internationally for applied and basic research on economically important agricultural crops. Climactic conditions in Louisiana allow cultivation of and research on semitropical crop species such as rice, sugarcane, cotton, sweet potatoes, and soybeans. Through our extension services, we conduct research and assist Louisiana farmers in the management and control of plant disease.

      Our graduate program presents students the opportunity to work with Louisiana Agricultural Experiment Station personnel who conduct investigations in areas of plant pathology, crop physiology and plant molecular biology. M.S. and Ph.D. graduates of the department are prepared for challenging careers in agricultural research at universities, governmental and private agencies.

    • School of Human Ecology

    • School of Human Resource Education and Workforce Development

    • School of Plant, Environmental, and Soil Sciences

      Mission: The School’s primary mission is to maintain excellent teaching, research, and service programs that are responsive to agronomic, horticultural, and environmental management needs of the people of Louisiana, our Nation, and our world. To achieve this mission, the School enhances, develops, and delivers expertise that anticipates and responds to society's changing needs for food and fiber, and environmental enhancement and stewardship. Our faculty seeks to educate and prepare students for successful professional careers and to assume social responsibilities that promote harmonious diversity for the benefit of humanity.

    • School of Renewable Natural Resources

  • College of Arts and Sciences

  • College of Engineering

  • School of the Coast and Environment

Massachusetts Institute of Technology (Massachusetts)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

Michigan State University (Michigan)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

Mississippi State University (Mississippi)

  • Land Grant: yes
  • Public: yes
  • Carnegie: R-II
  • Medical School: no

Montana State University (Montana)
Land Grant: yes | Public: yes | Carnegie: D-I | Medical School: no

New Mexico State University (New Mexico)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

New York University (New York)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

North Carolina State University at Raleigh (North Carolina)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

North Dakota State University (North Dakota)
Land Grant: yes | Public: yes | Carnegie: D-I | Medical School: no

Northeastern University (Massachusetts)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: no

Northwestern University (Illinois)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

Ohio State University (Ohio)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

Ohio University (Ohio)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

  • College of Arts and Sciences

    Mission: The mission of the College of Arts and Sciences reflects and supports the larger mission of Ohio University. The tripartite mission of the college is defined by its commitment to advance the interrelated areas of teaching, research, and outreach in a learning-centered community. In teaching, the college provides education in the core foundational disciplines for the entire university, high-quality undergraduate majors to nearly one-third of OU's undergraduates, and nationally visible graduate programs to approximately one-third of OU's graduate students. In research, the college facilitates fundamental and applied scholarship among faculty members in all areas, trains graduate students, and creates research opportunities for undergraduates. In outreach, the college takes an active role in making knowledge accessible and applying it to issues that affect the wider community.

    • Department of Economics

      Offering undergraduate majors in economics, business economics, and a business administration minor; masters in applied economics and financial economics.

    • Department of Environmental and Plant Biology

      The Department of Environmental and Plant Biology offers a broad range of educational and research opportunities at the undergraduate and graduate levels. Undergraduate majors can choose from programs in plant biology, cell biology, environmental biology, and applied ecology. We offer doctoral and master’s degrees, serving approximately 25 graduate students in any given year.

    • Department of Geography

      Undergraduate majors in Geographic Information Systems Analyst, Geography, Environmental Geography, Environmental Prelaw, Meterology, and Urban Planning. Graduate MA in Geography.

    • Department of Geological Sciences

      B.S. programs in Geological Sciences, B.S. in Environmental Geology and B.A. in Geological Sciences.

    • The Department of Biological Sciences

      38 faculty; B.S., B.A., M.S., and Ph.D. degrees; cell biology, ecology and evolutionary biology, exercise physiology and muscle biology, microbiology, molecular biology, physiology, and neuroscience.

    • The Department of Philosophy

      Emphasis on Anglo-American analytic philosophy: ancient and medieval, early modern philosophy (with emphasis on Descartes and Kant), pragmatism and philosophy of language, philosophy of religion, history and philosophy of the sciences including both natural and social sciences, ethics (theoretical and applied), social and political philosophy, theory of knowledge and aesthetics, logic and the philosophy of mathematics.

    • The Department of Political Science

      B.A., M.A., and M.P.A. degrees and enrolls approximately 450 undergraduate majors and 125 graduate students in its various programs of study. Over 50 undergraduate courses and a variety of graduate courses are offered to prepare students for responsibilities as citizens, leaders, and professional political scientists in a democratic society and an interdependent world.

      The faculty is composed of more than 20 professors in five areas of concentration: American politics, comparative politics, international relations, political theory, and public administration.

  • Russ College of Engineering and Technology

    The Fritz J. and Dolores H. Russ College of Engineering and Technology at Ohio University in Athens, Ohio, educates well-rounded professionals with both technical and team-project skills who become our business, government, and industry leaders. Enrolling approximately 1,400 undergraduate students and almost 300 graduate students, the Russ College offers undergraduate and graduate degrees across the traditional engineering spectrum and in technology disciplines such as aviation, computer science, and industrial technology. Strategic research areas include bioengineering, energy and the environment, and smart civil infrastructure. Named for alumnus Fritz Russ and his wife Dolores, the Russ College is home of the Russ Prize, one of the top three engineering prizes in the world.

    Construction is now underway on the new, $30 million, 100,000-square-foot, state-of-the-art Academic & Research Center. The facility will open in early 2010.

    • Department of Civil Engineering

      The Department of Civil Engineering offers B.S., M.S., and Ph.D. degrees in civil engineering. B.S. students take fundamental courses in various civil engineering disciplines and gain depth in the discipline of their choice: construction management, environmental, geotechnical, pavements, structures, surveying, transportation, or water resources.

    • Department of Industrial and Systems Engineering

      BS and MS degrees in Industrial and Systems Engineering; participates in the Russ College Integrated Engineering Ph. D. program; offers a track in its M S degree program in Engineering Management. Faculty are actively involved in government- and industry-sponsored research through the Center for Advanced Software Systems Integration and individual projects.

  • Scripps College of Communication

    Founded 40 years ago; five schools, 40 programs: J. Warren McClure School of Information and Telecommunication Systems, School of Communication Studies, E.W. Scripps School of Journalism, School of Media Arts and Studies and School of Visual Communication. In May 2006, the University received a commitment of $15 million from the Scripps Howard Foundation and the college was named in its honor.

Oklahoma State University (Oklahoma)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: no

  • College of Agricultural Sciences and Natural Resources

    Overview: Science, technology, business, education, research, production and environment are just a few of all the key elements in America's largest industries - Agriculture and Natural Resources. In order to feed and clothe the five billion people of the world and protect and maintain the environment they live in, the agricultural and natural resources industries need human capital scientists and specialists with needed skills in molecular genetics, human nutrition, soil and water sciences, international marketing, systems analysis, biosystems and agricultural engineering and other specialties.

  • College of Arts and Sciences

    • Boone Pickens School of Geology

      Our department excels in geological research whether you are interested in unconventional hydrocarbon plays or water quality issues of Oklahoma, dolomitization of the Irish Midlands, seismicity in Turkey, structural studies in Death Valley, sea level changes in Antartica and rifting in Africa. We offer programs leading to Bachelor of Science (B.S.) and Master of Science (M.S.) degrees in Geology and a Ph.D. in Geology. The Department presently includes 10 full-time tenure track faculty members, approximately 100 undergraduate students and 40 graduate students.

    • Department of Botany

      Undergraduate: B.S. in Botany; B.S. in Biological Science.

      Graduate: M.S. in Botany; interdisciplinary Plant Science Ph.D. and Environmental Science M.S. and Ph.D.

    • Department of Geography

      Faculty expertise in resource management centers on agriculture, soils, water, atmospheric/surface modeling, outdoor recreation, and the economics and policy of resource allocation and use. The department has a longstanding tradition of research in cultural geography, including the geography of sport, language, traditional technology, and Native Americans. Our faculty are involved in research projects related to historic preservation, geoarchaeology, and cultural ecology. Expertise in urban and transportation issues involves transportation corridors, urban studies, and network analysis. Many of our faculty and students also specialize in spatial analytical skills, and we offer an exceptionally strong GIScience program (GIS, GPS, remote sensing, spatial analysis) and a Certificate in Geographic Information Systems. We offer B.S., B.A., M.S. and Ph.D. degrees in Geography, and work with a cooperative graduate program on campus to offer the M.S. and Ph.D. degrees in Environmental Science.

    • Department of Philosophy

      The OSU Philosophy Department is home to approximately 90 undergraduates and 12 graduate students. We have 11 Ph.D.’d faculty and 6 lecturers. The Department facilities include a computer lab with up-to-date technology (Room 306 Hanner Hall) which is open to all students Monday-Friday from 8-5 pm. Our Conference Room (Room 225 Hanner Hall) has books and journals available for student use. We have a Reading Room (Room 307 Hanner Hall) where students can enjoy a quiet space to read or study.

    • Department of Political Science

      Undergraduate: BA in Political Science; Graduate: MA in political science; MS in fire and emergency management administration; Ph.D. in fire and emergency management administration.

    • Department of Sociology

      B.A. and B.S. degrees in general sociology, applied sociology, or sociology with an anthropology emphasis.

    • Department of Zoology

  • College of Engineering, Architecture, and Technology

    • School of Architecture

      ... offers a fully-accredited, five-year, Bachelor of Architecture degree and a one-year post-professional Master of Architecture degree.

Oregon State University (Oregon)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

  • College of Agriculture

    The College of Agricultural Sciences at Oregon State University is Oregon's principal source of knowledge relating to agricultural and food systems, and a major source of knowledge regarding environmental quality, natural resources, life sciences, and rural economies and communities worldwide.

    • Department of Agricultural Education and General Agriculture

      Agricultural Education offers course work that serves teachers and leaders in agriculture. The M.S, M.Agr., M.A.T., and M.A.I.S. degrees may be pursued with an emphasis in leadership, communication, pedagogy, extension and/or technical agriculture.

    • Department of Animal Sciences

      Programs in animal sciences provide up-to-date information on methods of rearing livestock and poultry,that producemeat, milk, eggs, wool, and other animal products. In addition, the department addresses the care of animals that enhance human well-being through companionship, recreation, and human aid such as horses and companion animals. Essential to this information is knowledge generated from the fields of animal behavior/bioethics, genetics, nutrition, and physiology. The various teaching and research programs explore modern areas of animal biotechnology and data processing and how they apply to present day livestock and poultry production.

    • Department of Aricultural and Resource Economics

      The AREC department offers undergraduate degrees at the Corvallis campus and at Eastern Oregon University in La Grande. AREc also offers both M.S. and Ph.D. degrees in agricultural and resource economics, specializing in natural resource and environmental economics, international trade and marketing, rural economics and poverty, and productivity analysis and measurement.

    • Department of Biological and Ecological Engineering

    • Department of Crop and Soil Science

      Mission: The Department of Crop and Soil Science supports the missions of OSU and CAS through its commitment to acquire, integrate and disseminate basic and applied knowledge about field crops, cropping systems, soils, agricultural watersheds and crop-related entomology in an ever changing world. We educate undergraduate and graduate students and work with citizens throughout the state, nation and world to help solve problems related to field crop agriculture and natural systems, rural and urban economies and communities, and natural resource management.

