Introductory survey of environmental issues that explores the connections between environmental sciences, policy, and management. You will explore interrelationships between the environment and human society, as well as the underlying social, ethical, political and economic factors that affect those relationships. You will also examine the roles for science, technology, policy, and environmental justice in meeting environmental challenges. Asynchronous online lectures with weekly discussions in small groups.

Environmental issues facing the world today are increasingly complex. Challenges such as global climate change, air and water quality impairments, land use change for forest and agricultural production, and species conservation require an ability to conceptualize problems broadly so that solutions are crafted in a manner that addresses a multitude of perspectives and considerations. This course will use an interdisciplinary case-study approach to expose students to the most important environmental problems facing society today as well as innovative solutions. The case studies include investigations of ecosystem services, invasive species and pollution remediation, with world experts on these topics leading the discussions. Throughout, a focus on interdisciplinary analysis, including linkages to environmental grand challenges will be emphasized. An interactive approach will be utilized as well, in which students work in groups and engage in class discussions as ways to internalize and conceptualize information. prereq: 1011, ESPM major

Environmental issues students will have to address in their future careers. Small group discussion, in-depth/focused intellectual debate. Topics depend on faculty selection or student interest. prereq: Jr

Academic planning, ESPM careers, liberal education requirements, internships. Building relationships with other students/faculty, student life, information technology, critical computer skills. New freshmen.

This required course provides orientation and guidance in planning for students transferring into the environmental sciences, policy and management (ESPM) major. We will use course activities to enhance your success and sense of community at the University and within the ESPM major while we explore the major, maximizing your time at the University, and preparing you for an environmentally-focused career.

Roles of governmental agencies, consultants, and private citizens in EIS process. Students read EIS/EAW, analyze their content/scope, and prepare an EAW and EIS according to Minnesota EQB guidelines. prereq: ESPM 2021 and jr or sr

Capstone course. Students working with a team on a real world project related to selected track, gather/analyze data relevant to client's objectives, and make recommendations for future use. Students produce a final written report and formal presentation, and present findings to client group.

Roles of governmental agencies, consultants, and private citizens in EIS process. Students read EIS/EAW, analyze their content/scope, and prepare an EAW and EIS according to Minnesota EQB guidelines. prereq: ESPM 2021 and jr or sr

Capstone course. Students working with a team on a real world project related to selected track, gather/analyze data relevant to client's objectives, and make recommendations for future use. Students produce a final written report and formal presentation, and present findings to client group.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

Speaking/writing about scientific/technical issues. Student-centered, relies on interaction/participation. Public communication.  Lectures for this course will be online, while discussion sections will be held in-person.

A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.

A comprehensive introduction to biology - includes molecular structure of living things, cell processes, energy utilization, genetic information and inheritance, mechanisms of evolution, biological diversity, and ecology. Includes lab. This comprehensive course serves as a prerequisite and requirement in many majors.

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Introduction to the biology of plants, algae, and fungi. Structure, growth, development, reproduction, diversity, and aspects of their ecology. Includes laboratory that focuses on structures in photosynthetic organisms and fungi as well as an introduction to physiology. prereq: One semester of college biology

This course is a survey of animal diversity, with an emphasis on understanding the major animal groups, how they are related to one another, how they differ in structure, and how each group achieves survival and reproduction in the diverse environments of the Earth. We will place particular emphasis on major evolutionary transitions that animals have made through their history, including the origins of multicellularity, the achievement of motion, invasion of terrestrial habitats, and the achievement of flight. We will also emphasize the science behind our contemporary understanding of animals, from multiple perspectives ? behavioral, evolutionary, physiological, and ecological. Lab requires dissection, including mammals. prereq: BIOL 1001/1001H, or BIOL 1009/1009H, or BIOL 1951/1951H

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

Properties of microorganisms that impact soil fertility, structure, and quality. Nutrient requirements of microbes and plants and mineral transformations in biogeochemical cycling. Symbiotic plant/microbe associations and their role in sustainable agricultural production. Biodegradation of pollutants and bioremediation approaches. prereq: Biol 1009 or equiv, Chem 1021 or equiv; SOIL 2125 recommended