    • Department of Environmental and Molecular Toxicology

      We currently offer undergraduate minors, Ph.D. and M.S. Degrees in the field of Toxicology. Our graduate and undergraduate training programs are closely aligned with the research expertise of our faculty and focus on two major areas: Molecular and Mechanistic Toxicology; Environmental Chemistry and Ecotoxicology

    • Department of Fisheries and Wildlife

      We are dedicated to the discovery and dissemination of knowledge in conservation of biodiversity, natural resource management, and the sustainable use of natural resources.

    • Department of Horticulture

      Within the Horticulture Major, there are six different major options to choose from: Environmental Landscape; Horticultural Communication; Horticultural Research; Ecological and Sustainable Horticultural Production; Turf Management; and Viticulture and Eenology.

    • Department of Rangeland Ecology and Management

  • College of Engineering

    The OSU College of Engineering houses six schools and programs: Biological & Ecological Engineering; Chemical, Biological & Environmental Engineering; Civil & Construction Engineering; Electrical Engineering & Computer Science; Mechanical, Industrial & Manufacturing Engineering; Nuclear Engineering & Radiation Health Physics

  • College of Forestry

    Mission: The mission of the College of Forestry, as part of Oregon's Land, Sea, and Space Grant University, is to educate and engage the next generation of scholars, practitioners, and users of the world's forest resources, to conduct distinctive problem-solving and fundamental research on the nature and use of forests and related resources, and to share our discoveries and knowledge with others.

  • College of Liberal Arts

    Mission: The College of Liberal Arts strongly endorses the vision and mission of Oregon State University to serve the people of Oregon as one of America's top ten land grant universities and to contribute to the civic, economic, and social foundations of society. Above all, the College of Liberal Arts will maintain commitments to ensure excellence in teaching, scholarship, outreach and service, creative activities and to protect academic freedom and program integrity in the liberal arts disciplines.

  • College of Oceanic and Atmospheric Sciences

    Within the OSU college, discipline groups oversee research and educational programs in atmospheric sciences, oceanography and marine resource management: Atmospheric Science; Biological Oceanography; Chemical Oceanography; Marine Geology & Geophysics; Marine Resource Management; Physical Oceanography.

  • College of Science

    The College of Science supports ten academic departments, a wide range of educational programs for undergraduate and graduate students, and many internationally recognized research activities.

    • Department of Botany and Plant Pathology

      The Department of Botany and Plant Pathology offers programs leading to B.S., M.A., M.S., and Ph.D. degrees

      Faculty members in the department have diverse research interests, expertise, perspectives, and approaches. Our programs range from molecular and cellular processes to the global ecosystem levels of organization and include research in such areas as gene regulation, plant metabolism, pathogenic processes, evolution of plant species, and mathematical modeling of ecosystems and plant disease development.

    • Department of Geosciences

      The Department offers majors in Geology, Geography, Natural Resources and Earth Science.

    • Department of Zoology

      Mission:To promote the discovery and broad communication of knowledge about the biology of animals, including their evolution, and their environments.

    • Environmental Sciences Program

      (See also, Environmental Sciences Bachelor of Sciences

Pennsylvania State University (Pennsylvania)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

  • College of Agriculture

    The college includes 12 academic units and 67 cooperative extension offices, one in each of Pennsylvania's counties. Ranked as one of the largest and most comprehensive agricultural colleges in the country, the College has a budget of nearly $165 million.

    Our Land Grant Mission: As part of Penn State, Pennsylvania's sole land grant university, the College supports the land grant mission through:
    * Teaching: formal classroom or college instruction
    * Research: unbiased, objective research that brings the best science to bear on practical problems
    * Public service: nonformal education through extension and outreach

    Undergraduate Studies
    Undergraduates can choose from 20 majors, 22 minors, 3 two-year programs, and 3 certificate programs. About 85 percent of the college's undergraduates come from non-agricultural backgrounds, and 43 percent are women.

    • Department of Agricultural and Extension Education

      The mission of the Department of Agricultural and Extension Education is to improve the quality of life for individuals, families, and communities through contemporary undergraduate and graduate education, research, and outreach.

    • Department of Agricultural Economics and Rural Sociology

      Founded in 1923, the Department of Agricultural Economics and Rural Sociology joins two distinct, yet closely related social science disciplines in common purpose.

      Strengthened by the individual and collaborative contributions of economists and sociologists, the department excels in research, teaching and outreach focusing in four interrelated areas: agriculture and food; environment and natural resources; community, regional and international development; and population processes and change.

    • Department of Agriculture and Biological Engineering

      The educational programs offered are the B.S., M.S., and Ph.D. in Biological Engineering and the B.S. degree in Agricultural Systems Management.

    • Department of Crop and Soil Science

      Welcome to the Department of Crop and Soil Sciences at Penn State. The Department of Crop and Soil Sciences is located in the Agricultural Sciences and Industries Building at the University Park campus of The Pennsylvania State University. Our staff consists of 29 faculty members, and 49 administrative and support personnel. We offer two undergraduate majors (Environmental Soil Science and Turfgrass Science), two undergraduate minors (Agronomy and Environmental Soil Science), one Certificate program (Golf Course Turfgrass Management), two Masters programs (Agronomy and Soil Science), and two Doctoral programs (Agronomy and Soil Science).

      The department also participates in two College of Agricultural Sciences' inter-departmental programs at the undergraduate level; Agroecology and Environmental Resource Management. At the graduate level, the department participates in five, inter-college programs (Ecology, Environmental Pollution Control, Genetics, Materials, and Plant Biology).

    • Department of Dairy and Animal Science

      Animal Sciences is an interdepartmental program offered by the Department of Dairy and Animal Science and the Department of Poultry Science. Students interested in domestic animal species have the opportunity to develop basic and applied knowledge in biological and physical sciences, nutrition, genetics, reproduction, physiology, economics, business management, agronomy, and animal products.

    • Department of Entomology

      As you view our website, what you will find unique about our Department is the depth of concentration we have in several key research areas. Unlike many departments where one individual represents a given specialty field, we have at least several faculty members working in each specialty. This will provide you with a very unique experience—multiple faculty members with strong expertise to serve on your thesis committees and a larger network of graduate students sharing common interests. This synergy facilitates a group learning experience and increases the possibility of participation in research teams. The strength of our research resides in three main program themes: Chemical Ecology, Ecological Applications, and Disease Biology and Ecology.

      Our strength in Chemical Ecology is exceptional for any program in the United States. During the past few years we have hired Jim Tumlinson, Tom Baker, Mark Mescher, John Tooker and Christina Grozinger to our existing team of chemical ecologists. Our Ecological Applications group is excellent with research spanning the theoretical to the applied. What is particularly noteworthy about this core of faculty is their extensive use of modeling to forecast pests and diseases in space and time. We have a very strong research group in Disease Biology and Ecology with research teams focusing on infectious diseases, malaria, insect pathology and insect immunity. We recently hired Andrew Read and Matt Thomas to strengthen this core of excellent scientists. Across all three research areas, students will find faculty who are very collaborative and work well together. In many instances, students take advantage of the depth of faculty research expertise and utilize co-advisors for their graduate studies.

    • Department of Food Science

      Our department is one of the premier food science departments in the country. The outstanding faculty, state-of-the-art building and laboratory facilities, and friendly and dedicated staff members make the Food Science Department a pleasant place to study and conduct research.

      Our undergraduate program offers students hands-on science dealing with real-world applications; small, friendly atmosphere; world-class internship experiences; excellent scholarship opportunities, and 100% job placement.

      Our graduate program offers graduate study leading to Masters of Science and Doctor of Philosophy degrees. Collaborative research in the food science department is primarily conducted in the context of graduate education. Graduate students receive in-depth training in the core disciplines of food chemistry, food microbiology, food engineering and processing. There are also opportunities for students interested in nutrition education studies.

    • Department of Horticulture

      The Department of Horticulture offers curriculum in two undergraduate majors: Horticulture and Landscape Contracting.

    • Department of Plant Pathology

      This department offers an undergraduate major in Agroecology and minors in Plant Pathology and Mushroom Science & Technology.

    • Department of Poultry Science

      n August of 1999, the Poultry Technology and Management major was combined with that of the Department of Dairy and Animal Science to form the Animal Sciences major. This major is designed for students with career interests in (1) graduate or veterinary school; (2) research relating to and/or using animals; (3) managing a farm or business related to animal agriculture; or (4) technical sales or service, cooperative extension, or the promotions industry. The major has two options, business and science, and has tremendously increased the pool of students receiving instruction in poultry science. The Animal Sciences major has grown steadily since its inception and is currently the largest undergraduate program in the College of Agricultural Sciences.

      The Poultry and Avian Science (P A S) Minor, launched in January 2005, is designed for students who wish to supplement their academic major with studies focused on the biology, management, and diseases of various avian species with an emphasis on domestic fowl.

    • Department of Veterinary and Biomedical Sciences

      * Immunology and Infectious Disease: microbiology, immunology, epidemiology, viral and bacterial pathogeneisis.
      * Toxicology: pharmacology, environmental and molecular toxicology.
      * Veterinary and Biomedical Sciences: pre-veterinary, pre-medical, and pre-professional studies.

    • Department of Veterinary and Biomedical Sciences

      * Immunology and Infectious Disease: microbiology, immunology, epidemiology, viral and bacterial pathogeneisis.
      * Toxicology: pharmacology, environmental and molecular toxicology.
      * Veterinary and Biomedical Sciences: pre-veterinary, pre-medical, and pre-professional studies.

    • School of Forest Resources

      History: The SFR was established in 1907 as the Department of Forestry at The Pennsylvania State College, four years after the start of the Pennsylvania State Forest Academy at Mont Alto. The Penn State program absorbed the State Forest Academy in 1929. A wood products undergraduate curriculum was added in 1941, and a wildlife and fisheries science curriculum was added in 1981. Today, the School proudly continues its three missions of resident education, research, and outreach in Forest Science, Wildlife and Fisheries Science, and Wood Products. The SFR currently consists of 41 faculty members, 30 staff members, 120 graduate students, and 315 undergraduate students.

Princeton University (New Jersey)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: no

Purdue University (Indiana)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

  • College of Agriculture

    Agriculture has a broad reach and a wide impact in our world. It’s a mainstream economic engine and a vehicle to address some of the most pressing issues that we as a society deal with today: food security, environmental issues, world hunger, land use, and renewable sources of energy, to name a few.

  • College of Engineering

    Our Engineer of 2020 initiative has served as a catalyst to encourage our faculty to think about the critical skills and abilities our graduates are going to need in this new century. The initiative began in 2004 after the release of the NAE publication "The Engineer of 2020: Visions of Engineering in the New Century."