Identification nomenclature, classification, and distribution of common/important forest trees/shrubs. Use of keys. Field/lab methods of identification.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. prereq: Grade of at least C- in 1061 or equiv, concurrent registration is required (or allowed) in 1066; registration for 1066 must precede registration for 1062

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1062

Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds. Problem solving. prereq: [High school chemistry or equiv], two yrs high school math, not passed chem placement exam, high school physics recommended; Students who will go on to take CHEM 1061/1065 should take CHEM 1015 only. Students who will NOT be continuing on to CHEM 1061/1065 and need to fulfill the Physical Science/Lab core requirement need take the 1-credit lab course CHEM 1017 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement unless the CHEM 1017 lab course is completed either concurrently or consecutively.

Organic chemistry. Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds containing halogens, nitrogen, or oxygen. Problem solving. prereq: [1015 or concurrent registration is required (or allowed) in 1015], dept consent; credit will not be granted if credit received for: 1011; CHEM 1017 is a 1-credit lab-only course. This course is not intended for students who are planning to take CHEM 1061/1065. Intended only for students who need the course to fulfill the Physical Science/Lab requirement, and are taking CHEM 1015 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement, unless CHEM 1015 is completed either concurrently or consecutively.; meets Lib Ed req of Physical Sciences)

Survey of organic chemistry and biochemistry outlining structure and metabolism of biomolecules, metabolic regulation, principles of molecular biology. prereq: Chem 1015, Bio 1009

Fundamental concepts in soil fertility and plant nutrition. Discuss dynamics of mineral elements in soil, plants, and the environment. Evaluation, interpretation, and correction of plant nutrient problems. prereq: SOIL 2125

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Survey of organic chemistry and biochemistry outlining structure and metabolism of biomolecules, metabolic regulation, principles of molecular biology. prereq: Chem 1015, Bio 1009

Fundamental concepts in soil fertility and plant nutrition. Discuss dynamics of mineral elements in soil, plants, and the environment. Evaluation, interpretation, and correction of plant nutrient problems. prereq: SOIL 2125

Spatial data development/analysis in science/management of natural resources. Data structures/sources/collection/quality. Geodesy, map projections, spatial/tabular data analysis. Digital terrain analysis, cartographic modeling, modeling perspectives, limits of technology. Lab exercises. Both onsite and fully online options for course enrollment. prereq: Soph or jr or sr or UHP fr

Introduction to study of geographic information systems (GIS) for geography and non-geography students. Topics include GIS application domains, data models and sources, analysis methods and output techniques. Lectures, readings and hands-on experience with GIS software. prereq: Jr or sr

GPS principles, operations, techniques to improve accuracy. Datum, projections, and coordinate systems. Differential correction, accuracy assessments discussed/applied in lab exercises. Code/carrier phase GPS used in exercises. GPS handheld units, PDA based ArcPad/GPS equipment. Transferring field data to/from desktop systems, integrating GPS data with GIS. prereq: Intro GIS course

Survey, measurement, and modeling concepts/methods for study of natural resources/environmental issues. Emphasizes survey design for data collection, estimation, and analysis for issues encompassing land, water, air, vegetation, wildlife, and human/social variables. prereq: ESPM 3012, FW 4001, STAT 3011, or equivalent

Application of geographic information science and technologies (GIS) in complex environmental problems. Students gain experience in spatial data collection, database development, and spatial analysis, including GNSS and field attribute collection, image interpretation, and existing data fusion, raster/vector data integration and analysis, information extraction from LiDAR data, DEM conditioning and hydrologic analysis, neighborhood analysis, bulk processing and automation, and scripting. Problems vary depending on topics, often with extra-University partners. prereq: FNRM 3131 or Geog 3561 or instr consent

Sampling design, survey techniques to assess resource conditions. Applying metrics/sampling methods to forest vegetation. Calculating tree/stand volume. Modeling approaches. Case studies of modeling to project future growth. Landscape processes, characterization, modeling. prereq: [ESPM 3012 or STAT 3011], MATH 1151

Introductory principles and techniques of remote sensing and geospatial analysis applied to mapping and monitoring land and water resources from local to global scales. Examples of applications include: Land cover mapping and change detection, forest and natural resource inventory, water quality monitoring, and global change analysis. The lab provides hands-on experience working with satellite, aircraft, and drone imagery, and image processing methods and software. Prior coursework in Geographic Information Systems and introductory Statistics is recommended. Prereq: None, but prior coursework in GIS and Statistics is recommended.