  • College of Liberal Arts

    Mission and Vision: The College of Liberal Arts sees as its mission educating every individual to live more knowledgably, responsibly, and humanely in a society in which simple solutions no longer answer complex problems. We respond to the demands of today's world by producing analytical thinkers and effective communicators who know how to gather information and assess it, and who can apply a perspective grounded in historical understanding to current issues. Across all disciplines, we apply the lessons of the past to the present and often seek appreciation for one culture from what can be known about another. We instill habits of inquiry and an excitement for acquiring an ever-broader range of knowledge that will prepare students for a lifetime of thoughtful decision making when faced with demanding choices and for an enjoyment of the riches that come through continued learning.

  • College of Science

  • College of Technology

    Mission: The College of Technology educates professional practitioners and managers of science and engineering-based technologies and community leaders, accelerates technology transfer to business and industry, and develops innovations in the application of emerging technology through learning, engagement, and discovery.

Rensselaer Polytechnic Institute (New York)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: no

Rice University (Texas)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: no

Rockefeller University (New York)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: no

Rutgers the State University of NJ (New Jersey)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

Saint Louis University (Missouri)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: yes

South Dakota State University (South Dakota)
Land Grant: yes | Public: yes | Carnegie: C-I | Medical School: no

  • College of Agriulture and Biological Sciences

    (18 majors)

    • Department of Agricultural and Biosystems Engineering

      Agricultural and Biosystems Engineering

    • Department of Animal and Range Sciences

      The Department of Animal and Range ScienceClick to view SDSU's Hyperlink Policy (ARS) is dedicated to educating students pursuing careers in the animal and range sciences and to serving the needs of the livestock producers and natural resource managers of South Dakota. Graduates of the ARS program have been highly successful in numerous careers relating to the livestock industry and natural resource management. The 25 ARS faculty have appointments in teaching, research, and extension. The faculty has species expertise in beef, horse, sheep and swine, and discipline expertise in breeding, growth and development, meats, nutrition, reproductive physiology, range ecology, and range management.

    • Department of Biology and Microbiology

      The department has more than 30 excellent faculty who offer courses of study and are doing research at all levels of biological organization – from molecules to microbes to ecosystems.

    • Department of Dairy Science

      The Dairy Science Department at SDSU has the teaching faculty and facilities to prepare you for a career specializing in either dairy production or dairy manufacturing. Bachelors and graduate (M.S. and Ph.D.) degrees in both dairy production and dairy manufacturing are awarded. The Dairy Science Department has 100% placement of graduates with salaries averaging over $40,000.

    • Department of Economics and Business

      The people in the Department include 27 faculty members, 4 staff members, and one research associate. The Department is home to over 600 undergraduates and 30 graduate students.

    • Department of Horticulture, Forestry, Landscape and Parks

      Our department includes 12 faculty and 8 staff serving approximately 160 undergraduate majors in Horticulture, Landscape Design and Park Management. The department enjoys modern teaching and research facilities in the Northern Plains Biostress Laboratory. Additional facilities include a modern greenhouse complex, the 120-acre N. E. Hansen Research Center, and the prettiest 65 acres in South Dakota -- the McCrory Gardens and State Arboretum.

    • Department of Plant Science

      The Department offers an undergraduate degree in Agronomy, with emphases in Business, Production or Science. Minors in Agronomy and Pest Management are also offered. The Department participates in the Biostress Center of Excellence program for undergraduates. The Department offers an M.S. degree in Plant Science, and Ph.D. degrees in Agronomy and Biological Sciences.

    • Department of Sociology

      Home Page > Academics > College Of Agriculture And Biological Sciences > Rural Sociology Welcome to the Sociology Department. For detailed information about our program click hereClick to view SDSU's Hyperlink Policy Sociology students develop skills sought out by social service, human resource, and criminal justice agencies. Graduates with an emphasis in human services/social workClick to view SDSU's Hyperlink Policy will find jobs working with the elderly, youths and families at risk, victims of domestic violence, substance abusers, and the poor. Sociology graduates with a minor in criminal justice will find jobs in law enforcement, corrections, and the law. Graduates who go into human resourcesClick to view SDSU's Hyperlink Policy will work in employee recruitment and personnel management. Graduates in Sociology have a liberal arts advantage. Sociology graduates have an advantage because they know how people behave and function in groups--families, organizations, and communities. They also have developed skills relevant for today's highly technical work environments. Graduates tell us that their theory, methods, computer, internshipClick to view SDSU's Hyperlink Policy, and speech classes prepared them for today's data-oriented occupations. Students also enjoyed taking Social Problems, Domestic Violence, Anthropology, and Self & Society. The nine faculty in the SDSU Sociology Department are pledged to produce highly skilled graduates with specialties in criminal justice, human resources, human services, and teaching. We also mentor graduate studentsClick to view SDSU's Hyperlink Policy specializing in theory, methods, social organization, social deviance, cultural ecology, demography, and family studies.

    • Department of Veterinary Science

      South Dakota does not have a professional College of Veterinary Medicine. A pre-veterinary medicine curriculum is offered which allows students to obtain prerequisites for application to Colleges of Veterinary Medicine in other states. Students may meet requirements in two or three years of pre-veterinary study. Many students complete a major for the Bachelor of Science Degree before entering the professional curriculum of Veterinary Medicine. Many degree options are available to students in the pre-veterinary medicine curriculum, but popular choices include Animal Science, Biology, Microbiology, Dairy Science, or others.

    • Department of Wildlife and Fisheries Sciences

      The Department of Wildlife and Fisheries SciencesClick to view SDSU's Hyperlink Policy offers educational opportunities leading to the B.S., M.S., and Ph.D. degrees. This is the only higher education academic program in wildlife and fisheries in South Dakota. The nine on-campus Department faculty members are all actively involved in teaching, advising, research, and service. The Department houses the South Dakota Cooperative Fish and Wildlife Research Unit.

  • College of Arts and Sciences

  • College of Engineering

  • College of Engineering

Southern Illinois University at Carbondale (Illinois)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: yes

Stanford University (California)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

SUNY Albany (New York)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

SUNY Binghamton (New York)
Land Grant: no | Public: yes | Carnegie: D-I | Medical School: no

SUNY Buffalo (New York)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: no

SUNY Stony Brook (New York)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

Syracuse University (New York)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

Temple University (Pennsylvania)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

Texas A&M University (Texas)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

Texas Tech University (Texas)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: yes

Tufts University (Massachusetts)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

Tulane University (Louisiana)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

University of Alabama at Birmingham (Alabama)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Alaska Fairbanks (Alaska)
Land Grant: yes | Public: yes | Carnegie: D-I | Medical School: no

University of Arizona (Arizona)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Arkansas (Arkansas)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: yes

University of California Berkley (California)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: no

University of California Davis (California)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of California Irvine (California)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of California Los Angeles (California)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of California Riverside (California)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

University of California San Diego (California)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of California San Francisco (California)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of California Santa Barbara (California)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: no

University of California Santa Cruz (California)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

University of Chicago (Illinois)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

University of Cincinnati (Ohio)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Colorado (Colorado)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Connecticut (Connecticut)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

  • College of Agriculture and Natural Resources

    The College of Agriculture and Natural Resources serves Connecticut through a wide variety of research, outreach education, and undergraduate and graduate degree programs. Research is administered through the Storrs Agricultural Experiment Station. Cooperative Extension faculty and staff, working with a network of over 40,000 trained volunteers and eight extension councils, conduct outreach education and service programs throughout the state. A key component of extension programs is training volunteers who become trainers themselves, leveraging the financial investment in the Connecticut Cooperative Extension System.

    The College maintains livestock, greenhouses, forested lands, gardens, and other operations for teaching, research, outreach education, and service programs.

    • Department of Agricultural and Resource Economics

      Mission: ...to conduct and communicate the highest quality economic research to improve the viability of the food and fiber sector and protect and enhance the environment in the state, the nation, and the world. To accomplish its mission the Department has concentrated its efforts in three areas:
      * Food Marketing
      * Environmental and Resource Economics
      International Agricultural Development and Trade

      • ARE1110—Population, Food, and the Environment

        The role of agriculture in the growth and development of societies throughout the world. Economic and social problems of food and fiber needs and production in the developing and the advanced societies

      • ARE4444—Economics of Energy and the Environment

        Economics of energy issues with special reference to impacts on local, regional, and global environmental quality, energy markets and regulatory policies. Environmental and economic implications of developing alternative sources of energy. Conservation policies in relation to transportation, industry, and residential energy use.

    • Department of Animal Science

    • Department of Natural Resources and the Environment

      Mission: The major focus of the department is directed toward water, air, forests, fisheries, and wildlife resources, and remote sensing/geographic information systems. The department's overall purpose is to contribute to the solution of environmental problems, to increase the understanding of natural resources systems, and to enhance the wise management of these resources. Over the years, the department has become a leader in the natural resources and environmental sciences.

    • Department of Nutritional Sciences

      Undergraduate programs include dietetics and nutritional sciences.

    • Department of Pathobiology and Veterinary Science

      Mission: The Department of Pathobiology and Veterinary Science is the center for veterinary science on the Storrs Campus. It consists of several units, including pathology, microbiology, virology, immunology, bacteriology, wildlife diseases, microchemistry and extension. The Department is responsible for teaching, research, and extension programs concerned with infectious, metabolic and toxic diseases of agricultural animals, companion animals, laboratory animals, pet birds, poultry and wildlife.

    • Department of Plant Science

      The Department of Plant Science offers degree programs in Horticulture, Landscape Architecture, and Turfgrass and Soil Science. We conduct research in a wide range of disciplines, including Horticulture, Landscape Architecture, Turfgrass Management, Soil Science, Plant and Microbial Molecular Biology, Plant Biotechnology, and Integrated Pest Management. We provide outreach services and expertise to the public in the areas of Horticulture, Landscape Architecture, Turfgrass and Soil Science, and Integrated Pest Management.

    • Ratcliffe Hicks School of Agriculture

      The Ratcliffe Hicks School of Agriculture (RHSA) offers technical and applied education in Ornamental Horticulture and Turfgrass Management, and Animal Science. Graduates receive an Associate of Applied Science (AAS) degree. The School was established at the University of Connecticut in 1941 through a bequest from Mr. Ratcliffe Hicks of Tolland, Connecticut.