Microeconomic principles and their application to natural resource management problems. Economic and policy tools to address market failures. Discussion of regulatory and market-based instruments. Discounting and compounding concepts. Methods for conducting financial and economic analyses of natural resource management projects. Decision criteria when conducting benefit/cost analysis of natural resource projects. Methods for valuing non-market natural resource goods and services. Economics of managing renewable natural resources such as forests and fisheries. Land economics. Payments for environmental services. Planning and management problems. Case studies. prereq: MATH 1031 or equivalent.

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy.

Microeconomic behavior of consumers, firms, and markets in domestic and world economy. Demand and supply. Competition and monopoly. Distribution of income. Economic interdependencies in the global economy. Effects of global linkages on individual decisions. prereq: knowledge of plane geometry and advanced algebra

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

What is necessary to achieve sustainable societies. What influences societal deliberation/decisions about environmental issues. How our behaviors affect natural systems. Key theoretical concepts of environmental social psychology and political science. How people respond to policies, using theoretical concepts from social psychology about attitudes, values, and social norms; applying these ideas to specific environmental problems and ethical debates.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

What is necessary to achieve sustainable societies. What influences societal deliberation/decisions about environmental issues. How our behaviors affect natural systems. Key theoretical concepts of environmental social psychology and political science. How people respond to policies, using theoretical concepts from social psychology about attitudes, values, and social norms; applying these ideas to specific environmental problems and ethical debates.

Concepts/issues relating to industrial ecology and industry as they are influenced by current standards/regulations at local, state, and national levels. prereq: APEC 1101 or ECON 1101 or 3261W

Environmental problems such as climate change, ozone depletion, and loss of biodiversity.

Methods, formal/informal, for analyzing environmental/natural resource policies. How to critically evaluate policies, using economic/non-economic decision-making criteria. Application of policy analysis to environmental/natural resource problems. Recognizing politically-charged environment in which decisions over use, management, and protection of resources often occur. Prereqs: ESPM 3241W or ESPM 3271 and ESPM 3261, undergrads with jr or sr standing.

GPS principles, operations, techniques to improve accuracy. Datum, projections, and coordinate systems. Differential correction, accuracy assessments discussed/applied in lab exercises. Code/carrier phase GPS used in exercises. GPS handheld units, PDA based ArcPad/GPS equipment. Transferring field data to/from desktop systems, integrating GPS data with GIS. prereq: Intro GIS course

Integrates water quality, surface/groundwater hydrology. Case studies, hands-on field data collection, calculations of hydrological/water quality parameters. Meteorological data, snow hydrology, stream gauging, well monitoring, automatic water samplers. Designing water quality sampling program. Geomorphology, interception, infiltration.

Practical skills for identifying plant species/surveying Minnesota vegetation to students of biology, environmental sciences, resource management, horticulture. Integrates botany, ecology, evolution, earth history, climate, global change in context of local plant communities. Labs/Saturday field trips explore Minnesota plants/plant communities. prereq: One semester college biology

Learn to write soil profile descriptions in the field. Class requires hands-on experience to determine soil texture, color, and horizon designations in the field. prereq: 2125

This course is designed to be a directed field study of park and protected area management including observation of and training in (1) recreation planning and visitor management, (2) cultural resource management, (3) natural resource management, (4) nature-based tourism management, and (5) resource interpretation and communication across local, state, federal and tribal park and protected areas in northern Minnesota. prereq: Sophomore status or higher

This course explores principles and techniques of Unmanned Aircraft Systems (UAS, also 'drones'), applied to natural resource and environmental issues. The course provides hands-on experience with UAS vehicles, sensors, imagery, and software. Course topics include: UAS flight characteristics, regulations/safety, mission planning, flight operations, data collection, image analysis, and applications. Examples of UAS applications to be explored include forest and natural resource inventory, wetland monitoring, and land cover mapping. Prior coursework in Geographic Information Systems is recommended. Prereq: None, but prior coursework in GIS is recommended.