University of Delaware (Delaware)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: no

University of Florida (Florida)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Georgia (Georgia)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

University of Hawaii at Manoa (Hawaii)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Houston (Texas)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

University of Idaho (Idaho)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

University of Illinois at Chicago (Illinois)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Illinois at Urbana-Champaign (Illinois)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

University of Iowa (Iowa)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Kansas (Kansas)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Kentucky (Kentucky)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Louisville (Kentucky)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: yes

University of Maine (Maine)
Land Grant: yes | Public: yes | Carnegie: D-II | Medical School: no

University of Maryland at College Park (Maryland)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Massachusetts (Massachusetts)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Miami (Florida)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

University of Michigan (Michigan)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Minnesota (Minnesota)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Mississippi (Mississippi)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: yes

University of Missouri (Missouri)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Nebraska at Lincoln (Nebraska)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Nevada at Reno (Nevada)
Land Grant: yes | Public: yes | Carnegie: D-I | Medical School: yes

University of New Hampshire (New Hampshire)
Land Grant: yes | Public: yes | Carnegie: D-I | Medical School: no

  • College of Engineering and Physical Sciences

  • College of Liberal Arts

  • College of Life Sciences and Agriculture


    • Animal Sciences
    • Applied Business Management
    • Biochemistry
    • Biology
    • Civil Technology
    • Community and Environmental Planning
    • Dairy Management
    • Ecogastronomy Dual Major
    • Environmental Conservation Studies
    • Environmental Horticulture
    • Environmental and Resource Economics
    • Environmental Sciences
    • Equine
    • Forestry
    • Genetics
    • International Affairs Dual Major
    • Marine & Freshwater Biology
    • Medical Laboratory Science
    • Microbiology
    • Natural Resources
    • Nutritional and Food Sciences
    • Plant Biology
    • Prelaw
    • Premedical/Prehealth Care
    • Preveterinary Medicine
    • Tourism Planning and Development
    • Wildlife Ecology
    • Zoology
    • Department of Biological Sciences

      The Department of Biological Sciences offers degrees in the following areas: Animal Sciences;Biology;Dairy Management;Environmental Horticulture;Equine;Marine & Freshwater Biology;Plant Biology;Zoology

    • Department of Molecular, Cellular, and Biomedical Sciences

      The Department of Molecular, Cellular & Biomedical Sciences offers programs in the following areas:
      Undergraduate Programs:
      Animal Sciences: Bioscience & Technology;Animal Sciences: Preveterinary Medicine;Biochemistry;Biology;Genetics;Medical Laboratory Science;Microbiology; Nutritional Sciences

      Graduate Programs:
      Animal and Nutritional Sciences (Ph.D.);Biochemistry (M.S. and Ph.D);Genetics (M.S. and Ph.D);Microbiology (M.S. and Ph.D);Nutritional Sciences (M.S.)

    • Department of Natural Resources and the Environment

  • Thompson School of Applied Science

    The Thompson School of Applied Science, established in 1895, is a division of the College of Life Sciences and Agriculture that offers the associate in applied science degree. We offer 14 program specializations that comprise a balance of professional, science-related, and general education courses in applied curriculums that prepare students to meet the specific demands of a technical or applied profession, continuing education, and the general demands of life.

  • Whittemore School of Business and Economics

    Mission: The Whittemore School of Business and Economics prepares individuals to lead organizations in an ever-changing global economy in ways that are innovative and contribute to a sustainable future. The school is committed to excellence in teaching, scholarship and research, and outreach. It provides a challenging intellectual environment for students and faculty. It is externally engaged and focused on creating innovative problem solvers and critical thinkers, effective communicators, and ethical leaders.

University of New Mexico (New Mexico)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: no

University of North Carolina at Chapel Hill (North Carolina)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Notre Dame (Indiana)
Land Grant: no | Public: no | Carnegie: R-II | Medical School: no

University of Oklahoma (Oklahoma)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: yes

University of Oregon (Oregon)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

University of Pennsylvania (Pennsylvania)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

University of Pittsburg (Pennsylvania)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Rhode Island (Rhode Island)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: no

  • College of Arts and Sciences

    The College of Arts & Sciences is URI's largest College, with 4,400 students in 43 undergraduate and 15 graduate programs. Our focus is on a vibrant liberal arts core, which we teach within a research university setting.
  • College of Engineering

  • College of the Environment and Life Sciences

    In the College of the Environment and Life Sciences, students develop new scientific knowledge and partner with world class faculty in the laboratory and in the field, steeped in the sense that stewardship of the earth's resources is at the heart of their experience with us.
  • Graduate School of Oceanography

    Members of the GSO community meet research challenges that confront the nation and the world. GSO faculty and facilities address such issues as climate change, hurricanes, pollution, fisheries depletion, and the need for new technology for undersea research and exploration.
  • Sustainability Minor

    "The Sustainability minor provides students with structured educational opportunities to develop a personal vision in regard to individual, community, national and global responsibility for stewardship of the Earth, its resources and inhabitants. Local and global issues in relation to the environment, economy and social equity will be addressed. Historical, current and future perspectives will emphasize the intricate connectedness between and among these areas. Students who minor in Sustainability will increase their eco-literacy and graduate better prepared to contribute as scientifically literate citizens to an environmentally healthy, economically sound and socially just society."

    This "minor" consists of a goal statement (above) and a list of courses, many of which would not normally be considered for inclusion in this database because they are only incidentally "sustainable."

University of Rochester (New York)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

University of South Carolina (South Carolina)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: yes

University of South Florida (Florida)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

University of Southern California (California)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

University of Tennessee at Knoxville (Tennessee)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

University of Texas at Austin (Texas)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: no

University of Utah (Utah)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Vermont (Vermont)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: yes

University of Virginia (Virginia)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Washington Seattle (Washington)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

University of Wisconsin Madison (Wisconsin)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

University of Wisconsin Milwaukee (Wisconsin)
Land Grant: no | Public: yes | Carnegie: R-II | Medical School: no

University of Wyoming (Wyoming)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: no

Utah State University (Utah)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

  • College of Agriculture

    Utah State's agricultural curriculum teaches students how to link knowledge of soil, water, plants, and animals to human health and safety with hands-on experience and a close connection to research faculty. Our students are learning to clone animals, create new snack foods, deal in futures markets, understand the technology that ensures a safe and productive food supply, and how to become the leaders in the political process.
  • College of Engineering

    Mission: To foster a diverse and creative learning environment that will empower students and faculty with the necessary knowledge and facilities to be international leaders in creating new technologies and services that will improve tomorrow's economy and environment.
    • Department of Biological Engineering

      The Biological Engineering Department involves students with hands-on experiences in laboratory and field projects to develop new bio-based products, technologies, and engineering services.
    • Department of Civil and Environmental Engineering

      Civil and Environmental Engineering is concerned with planning, designing, constructing, and operating various physical works; developing and utilizing natural resources in an environmentally sound manner; providing the infrastructure which supports the highest quality of life in the history of the word; and protecting public health and renovating impacted terrestrial and aquatic systems from the mismanagement of toxic and hazardous waste.
    • Department of Electrical and Computer Engineering

      The mission of the Department of Electrical and Computer Engineering is to serve society through excellence in learning, discovery, and outreach. We provide undergraduate and graduate students an education in electrical and computer engineering, and we aspire to instill in them attitudes, values, and vision that will prepare them for lifetimes of continued learning and leadership in their chosen careers. Through research the department strives to generate and disseminate new knowledge and technology for the benefit of the State of Utah, the nation, and beyond.
  • College of Humanities and Social Sciences

    The mission of the College of Humanities and Social Sciences is to nourish the minds and feed the souls of students through a liberal arts education, thus preparing students for professional, intellectual, and civic engagement in their local, national, and global communities.
    • Department of Journalism and Communication

      The mission of the Department of Journalism & Communication at Utah State University is to prepare students to be informed, skilled, responsible and effective producers and consumers of journalism and other mass media messages, within the larger context of a broad liberal arts education.
    • Department of Languages, Philosophy and Speech Communication

    • Department of Political Science

      Mission: The Utah State Political Science Department is dedicated to transmitting the fundamentals of political science to a broad community through innovative teaching, respected research, and committed service to improve the community, the state,the nation and beyond.
    • Department of Sociology, Social Work and Anthropology

      The Sociology program’s guiding philosophy is based on two broad traditions: (1) the social scientific tradition underlying sociology and (2) the land-grant university heritage. In accordance with these traditions, the program mission is to prepare students to work in a diverse society and to equip students with the knowledge and skills essential to success in institutions such as education, health, government, social welfare, housing, criminal justice, marketing, and research.
  • College of Natural Resources

    Our goal is to provide the scientific information necessary for society to make sound decisions in managing and conserving natural resources to ensure that future generations can anticipate both economic prosperity and a healthy environment.
    • Department of Environment and Society

      Mission: (1) Promote scholarship and creativity in the discovery, synthesis, and transfer of knowledge relating to the human dimensions of natural resource and environmental management; (2) Apply social science concepts and approaches to better understand human-environment interactions at a range of spatial scales; and (3) To enhance the effectiveness of policies, planning, and administrative processes that affect sustainable use of the natural world.
    • Department of Watershed Sciences

      The mission of the Department of Watershed Sciences is to foster the discovery, learning and application of knowledge about aquatic and earth resources and their related ecosystems to promote stewardship of the environment. This mission demands the development of relevant research endeavors to enhance our understanding of ecosystems, rigorous educational programs to produce the next generation of scientists and managers, and effective extension and outreach programs that are responsive to public needs.
    • Department of Wildland Resources

      The mission of the Department of Wildland Resources is to achieve excellence in integrating forest, range, and wildlife sciences. As researchers, we apply internationally recognized scientific expertise, an interdisciplinary approach, and a collaborative spirit to develop innovative solutions for the conservation and management of the natural resources of our changing planet. As educators, we mentor students at undergraduate and graduate levels, synthesizing established knowledge and cutting-edge research into a dynamic and highly relevant curriculum. As extension specialists, we help the people on the land understand and use research-based knowledge to improve their livelihoods through enlightened stewardship of ecosystem goods and services.
  • College of Science

    • Department of Biology

      The department's missions are to discover and advance knowledge in the life sciences and to effectively impart that knowledge to students.
    • Department of Chemistry and Biochemistry

      Mission: The Department of Chemistry & Biochemistry plays a central role at Utah State University. The principles of chemistry lie at the heart of the properties and behavior of molecules, and how they react with one another. And it is molecular science which underlies not only the chemical sciences, including nanotechnology, but also the biological sciences, such as genomics, evolution, and even behavior, and the medical sciences. Members of the Department share a commitment to uncover and elucidate the priciples underlying molecular behavior, and to probe their relation to other lines of inquiry. Equally important, members of this Department share a commitment to the sharing of their knowledge with students at all levels, and imparting to both graduate and undergraduate students a sense of wonder about the molecular world around them.
    • Department of Computer Science

      The mission of the Department of Computer Science of Utah State University is to maintain a program of excellence in teaching, research, and service. At the undergraduate level, students are given the opportunity to obtain a well-founded understanding of the principles and theories of the science of computing. In addition, the curriculum presents a University Studies program that gives students the social, ethical, and liberal education needed to be positive contributors to society as a whole.
    • Department of Geology

      The mission of the Department of Geology, as an integral part of the College of Science and Utah State University, is: to provide training for future professional geologists directly through high-quality instruction and research involvement in geology. The department recognizes the critical role of other departments in providing supporting courses in areas such as chemistry, physics, mathematics, biology, computer science, and engineering; to contribute to the advancement of scientific knowledge in the field of geology through research activities in selected areas of expertise; to provide supporting courses and research services for professional programs in such areas as natural resources, soil science, landscape architecture & environmental planning, science education, civil & environmental engineering, watershed science, and physical geography; to enhance the liberal education of university students from other fields by providing high quality instruction in geology and developing an appreciation of the geology and natural resources of the state of Utah; and to promote an understanding of geology among the general public and to educate the public with respect to the potential impact of geology on everyday life through service to individual citizens, community groups, and public schools.
    • Department of Physics

      Mission: In fulfilling its part of the mission of the University, the Physics Department strives for excellence in 3 areas. (1) Research: The Department creates and disseminates new knowledge. (2) Teaching: The Department offers courses in physics at the graduate and undergraduate levels that will help prepare students for professional careers in science, education, technology, and health care. (3) Service: The Department offers courses that will help promote public awareness and understanding of science. The Department participates in outreach programs to the general public.
  • Emma Eccles Jones College of Education and Human Services

    Mission: As members of the Emma Eccles Jones College of Education and Human Services we provide teaching, service, and research in a variety of disciplines to improve the teaching/learning transaction wherever it takes place and to increase the effectiveness of services for individuals, families, communities, schools, and organizations.
    • Department of Family, Consumer, and Human Development

      Faculty members conduct cutting edge basic and applied research to better understand individual development and family relationships across the life span. Of particular interest is the interplay of these processes with economic and consumer forces, societal norms, and public policies. Graduate and undergraduate students participate fully in the research enterprise. Faculty and students engage with individuals, families, as well as social agencies and organizations to enhance the quality of life through Extension and other outreach programs.
    • Department of Psychology

      The Psychology Department is committed to the development of new knowledge regarding the bases of behavior, psychological processes, and the dissemination and application of that knowledge. To accomplish these goals, the Department strives to advance programs of excellence in teaching, research, and service within the context of its undergraduate and graduate programs, as well as the goals of the Emma Eccles Jones College of Education and Human Services at Utah State University

Vanderbilt University (Tennessee)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

  • College of Arts and Sciences

    Mission: The College of Arts and Science at Vanderbilt University is a highly selective liberal arts college at the heart of a major research university. It seeks to attract a diverse student body of high promise and ability from throughout the United States and the international community. Its mission is to engage in significant and innovative research, scholarship, and creative expression in the humanities, natural sciences, and social sciences, to offer distinguished, well-taught programs of undergraduate and graduate education in the liberal arts and sciences, and to foster service to society overall.

Virginia Commonwealth University (Virginia)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

  • College of Humanities and Sciences

  • L. Douglas Wilder School of Government and Public Affairs

  • School of Business

    Mission: The mission of the VCU School of Business is to prepare students for successful careers and lifelong learning by providing management education firmly grounded in technology, interdisciplinary teamwork and global perspectives. Essential to achieving this mission is striving to excel in teaching and scholarly research, and to build effective, value-based relationships with the external community.
    • Department of Economics

      Mission: The Department of Economics offers a curriculum in both the School of Business and the College of Humanities and Sciences and provides instruction at the undergraduate, graduate, and professional levels. We aspire to develop in students the ability to use economic reasoning to understand and analyze business and economic phenomena and policies, the skills needed for careers in a rapidly changing world. To enhance the educational process and to broaden the frontiers of knowledge, faculty conduct basic and applied research and provide academic and professional service to the university and professional communities.
  • School of Engineering

    • Department of Biomedical Engineering

    • Department of Chemical and Life Science Engineering

      Mission: The mission of the Department of Chemical and Life Science Engineering is to provide academic, educational and research programs of national repute that will attract and foster undergraduate students, graduate students and faculty into current and developing areas of chemical and life science engineering, and be a center of excellence that provides a new paradigm in the methods of academic education and research.
    • Department of Computer Science

    • Department of Electrical and Computer Engineering

      Mission: The Department of Electrical and Computer Engineering prepares students for highly competitive, national placement in electrical and computer engineering employment and graduate education by providing a thorough grounding in electrical science and design, together with a sound foundation in mathematics, basic sciences and life skills. The curriculum closely links technical fundamentals with team project building, business principles and societal issues. The programs foster a willingness to learn concepts and ideas from diverse disciplines both within and outside of electrical engineering, as well as communications and leadership skills.
    • Department of Mechanical Engineering

  • School of the Arts

    Mission: The School of the Arts strives to be a stimulating community of students and teachers who cross the boundaries of conventional art and design disciplines; who apply aesthetic and intellectual vision to the expression of complex ideas; who value artistic tradition and experimentation in the search for creative solutions; who connect international experience with professional education; who integrate technical skills with theoretical understanding; and who care about the impact of our work on people.

Virginia Polytechnic Institute and State University (Virginia)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: no

Washington State University (Washington)
Land Grant: yes | Public: yes | Carnegie: R-II | Medical School: yes

Washington University (Missouri)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

Wayne State University (Michigan)
Land Grant: no | Public: yes | Carnegie: R-I | Medical School: yes

West Virginia University (West Virginia)
Land Grant: yes | Public: yes | Carnegie: R-I | Medical School: yes

  • College of Engineering and Mineral Resources

    • Department of Chemical Engineering

      • ChE 476—Pollution Prevention

        Environmental risk and regulations; fate and persistence of chemicals; green chemistry; evaluation and improvement of pollution performance during chemical process design; life cycle analysis; industrial ecology.
    • Department of Civil and Environmental Engineering

      • CE 347—Introduction to Environmental Engineering

        Introduction to physical, chemical, and biological characteristics of waters and wastewaters, and fundamental principles of water and wastewater treatment including hands-on laboratory exercises.
      • CE 427—Water Resources Engineering

        Application of hydrologic and hydraulic principles in the design and analysis of water resource systems; probability concepts and economics in water resource planning, water law, reservoir operations, hydraulic structures, flood damage mitigation, hydroelectric power, and drainage.
      • CE 433—Urban Transportation Planning and Design

        Principles of planning and physical design of transportation systems for different parts of the urban area. Land use, social, economic, and environmental compatibilities emphasized. Evaluation and impact assessment. [Emphasis added]
      • CE 436—Pedestrian/Bike Transportation

        Planning, design, operation and maintenance of pedestrian and bicycle facilities, including multi-use trails; policies to encourage non-motorized travel; traffic calming; accessibility and ADA requirements; connections to transit. [Emphasis added]
      • CE 441—Public Health Engineering

        Engineering aspects involved in control of the environment for protection of health and promotion of comfort of humans. Communicable disease control, milk and food sanitation, air pollution, refuse disposal, industrial hygiene, and radiological health hazards.
      • CE 443—Environmental Science and Technology

        Issues of global atmospheric change, minimization and control of hazardous wastes, groundwater contamination, water pollution, air pollution, solid waste control, and management of water and energy resources.
      • CE 445—Properties of Air Pollutants

        Physical, chemical, and biological behavioral properties of dusts, droplets, and gases in the atmosphere. Air pollutant sampling and analysis. Planning and operating air pollution surveys.
      • CE 447—Environmental Engineering Design

        Process design of treatment/remediation systems; comparison of alternatives and preliminary cost evaluation.
      • CE 466—Transportation Systems Rehabilitation and Maintenance

        Introduction to rehabilitation and maintenance of transportation infrastructure; definitions, issues, and problems; environmental impact, pavement and bridge maintenance, and rehabilitation methods with special consideration of stability, scour, and subsidence. [Emphasis added]
      • CE 531—Pedestrian/Bike Transportation

        Planning, design, operation and maintenance of pedestrian and bicycle facilities, including multi-use trails; in-depth examination of policies, programs and design principles to encourage non-motorized travel. [Emphasis added]
      • CE 540—Environmental Chemistry and Biology

        Study of physical and chemical properties of water. Theory and methods of chemical analysis of water, sewage, and industrial wastes. Biological aspects of stream pollution problems.
      • CE 740—Environmental Systems Engineering

        Mathematical and computer modeling of environmental systems with emphasis on decision-making; applications will be selected from some or all of the following areas: water quality, water resources planning, solid waste management, waste treatment.
  • Davis College of Agriculture, Forestry, and Consumer Sciences

    • Division of Forestry and Natural Resources

      Note: There are likely relevant courses in this division that are not listed here. Information on course offerings at the division's web page is incomplete and scattered.
      • WMAN 150—Essentials of Conservation Ecology

        Defining issues such as the nature of conservation ecology, the concept of global biodiversity and its preservation/loss, and perceived threats to biodiversity including the science of extinction. Economics of international biodiversity. Conservation at the population level including problems of loss of genetic diversity, endangered species concepts, and establishing, designing and managing protected areas.
      • WMAN 421—Renewable Resource Policy and Governance

        The history, laws, policies and administrative structure of agencies dealing with renewable natural resources.
      • WMAN 693—Conservation Biology

        Discussion of current topics in conservation biology, the applied science of maintaining the earth’s biological diversity.
  • Eberly College of Arts and Sciences

    • Department of Biology

      • BIOL 105—Environmental Biology

        Population growth and human impacts on the environment, including ecosystem destruction, biological diversity, pollution, and global climate change are explored to obtain the concepts necessary to understand complex environmental issues of our time.
      • BIOL 106—Environmental Biology Laboratory

        Field and laboratory exercises explore fundamental ecological concepts and environmental problems, such as biodiversity, pollution, and natural resource utilization.
      • BIOL 463—Global Ecology

        The Earth viewed as a changing biogeochemical system. Topics include the structure, composition, and dynamics of the ecosphere, nutrient cycles, changing atmospheric composition, climate change, ozone depletion, land-use change, biological invasions, and changes in biodiversity.
    • Department of Geology and Geography

      • GEOL 110—Environmental Geoscience

        Physical aspects of the Earth with emphasis on natural resources, environmental degradation and hazards.
      • GEOL 200—Geology for Environmental Scientists

        Fundamentals of mineralogy, sedimentation, stratigraphy, petrology, and structural geology needed by environmental scientists to understand earth materials.
      • GEOL 365—Environmental Geology

        Principles, practice, and case histories in application of earth science to environmental problems. Includes: water quality; landslides; subsidence; waste disposal; legal aspects; and geological aspects of land-use planning.
    • Department of Political Science

      • POLS 336—Energy Policy and Politics

        Explores the formulation and implementation of energy policy, including a discussion of scientific, risk, technological, economic, and political variables affecting policy with emphasis on national security, environmental protection, resource management and economic growth problems.
      • POLS 338—Environmental Policy

        Explores the formulation and implementation of environmental policy, using both a policy process approach and policy analysis. Includes a discussion of the scientific, technological, risk, economic, and political variables which affect policy making in this area.

Yale University (Connecticut)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

  • Graduate School of Arts and Sciences

  • School of Architecture

    • Architecture Program

      • ARCH 2021a—Environmental Design

        The overarching premise of the course is that the understanding and application of the physical principles by the architect must respond to and address the larger issues surrounding energy and the environment at multiple scales and in domains beyond a single building.
      • ARCH 4226a—Ecological Urbanism

        Students explore the kinds of urban forms or aesthetics that result from integrating ecological research and analysis with city planning and design.
  • School of Engineering and Applied Sciences

  • School of Forestry and Environmental Studies

    About: The Yale school of Forestry & Environmental Studies is internationally known for its excellence. Founded in 1901, the school offers master’s degrees and doctoral programs and serves as a locus for research into local, regional and global environmental issues.