Field identification of common northwoods trees, shrubs, and nonwoody vascular plants. Emphasizes concept of plant communities, soil site relationships, and wildlife values. Taught at Cloquet Forestry Center.

Field examination of natural history of northern/boreal forests with respect to soils, ecological characteristics of trees, community-environment relationships, stand development, succession, and regeneration ecology. Taught at the Cloquet Forestry Center. prereq: Biol 1001 or Biol 1009

Introduction to land survey, tree/forest stand measurement (mensuration), and forest sampling techniques. Taught at Cloquet Forestry Center.

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The prerequisite experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, completion of summer module, instr consent

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

This course is designed to provide a local and global historical perspective of soil erosion (causes and consequences); develop a scientific understanding of soil erosion processes; and relates various soil conservation and land-use management strategies to real-world situations. Basics of soil erosion processes and prediction methods will be the fundamental building blocks of this course. From this understanding, we will discuss policies and socioeconomic aspects of soil erosion. Lastly, we will focus on effective land-use management using natural resource assessment tools. Case studies and real-world and current events examples will be used throughout the course to relate course material to experiences. prereq: SOIL 2125 or instr consent

Freshwater wetland classification, wetland biota, current/historic status of wetlands, value of wetlands. National, regional, Minnesota wetlands conservation strategies, ecological principles used in wetland management.

Concepts/issues relating to industrial ecology and industry as they are influenced by current standards/regulations at local, state, and national levels. prereq: APEC 1101 or ECON 1101 or 3261W

Concepts/issues relating to inventory, subsequent analysis of production systems. Production system from holistic point of view, using term commonly used in industrial ecology: "metabolic system."

Current world trends for industrial raw materials; environmental/other tradeoffs related to options for satisfying demand/needs; global and systemic thinking; provides a framework for beginning a process of thinking critically about complex environmental problems/potential solutions in a diverse global economy.

Properties of microorganisms that impact soil fertility, structure, and quality. Nutrient requirements of microbes and plants and mineral transformations in biogeochemical cycling. Symbiotic plant/microbe associations and their role in sustainable agricultural production. Biodegradation of pollutants and bioremediation approaches. prereq: Biol 1009 or equiv, Chem 1021 or equiv; SOIL 2125 recommended

Today more than ever we must deal with multiple sources of conflicting information on topics that affect our lives in big ways. We use this information to make important decisions, from major policy decisions to personal lifestyle choices. Understanding complex, high-stakes societal issues such as the global COVID-19 pandemic requires that we rapidly process and synthesize new science that is changing fast, and that we do so in an environment of partisan bias and media spin that make it extremely difficult for citizens to stay informed and make good decisions. The debate surrounding the response to COVID-19, climate change, water policy, and other planetary and human health issues, invoke moral or ethical principles in addition to scientific arguments. As a result, problem solving and decision making requires simultaneously evaluating complex scientific and ethical arguments. Several aspects of human psychology mean that we do not reliably make logical choices when presented with complex information. Furthermore, data and science are frequently used to mislead, from the naïve misuse of statistics to deliberate misinformation campaigns. As a result, weighing evidence and rational decision-making for complex issues requires skepticism, critical thinking, and lots of practice. In this course, students will develop critical thinking tools and cultivate scientific skepticism for evaluating claims encountered in peer-reviewed scientific papers, popular press articles, or on social media. Examples and case studies will draw heavily on current events surrounding the COVID-19 pandemic and associated societal and environmental responses, but will also include other environmental, health, and public policy issues to demonstrate the range of ways in which data and science can be used or misused to support a position. To create the necessary habits of mind for skepticism and critical thinking, this course will cover background material from ethics, neurology, behavioral economics, statistics, and logic. We will employ a number of active learning strategies, and class meetings will frequently consist of students actively engaged in processing and understanding course content. Upon leaving this course students will be able to confidently evaluate the veracity of information as they encounter it in multiple contexts throughout their lives. Students will understand how views of the role of ethics in scientific inquiry have evolved, and the roles of science, uncertainty, and ethics in determining public opinion and policy decisions on environmental topics. Students will learn to identify and recognize misinformation in its various forms and to articulate why a particular piece of information is misleading. We will explore the various ways that our intuition and memory make interpreting data and statistics challenging, and develop tools and habits of mind to overcome these challenges.

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Principles of contaminant transport in percolate solution and in overland flow. Hydrologic cycle, percolation/runoff processes, contaminant transport, leachate sampling methods, remediation technologies, scale effects on runoff water quality, tillage technologies, control of sediment/chemical losses. Discussions mostly descriptive, but involve some computations.

This course uses the principles of chemistry, microbiology, physics, and toxicology to understand the fate and behavior of environmental contaminants and the pollution of soils, surface waters, groundwater, and sediments. The course is structured around a semester-long risk assessment project that provides a framework for integrating concepts of pollution, contaminant movement, contaminant degradation, human health risk, ecological risk, risk mitigation, environmental remediation processes, and interactions among them. The history of federal regulations concerning environmental contamination is presented in the context of the major episodes of environmental pollution that motivated legislative action. prereq: SOIL 2125, CHEM 1061 and 1062 or equiv, or permission

Assessing impaired waters and developing TMDL for conventional pollutants. Preparing/communicating legal, social, and policy aspects. TMDL analysis of real-world impaired waters problem. Field trip to impaired waters site. prereq: BBE 3012 and Upper division in CSE or CFANS or CBS student or instr consent

Use of organisms in remediation of waste and pollution problems related to bio-based product industries. Types, characteristics, identification of useful microorganisms. Applications of microbes to benefit industrial processes of wood and fiber. prereq: [BIOL 1001 or BIOL 1009], CHEM 1011

Fundamentals of aquatic ecology. Case study approach to water problems faced by society (e.g., eutrophication, climate change, invasive species, acid rain, wetland protection, biodiversity preservation). Science used to diagnose/remediate or remove problems. prereq: One semester college biology

Biology, ecology, population management of forest/shade tree insects. Emphasizes predisposing factors/integrated management. Lecture/lab.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

This course builds on the introductory remote sensing class, FNRM 3262/5262. It provides a detailed treatment of advanced remote sensing and geospatial theory and methods including Object-Based Image Analysis (OBIA), lidar processing and derivatives, advanced classification algorithms (including Random Forest, Neural Networks, Support Vector Machines), biophysics of remote sensing, measurements and sensors, data transforms, data fusion, multi-temporal analysis, and empirical modeling. In-class and independent lab activities will be used to apply the course topics to real-world problems. Prior coursework in Geographic Information Systems, remote sensing, and statistics is necessary. prereq: FNRM 3262/5262 or instr consent

This rigorous course examines hydrology and biogeochemical cycling in forested watersheds. Topics include role of forests in hydrologic processes (precipitation, runoff generation, and streamflow) and exports (sediment, carbon, and nitrogen). Readings from primary literature, active discussion participation, research/review paper. prereq: [Basic hydrology course, one course in ecology, and one course in chemistry [upper div or grad student]] or instr consent

Introduction to themes/concepts of diverse, dynamic, and interdisciplinary field. Biological/social underpinnings of conservation problems/solutions. prereq: introductory biology course

This course covers the ecological basis for management of wildlife, including biological and sociological factors that influence management. Goals include: understanding the ecological mechanisms influencing the distribution and abundance of wildlife, learning the ecological and historical foundations of wildlife management and the ecological and social ramifications of management actions, thinking critically and logically about current wildlife issues, honing writing skills, and developing technical skills in key areas. prereq: Intro biology course, [jr or sr]

Fundamental concepts in soil fertility and plant nutrition. Discuss dynamics of mineral elements in soil, plants, and the environment. Evaluation, interpretation, and correction of plant nutrient problems. prereq: SOIL 2125

Concepts of new-product development and product management, their application to biobased products. prereq: Jr or Sr or instr consent

This course explores significant environmental issues (such as environmental justice, toxic chemicals, climate change) through the analysis of texts from diverse literary genres. It focuses as much on issues of language and meaning as it does on the subjects these texts concern. Students examine the formal dimensions of these texts, as well as their social and historical contexts. In addition, students are introduced to the underlying scientific principles, the limitations of technologies, and the public policy aspects of each of these issues, in order to judge what constitutes an appropriate response to them. Students also learn how to identify and evaluate credible information concerning the environment.