    Focal Areas:

    • Ecology, Ecosystems, and Biodiversity
    • Environmental Health
    • Forestry, Forest Science, and the Management of Forests for Conservation and Development
    • Global Change Science and Policy
    • ndustrial Environmental Management
    • Policy, Economics and Law
    • Social Ecology of Conservation and Development
    • Urban Ecology and Environmental Design
    • Water Science, Policy, and Management
    • Hixon Center for Urban Ecology

      Mission:The Mission of the Hixon Center is to understand and enhance the urban environment. It pursues this objective by providing an interdisciplinary context for scholars and practitioners to pursue research, teaching and applied activities, emphasizing various themes including:

      • Interdisciplinary urban science and policy
      • Community-based land stewardship and resource management
      • Sustainable urban environmental design
      • Urban environmental education
      • Examining the urban water cycle
      • Providing urban environmental services
    • Center for Biodiversity and Conservation Science

      Mission: The mission of Yale CBCS is to advance global research and education in the field of biodiversity conservation and to increase the extent to which scientific knowledge is integrated into conservation policies and programs. Through natural and social science research, education of new scientists and leaders, and development of cooperative research and education programs with partner organizations, CBCS is helping society understand and conserve biological diversity around the world.

    • Center for Business and the Environment at Yale

      The center guides students who are in the 3-year joint masters program that combines the MBA of the School of Management with a Masters degree from the Environment School.

    • Center for Coastal and Watershed Systems

      Mission: The mission of this center is to promote interdisciplinary science and policy studies of watersheds and adjacent coastal waters, and to incorporate these studies into academic life at Yale by providing opportunities for student and faculty projects related to the study of coastal and watershed systems.

    • Center for Environmental Law and Policy

      The Yale Center for Environmental Law & Policy seeks to advance fresh thinking and analytically rigorous approaches to environmental decisionmaking – across disciplines, across sectors, and across boundaries.

    • Center for Green Chemistry & Engineering at Yale

      The Center for Green Chemistry and Green Engineering at Yale is dedicated to advancing the theory and practice of Green Chemistry and Green Engineering. The Center conducts projects in developing new science, technology, educational opportunities, and policies, for the ultimate goal of increasing the adoption and implementation of Green Chemistry and Green Engineering throughout our society and our economy for more sustainable world.

    • Center for Industrial Ecology

      This center provides an organizational focus for research in industrial ecology. It brings together Yale staff, students, visiting scholars, and practitioners to develop new knowledge at the forefront of the field. Research is carried out in collaboration with other segments of the Yale community, with other academic institutions, and with international partners in Austria, China, Switzerland, and elsewhere.

    • Forestry and Environmental Studies Program

      • F&ES 500a—Landscape Ecology

        This foundations course is an introduction to the study of large-scale ecological patterns and processes. Landscape ecology is a relatively young, rapidly changing field. The topics covered reflect the diverse interests of ecologists: species-area relationships, island biogeography, metapopulation theory, individual-based models, cellular automata, models of biodiversity, etc. Throughout the course the emphasis is on when and how to integrate a spatial perspective into consideration of major ecological questions.
      • F&ES 505a—Economics of the Environment

        This course provides students with in-depth training using economic analysis to address environmental policies and management. Students are exposed to tools that allow them to assess the efficiency of different environmental policies and management strategies. The course examines when markets manage the environment efficiently and when they fail. It covers a range of topics including preventing pollution, managing renewable resources, and consuming nonrenewable resources. It stresses the importance of science and values in making efficient choices.
      • F&ES 510a—Introduction to Statistics in the Environmental Sciences

        An introduction to probability and statistics with emphasis on applications in forestry and environmental sciences. Includes methods of graphical analysis, introduction of common probability distributions, and hypothesis testing. The final third of the course introduces the topics of regression and analysis of variance that are covered more thoroughly in F&ES 753b.
      • F&ES 515a—Physical Science for Environmental Management

        This “foundations course” seeks to provide students with the physical science foundation that they need in order to understand and manage environmental problems. The course covers basic concepts from the following disciplines: climatology, environmental chemistry, geology, hydrology, meteorology, oceanography, and soil science. Focus is on understanding both the underlying concepts and how they apply to real-world problems.
      • F&ES 520a—Society and Environment: Introduction to Theory and Method

        This is an introductory, graduate core course on the scope of social scientific contributions to environmental and natural resource issues. It is designed to be the first course for students who will be specializing in social science approaches as well as the last/only course for students who take only one course in this area. The approach taken in the course is inductive, problem-oriented, and case study-based. Section I pre­sents an overview of the field and course. Section II deals with the way that environmental problems are initially framed. Case studies focus on placing problems in their wider political context, new approaches to uncertainty and failure, and the importance of how the analytical boundaries to resource systems are drawn. Section III focuses on questions of method, including the dynamics of working within development projects, and the art of rapid appraisal and short-term consultancies. Section IV is concerned with local peoples and the environment, with case studies addressing the myth of slash-and-burn cultivation, livestock and development discourse, and indigenous knowledge and its transformation. Section V presents lessons learned.
      • F&ES 525a—The Politics and Practice of Environmental and Resource Policy

        The purpose of this foundations course will be to provide a survey of public policy theory and practice, as related to development and implementation of environmental and natural resource policy. The course will examine theories of policy formation; the intricacies of the policy making process; the history of natural resource and environmental policy; and applied techniques in policy analysis and evaluation.
      • F&ES 575b—Foundations of Environmental Leadership and Management

        This module consisting of six (6) weekly two hour sessions is structured to introduce students to an overview of management fundamentals in an industrial framework with an overlay of the Environment (and Health & Safety) function and how it operates within this context. Participants will obtain an introduction on the basic elements of how management processes work in organizations and will be exposed to the key skills necessary to be successful in industrial organizations as Environmental professionals.
      • F&ES 576a—Negotiation & Conflict Resolution Skills for Environmental Professionals

        This course will introduce participants to some of the key concepts behind when and how to engage the public or key stakeholders in a productive way to address important environmental and public policy topics.
      • F&ES 577b—Environmental Communication

        This course prepares students for the communication tasks they will face as an environmental professional, researcher, or employee. Course topics include strategy in communication, diplomatic language, public speaking, writing styles, listening to people, and framing environmental issues for the public.
      • F&ES 578b—Financial Concepts for Environmental Management

      • F&ES 600b—Linkages of Sustainability

        This team-taught course provides an overview of these linkages and explores their implications for applying and measuring the concept of sustainability. It examines the constraints to sustainability imposed by those linkages (e.g., the energy required to supply water), opportunities for their transformation, and challenges of implementing sustainability across complex social and cultural systems.
      • F&ES 610a—Science to Solutions: How Should We Manage Water

        The purpose of this introductory course is to illustrate how an MEM student might integrate scientific understanding with management choices as part of an effort to address any particular environmental issue.
      • F&ES 620b—Integrative Assessment

        This course illustrates how to integrate the insights and models of different disciplines to address key environmental management questions facing society. Examples are drawn from across pollution and natural resource issues so that students can become familiar with a diverse set of issues. The course illustrates the merits of learning about the natural sciences, engineering, and economics in order to do environmental management.
      • F&ES 651b—Forest Ecosystem Health: Urban to Wilderness

        This course is an introduction to the biotic and abiotic agents affecting the health of forest ecosystems, including insects, pathogens, parasites, exotic invasive species, climate change, and acid deposition. The course emphasizes the ecological roles played by these agents, discusses how they affect the sustainability of forest ecosystems, and identifies when and how management can be used to return forests to healthier conditions.
      • F&ES 653b—Agroforestry Systems: Productivity, Environmental Services, and Rural Development

        The course focuses on factors influencing sustainability of agroforestry systems, the role of agroforestry in rural development, and the environmental services that agroforestry can provide, such as biodiversity conservation, carbon sequestration, and restoration of degraded ecosystems.
      • F&ES 657b—Managing Resources

        The course covers managing an ecosystem with concerns about water, agriculture, grazing, wildlife, timber, recreation, people, and hazards of wind, fire, avalanche, and flood. The class examines the basic issues and describes tools and techniques for analyzing and managing.
      • F&ES 658a—Global Resources and the Environment

        The course is intended to give students (1) an understanding of the present global distribution and changes with time of the resources, people, and other factors including climates, geomorphic areas, water, species, human communities and populations, agriculture, forest products, inorganic commodities, and energy; (2) an understanding of how to access and utilize information on global resources; and (3) an understanding of important issues and management approaches, including species protection and extinctions, resource depletion and sustainability, catastrophic events, soil and water maintenance and degradation, atmospheric change and carbon sequestration, populations and lifestyles, resource substitution and economics, consumption, recycling, and substitution patterns and potential changes (through lectures, readings, analyses, and case studies).
      • F&ES 659b—Principles in Applied Ecology: The Practice of Silviculture

        Analysis of biological and socioeconomic problems affecting specific forest stands and design of silvicultural systems to solve these problems. Applications are discussed for management of wildlife habitat, bioenergy and carbon sequestration, water resources, urban environments, timber and nontimber products, and landscape design.
      • F&ES 702b—Climate Change Seminar

        An advanced seminar that explores current topics in global climate change, including scientific evidence for global warming, climate change impacts on natural ecosystems and the human society, and policy and management options for mitigating climate change.
      • F&ES 703b—Climate and Life

        A descriptive overview of the earth’s atmospheric environment. The basic principles of climatology and meteorology and their application to the environment are discussed.
      • F&ES 704a—A Biological Perspective of Global Change

        The course aims to promote understanding of the interface between major aspects of global change and the biospheric systems. Special attention is given to the biological significance of ozone layer depletion, anthropogenic and natural causes of photochemical smog, acid rain, sources and sinks of greenhouse gases, and impact of global warming on the terrestrial biosphere.
      • F&ES 705b—Climate and Air Pollution Seminar

        In this seminar, we will review current scientific understanding of the linkages between climate change and air pollution. Topics will include: short-lived climate forcers, climate sensitivity, impact of air pollution control measures on climate, geo-engineering and solar radiation management, metrics used in climate policy, and future climate change impacts on air quality in the United States and other regions.
      • F&ES 712b—Water Resource Management

        An examination of water resource issues at scales ranging from local to global. The course looks at multiple dimensions of the water problem, including both human and ecosystem impacts; both quantity and quality issues; and both science and management.
      • F&ES 730a—Ecosystem Analysis

        An outdoors, hands-on overview of the study of ecosystems, how the structure of ecosystems develop (e.g. biodiversity), and how ecosystems function (e.g., process nutrients or pollutants). The impact of global changes, such as climate change and eutrophication, on ecosystem structure and function.
      • F&ES 733b—Ecosystem Pattern and Process

        Introduction to ecosystem science. Topics cover the structure and functioning of ecological systems, their response to changing environmental conditions, and management of these responses and their consequences. The class covers both terrestrial and marine/aquatic systems.
      • F&ES 734a—Biological Oceanography

        Exploration of a range of coastal and pelagic ecosystems. Relationships between biological systems and the physical processes that control the movements of water and productivity of marine systems. Anthropogenic impacts on oceans, such as the effects of fishing and climate change.
      • F&ES 735a—Biogeography and Conservation

        This course is designed to apply the principles of systematics to historic and ecological biogeography and in turn apply these to the conservation of biodiversity. In doing so, consideration is given to the circumscription of terrestrial biomes and speciation and extinction models. Reconstruction of past geologic and climatic events as well as the impact of human activities is related to the current distribution of the biota.
      • F&ES 737a—Biodiversity Conservation

         This course introduces students to concepts related to gathering and applying scientific information for problem solving in biodiversity conservation. The course explores conceptually the kinds of ecological knowledge needed for conserving the Earth’s biota
      • F&ES 770b—Global Problems of Population Growth

        The worldwide population explosion in its human, environmental, and economic dimensions. Sociobiological bases of reproductive behavior. Population history and the cause of demographic change. Interactions of population growth with economic development and environmental alteration. Political, religious, and ethical issues surrounding fertility; human rights; and the status of women.
      • F&ES 773a—Air Pollution

        Kinetics, thermodynamics, and transport of chemical reactions of common air pollutants including suspended particulate matter. The role of surface chemistry and transport phenomena in air pollution. Pollutant dispersion modeling. Technology available to prevent or control air pollutants.
      • F&ES 802b—Valuing the Environment

        This quantitative course demonstrates alternative methods used to value environmental services. The course covers valuing pollution, ecosystems, and other natural resources. The focus of the course is on determining the “shadow price” of nonmarket resources that have no prices but yet are considered valuable by society.
      • F&ES 803b—Green Markets: Voluntary and Information Based Approaches to Environmental Management

        Two observations provide motivation for this seminar. First, voluntary and information-based approaches to environmental management are becoming increasingly common. Environmental managers should thus be familiar with the approaches, along with their advantages and limitations. Second, students, advocates, and managers are often searching for ways outside of formal regulatory contexts to promote more pro-environmental behavior. There exists a sizable academic literature on the subject, but rarely is it covered in courses on environmental management. Readings span economics, psychology, and political science.
      • F&ES 804a—Economics of Natural Resource Management

        Linking of abstract economic concepts to concrete policy and management decisions. Application of theoretical tools of economics to global warming, pollution control, fisheries, forestry, recreation, and mining.
      • F&ES 805a,b—Environmental and Natural Resource Economics Seminar

        This seminar is based on outside speakers and internal student/faculty presentations orientated toward original research in the field of environmental and natural resource economics and policy.
      • F&ES 807a—Environmental Management and Strategic Advantage

        This course focuses on understanding the policy and business logic for making environment and sustainability a core element of corporate strategy and management systems. Students are asked to analyze how and when environmental thinking can be translated into competitive advantage.
      • F&ES 810b—Agriculture and the Environment

         Within the United States and across the globe, agriculture is the major source of human impacts on land and water, as well as a significant contributor to greenhouse gas emissions. This class uses economic tools and concepts to examine the connections between agriculture and the environment. The class discusses the relationships between agriculture and forest clearing, land degradation, soil erosion, water pollution, biodiversity loss, and climate change.
      • F&ES 811b—Environment and Development: An Economic Approach

        This class examines the relationships between environment and development from the perspective of economics. We use economic tools and concepts to answer a set of questions about these relationships. In what ways can economic growth lead to improvements in environmental quality? In what ways is growth likely to generate environmental damage? How do policies alter the balance between human prosperity and environmental health? Can they lead to simultaneous improvements in both? To what extent are bad environmental outcomes the result of economic growth itself, and to what extent do they stem from market failures or institutional failures?
      • F&ES 814a—Energy Systems Analysis

        This lecture course offers a systems analysis approach to describe and explain the basics of energy systems, including all forms of energy (fossil and renewable), all sectors/activities of energy production/conversion, and all end-uses, irrespective of the form of market transaction (commercial or noncommercial) or form of technology (traditional as well as novel advanced concepts) deployed. Students gain a comprehensive theoretical and empirical knowledge base from which to analyze energy-environmental issues as well as to participate effectively in policy debates.
      • F&ES 816b—Transportation and the Urban Future 

        The focus of this course is on the environmental impacts of alternative transportation and urban land use policies, taught from a policy maker’s perspective.
      • F&ES 818a—Technology, Society, and the Environment

        This seminar addresses technology’s dual role as both source and remedy of global environmental change.
      • F&ES 820a—Local Environmental Law and Land Use Practices

        This course explores the regulation by local governments of land uses in urban, rural, and suburban areas and the effect of development on the natural environment. The course helps students understand, in a practical way, how the environment can be protected through effective regulation at the local level
      • F&ES 822a,b—Urbanization: Problem or Solution?

        Picking up on both the positive and negative aspects of urbanization on environmental sustainability, this Lecture Series/Seminar focuses on complex phenomena and their impacts from multi-disciplinary perspectives to introduce the study of urbanization as a set of multi-faceted social-ecological-industrial-terrestrial processes.
      • F&ES 824a—Environmental Law and Policy

         Introduction to the legal requirements and policy underpinnings of the basic U.S. environmental laws, including the Clean Water Act, Clean Air Act, and various statutes governing waste materials and toxic substances.
      • F&ES 825a—International Environmental Law and Policy

        An introduction to international environmental law and policy. After reviewing the rise of the international environmental agenda, the course concentrates on how societies have responded to global-scale environmental challenges, including deforestation, biodiversity loss, desertification, climate change, ozone depletion, toxic substances, and the loss of living marine resources.
      • F&ES 826a—Foundations of Natural Resource Policy and Management

        This course offers an explicit interdisciplinary framework that is genuinely effective in practical problem solving. It overcomes the routine ways of thinking and solving conservation problems common to many NGOs and government organizations by explicitly developing more rigorous and effective critical-thinking skills. By simultaneously addressing rational, political, and practical aspects of real-world problem solving, the course helps students understand and offer solutions to the policy problems of managing natural resources.
      • F&ES 828b—Comparative Environmental Law in Global Legal Systems

        This course examines environmental law in the various legal systems of the world—from the common and civil law traditions to socialist laws, customary law, and Islamic law.
      • F&ES 831b—Society and Natural Resources

        This research seminar explores the relationship between society and natural resources.
    • Global Institute of Sustainable Forestry

      The institute's mission is to integrate, strengthen, and redirect the school's forestry research, education, and outreach to address the needs of the 21st century and a globalized environment. The Global Institute fosters leadership through innovative programs, activities, and research to support sustainable forest management worldwide.

    • Tropical Resources Institute

      TRI supports student research projects aimed at practical solutions to conservation and management of resources in the tropics.

    • Yale Project on Climate Change

      This initiative provides and promotes virtual, low-carbon solutions for facilitating partnerships between diverse, distributed Project Participants.

  • School of Public Health

  • Yale College

    • Department of Chemical and Environmental Engineering

      A vibrant community of scholars where chemical engineering guided by sustainability, and environmental engineering with a molecular focus, come together at one of the world’s leading academic institutions.

      • ENVE 120a—Introduction to Environmental Engineering

        Introduction to engineering principles related to the environment, with emphasis on causes of problems and technologies for abatement. Topics include air and water pollution, global climate change, hazardous chemical and radioactive wastes, and green technology.
      • ENVE 330b—Water for the World

        Complex issues associated with water, global trends, and sustainability. Current water needs for human consumption, industry, agriculture, recreation, and ecosystem services; global warming, population growth, and the industrialization of developing nations. Fundamentals of water chemistry, water and wastewater treatment and distribution systems, and innovations for future designs.
      • ENVE 360b—Green Engineering and Sustainable Design

        Study of green engineering, focusing on key approaches to advancing sustainability through engineering design. Topics include current design, manufacturing, and disposal processes; toxicity and benign alternatives; policy implications; pollution prevention and source reduction; separations and disassembly; material and energy efficiencies and flows; systems analysis; biomimicry; and life cycle design, management, and analysis.
      • ENVE 371a—Introduction to Hydrology and Water Resources

        Constraints on permanent human settlements caused by limited availability of reliable water sources. Environmental problems that arise when the quality of naturally occurring water is deficient, or when its quantity is excessive (floods) or insufficient (droughts). The designing of modifications to supplement the natural hydrologic cycle at a specific location.
      • ENVE 373a—Air Pollution Control

        Kinetics, thermodynamics, and transport of chemical reactions of common air pollutants including suspended particulate matter. The role of surface chemistry and transport phenomena in air pollution. Pollutant dispersion modeling. Technology available to prevent or control air pollutants.
      • ENVE 377a—Water Quality Control

        Study of the preparation of water for domestic and other uses and treatment of wastewater for recycling or discharge to the environment. Topics include processes for removal of organics and inorganics, regulation of dissolved oxygen, and techniques such as ion exchange, electrodialysis, reverse osmosis, activated carbon adsorption, and biological methods.
      • ENVE 441a—Biological Processes in Environmental Engineering

        Fundamental aspects of microbiology and biochemistry, including stoichiometry, kinetics, and energetics of biochemical reactions, microbial growth, and microbial ecology as they pertain to biological processes for the transformation of environmental contaminants; principles for analysis and design of aerobic and anaerobic processes, including suspended and attached-growth systems, for treatment of conventional and hazardous pollutants in municipal and industrial wastewaters and in groundwater.
      • ENVE 443a—Greening Business Operations

        Engineering, environmental, and financial perspectives applied to selected industries. Methods from operations management, industrial ecology, green chemistry and engineering, and accounting and finance are used to investigate sustainability approaches and the relationship between environmental and economic considerations. Tools include discounted cash-flow analysis, life-cycle assessment, and environmental cost accounting. Field trips to companies.
      • ENVE 448a—Environmental Transport Processes

        Analysis of transport phenomena governing the fate of chemical and biological contaminants in environmental systems. Emphasis on quantifying contaminant transport rates and distributions in natural and engineered environments. Topics include distribution of chemicals between phases; diffusive and convective transport; interfacial mass transfer; contaminant transport in groundwater, lakes, and rivers; analysis of transport phenomena involving particulate and microbial contaminants.
    • Architecture Major

      The purpose of the undergraduate major is to include the study of architecture within a comprehensive liberal arts education, drawing from the broader academic and professional environment of the Yale School of Architecture. The curriculum includes work in design, in history, theory, and criticism of architecture, and in urban studies, and leads to a bachelor of arts degree.

      • ARCH 163b—Environment, Energy, Building

        An introduction to energy and environmental issues faced by the discipline of architecture. Global environmental issues, basic principles of energy generation and energy use, and fundamental climatic precursors and patterns. The complexity of developing solutions that address a wide range of local and global concerns.
    • Department of Chemistry

      • CHEM 102a—Introduction to Green Chemistry

        Overview of green chemistry. Introduction to the basic concepts and methods needed to design processes and synthesize materials in an environmentally benign way. Related issues of global sustainability. Case studies that suggest possible solutions for the serious environmental and toxicological issues currently facing industry and society.
      • CHEM 103b—Chemistry, Energy, and the Environment

        Introduction to principles that govern chemical processes in everyday life, with emphasis on the production and use of energy. Exploration of constraints imposed by the laws of thermodynamics and the underlying nature of chemical reactions, as well as associated direct and environmental costs.
    • Department of Ecology and Evolutionary Biology

      • EEB 125b—History of Life

        Examination of fossil and geologic evidence pertaining to the origin, evolution, and history of life on Earth. Emphasis on major events in the history of life, on what the fossil record reveals about the evolutionary process, on the diversity of ancient and living organisms, and on the evolutionary impact of Earth’s changing environment [emphasis added].
      • EEB 220a—General Ecology

        The theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions at broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious diseases are placed in an ecological context.
    • Department of Economics

      • ECON 330a—Economics of Natural Resources

        Microeconomic theory brought to bear on current issues in natural resource policy. Topics include regulation of pollution, hazardous waste management, depletion of the world's forests and fisheries, wilderness and wildlife preservation, and energy planning.
      • ECON 331b—The Economics of Energy and Climate Change

        The essentials of energy and environmental economics, with applications. Analysis of core topics in public goods, intertemporal choice, uncertainty, decision theory, and exhaustible resources. Applications include energy security, nuclear power, the relationship between nuclear power and nuclear proliferation, and climate change.
    • Department of Geology and Geophysics

      • G&G 110a—Introductory Geoscience

        An introduction to the processes that shape Earth's environment through the interactions of rocks, soils, the atmosphere, and the hydrosphere. Field trips and practical sessions in the properties of natural materials. Topics include evolution of landscapes; hydrologic and tectonic cycles; extreme geologic events such as earthquakes, floods, volcanism, and landslides; society's economic dependence on natural materials such as soils, minerals, and fossil fuels; and human influences on the natural environment.
      • G&G 120b—Earth's Changing Climate

        Investigation of the science of contemporary climate change or "global warming." Historical and contemporary methods used by scientists to draw conclusions concerning Earth's complex climate system and human influences on it, and to predict future climates. Risk assessment, response options.
      • G&G 125b—History of Life

        Examination of fossil and geologic evidence pertaining to the origin, evolution, and history of life on Earth. Emphasis on major events in the history of life, on what the fossil record reveals about the evolutionary process, on the diversity of ancient and living organisms, and on the evolutionary impact of Earth's changing environment.
      • G&G 140a—Atmosphere, Ocean, and Environmental Change

        Physical processes that control Earth's atmosphere, ocean, and climate. Quantitative methods for constructing energy and water budgets. Topics include clouds, rain, severe storms, regional climate, the ozone layer, air pollution, ocean currents and productivity, the seasons, El Niño, the history of Earth's climate, global warming, energy, and water resources.
      • G&G 200b—Earth System Science

        A survey of geoscience. Interaction of lithosphere, hydrosphere, atmosphere, and Earth's deep interior; natural controls on environment and climate in past, present, and future; rocks, minerals, glaciers, earthquakes, and volcanoes; natural hazards and natural resources.
      • G&G 205a—Natural Resources and Their Sustainability

        The formation and distribution of renewable and nonrenewable energy, mineral, and water resources. Topics include the consequences of extraction and use; depletion and the availability of substitutes; and economic and geopolitical issues.
      • G&G 230a—Stratigraphy

        The nature and classification of sedimentary rock bodies; principles in determining their ages by fossils and other means; interpretation of depositional environments; the historical record of the dynamic response of sediments to mountain building, to changes in sea level and climate, and to the evolution of Earth's biota.
      • G&G 308b—The Global Carbon Cycle

        The isotopic composition of atmospheric gases. Focus on carbon dioxide and the use of its isotopes to balance the atmospheric carbon budget. Discussion of other gases associated with the global carbon cycle.
      • G&G 322a—Physics of Weather and Climate

        The climatic system; survey of atmospheric behavior and climatic change; meteorological measurements and analysis; formulation of physical principles governing weather and climate with selected applications to small- and large-scale phenomena.
      • G&G 323b—Climate Dynamics

        An introduction to climate dynamics. Special emphasis on phenomena controlled by large-scale interactions between the ocean and atmosphere, from El Niño to decadal climate variability. Topics include conceptual models of climate, general circulation of the atmosphere, ocean wind-driven and thermohaline circulation, abrupt climate changes, climate models by means of GCMs, and climate predictability.
      • G&G 335a—Physical Oceanography

        An introduction to ocean dynamics and physical processes controlling large-scale ocean circulation, the Gulf Stream, wind-driven waves, tsunamis, tides, coastal upwelling, and other phenomena. Modern observational, theoretical, and numerical techniques used to study the ocean. The ocean's role in climate and global climate change.
      • G&G 342a—Introduction to Earth and Environmental Physics

         A broad introduction to the physical, chemical, and biological processes that affect the climate and other features of the Earth. Emphasis on anthropogenic activity that affects the environment; attention to issues of energy extraction from natural resources and subsequent waste disposal.
    • Department of Physics

      • PHYS 060b—Energy Technology and Society

        The technology and use of energy. Impacts on the environment, climate, security, and economy. Application of scientific reasoning and quantitative analysis.
      • PHYS 342a—Introduction to Earth and Environmental Physics

        A broad introduction to the physical, chemical, and biological processes that affect the climate and other features of the Earth. Emphasis on anthropogenic activity that affects the environment; attention to issues of energy extraction from natural resources and subsequent waste disposal.
    • Department of Political Science

      • PLSC 146a—International Environmental Policy and Governance

        The development of international environmental policy and the functioning of global environmental governance. Critical evaluation of theoretical claims in the literature and the reasoning of policy makers. Introduction of analytical and theoretical tools used to assess environmental problems. Case studies emphasize climate, forestry, and fisheries.
      • PLSC 200b—Political Economy of Environmental Policy

        Tensions between economic analyses and political realities of environmental problems. Roles of the legislature, the executive, and the courts; federalism and the democratic potential of participatory policy making. Focus on the United States, with selected international cases.
      • PLSC 212a—Democracy and Sustainability

        Democracy, liberty, and the sustainable use of natural resources. Concepts include institutional analysis, democratic consent, property rights, market failure, and common pool resources. Topics of policy substance are related to human use of the environment and to U.S. and global political institutions.
      • PLSC 215b—Environmental Politics and Law

        Exploration of the politics, policy, and law associated with attempts to manage environmental quality and natural resources. Themes of democracy, liberty, power, property, equality, causation, and risk. Case histories include air quality, water quality and quantity, pesticides and toxic substances, land use, agriculture and food, parks and protected areas, and energy.
      • PLSC 231b—The Psychology, Biology, and Politics of Food

        A study of eating as it affects the health and well-being of every human. Taste preferences, food aversions, the regulation of hunger and satiety, food as comfort, friendship, and social ritual; the politics of food, including sustainable agriculture, [emphasis added] organic farming, genetically modified foods, nutrition policy, and food and agriculture industries; malnutrition, eating disorders, and the global obesity epidemic; food advertising aimed at children, poverty and food, and effects of the modern environment on eating.
    • Department of Psychology

      • PSYC 123b—The Psychology, Biology, and Politics of Food

         A study of eating as it affects the health and well-being of every human. Taste preferences, food aversions, the regulation of hunger and satiety, food as comfort, friendship, and social ritual; the politics of food, including sustainable agriculture [emphasis added], organic farming, genetically modified foods, nutrition policy, and food and agriculture industries; malnutrition, eating disorders, and the global obesity epidemic; food advertising aimed at children, poverty and food, and effects of the modern environment on eating.
      • PSYC 419a—Food Policy and Science

        The science on food and nutrition is connected with pressing policy issues. Topics include hunger, obesity, and the impact of food production and consumption on the environment.
    • Department of Sociology

      • SOCY 025 01—Reproduction in Global Contexts

        Examination of the ways in which societies organize reproduction. Historical and geopolitical differences in fertility levels and in access to family planning services and maternal care; fertility enhancement technologies; abortion prevalence and politics; eugenics and population policy; early and late childbearing, infertility, and adoption.
      • SOCY 198b—Health Social Movements

        Examination of how and why groups coalesce around issues of health and illness. Issues include racial discrimination and health; women“s health and reproductive rights; sickle-cell anemia; environmental justice [emphasis added]; breast cancer; and HIV/AIDS.
    • Environmental Studies Major

      The central intellectual challenge of this major is to bring the knowledge and diverse perspectives of the humanities, social sciences, and natural sciences to bear on the environmental issues that we face.

      • EVST 120a—Introduction to Environmental History

        Survey of interactions between people and natural environments in North America from pre-colonial times to the present, including ecological, political, cultural, and economic dimensions. Includes rise of modern conservation and environmental movements, and development of public policy.
      • EVST 201a—Atmosphere, Ocean, and Environmental Change

        Physical processes that control Earth's atmosphere, ocean, and climate. Quantitative methods for constructing energy and water budgets. Topics include clouds, rain, severe storms, regional climate, the ozone layer, air pollution, ocean currents and productivity, El Niño, the history of Earth’s climate, global warming, energy and water resources.
      • EVST 255b—Environmental Politics and Law

        Exploration of the politics, policy, and law associated with attempts to manage environmental quality and natural resources. themes of democracy, liberty, power, property, equality, causation, and risk. Case histories include air quality, water quality and quantity, pesticides and toxic substances, land use, agriculture and food, parks and protected areas, and energy.
      • EVST 345a—Environmental Anthropology: From Historic Origins to Current Debates

        History of the anthropological study of the environment organized around themes, including the nature-culture dichotomy, ecology and social organization, methodological debates, the politics of the environment, and knowing the environment.

Yeshiva University (New York)
Land Grant: no | Public: no | Carnegie: R-I | Medical School: yes

  • Yeshiva College

    From Yeshiva University's Mission Statement for all of its undergraduate schools: "We bring wisdom to life by combining the finest, contemporary academic education with the timeless teachings of Torah. It is Yeshiva's unique dual curriculum, which teaches knowledge enlightened by values, that helps our students gain the wisdom to make their lives both a secular and spiritual success."

    • Department of Economics

      Economics at Yeshiva University helps students develop the analytical tools to understand how modern economies allocate scarce resources to produce goods and services, and how economic performance is affected by policies, technology, and institutions.

    • Department of Political Science

      Yeshiva College offers a broad range of courses in American politics and international relations. Students learn the skills of political analysis, organization and management, policy making, and political negotiation. A practical training ground for these skills is provided by accredited internships with lawmakers, lobby groups, and law firms.

      • POL 1105—Issues in American Public Policy

        An examination of how, where, and why policy is created, with particular attention to domestic policy making. Substantive focus varies; areas may include Social Security, welfare, health care, economic policy and budgeting, and environmental policy [emphasis added].
    • Department of Chemistry

    • Department of Physics

      • PHY 1028L—Environmental Physics—Laboratory

        Experiments involving making measurements and analyzing data that are relevant to the different topics of the course.
      • PHY 1028R—Environmental Physics

        Discusses how relatively cheap energy shapes modern life—and causes many problems. Fossil fuels (power plants, cars), nuclear energy, solar energy, eolic and hydroelectric plants. Related environmental issues in the world, our homes, and workplaces.
    • Department of Biology

      • BIO 3038C—Ecology

        Classical ecological approaches in light of recent ecological discoveries. An interdisciplinary approach demonstrating the relationships of geological, climatological, and evolutionary principles to ecology. Laboratory work and field trips accompany lectures.