We examine environmental ideas, sustainability, conservation history; critique of the human impact on nature; empire and power in the Anthropocene; how the science of ecology has developed; and modern environmental movements around the globe. Case studies include repatriation of endangered species; ecology and evolutionary theory; ecology of disease; and climate change.

This course explores how written texts help shape understandings of the land in the U.S. Students read and analyze historical texts that have contributed to colonialist understandings of nature and the land. Students will study how the rhetorical strategies of such texts helped to form exploitive relations with the land and enact violence against indigenous peoples. Historical and current texts written by native peoples provide a counter-narrative to the myth of progress. Emphasis in the course is placed on analyzing texts with an eye toward setting the ground for conversations aimed at achieving sustainability and justice. Students will also study how written texts are composed within material contexts that contribute to their understanding.

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

Morphology, chemistry, hydrology, formation of mineral/organic soils in wet environments. Soil morphological indicators of wet conditions, field techniques of identifying hydric soils for wetland delineations. Peatlands. Wetland benefits, preservation, regulation, mitigation. Field trips, lab, field hydric soil delineation project. prereq: SOIL 1125 or 2125 or equiv or instr consent; concurrent registration is required (or allowed) in SOIL 4511 recommended

Morphology, chemistry, hydrology, formation of mineral/organic soils in wet environments. Soil morphological indicators of wet conditions, field techniques of identifying hydric soils for wetland delineations. Peatlands. Wetland benefits, preservation, regulation, mitigation. Field trips, lab, field hydric soil delineation project. prereq: SOIL 1125 or 2125 or equiv or instr consent; concurrent registration is required (or allowed) in SOIL 4511 recommended

GPS principles, operations, techniques to improve accuracy. Datum, projections, and coordinate systems. Differential correction, accuracy assessments discussed/applied in lab exercises. Code/carrier phase GPS used in exercises. GPS handheld units, PDA based ArcPad/GPS equipment. Transferring field data to/from desktop systems, integrating GPS data with GIS. prereq: Intro GIS course

Survey, measurement, and modeling concepts/methods for study of natural resources/environmental issues. Emphasizes survey design for data collection, estimation, and analysis for issues encompassing land, water, air, vegetation, wildlife, and human/social variables. prereq: ESPM 3012, FW 4001, STAT 3011, or equivalent

Application of geographic information science and technologies (GIS) in complex environmental problems. Students gain experience in spatial data collection, database development, and spatial analysis, including GNSS and field attribute collection, image interpretation, and existing data fusion, raster/vector data integration and analysis, information extraction from LiDAR data, DEM conditioning and hydrologic analysis, neighborhood analysis, bulk processing and automation, and scripting. Problems vary depending on topics, often with extra-University partners. prereq: FNRM 3131 or Geog 3561 or instr consent

Sampling design, survey techniques to assess resource conditions. Applying metrics/sampling methods to forest vegetation. Calculating tree/stand volume. Modeling approaches. Case studies of modeling to project future growth. Landscape processes, characterization, modeling. prereq: [ESPM 3012 or STAT 3011], MATH 1151

Introductory principles and techniques of remote sensing and geospatial analysis applied to mapping and monitoring land and water resources from local to global scales. Examples of applications include: Land cover mapping and change detection, forest and natural resource inventory, water quality monitoring, and global change analysis. The lab provides hands-on experience working with satellite, aircraft, and drone imagery, and image processing methods and software. Prior coursework in Geographic Information Systems and introductory Statistics is recommended. Prereq: None, but prior coursework in GIS and Statistics is recommended.

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course. prereq: sophomore, junior, senior

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course.

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

This course will introduce majors and non-majors to basic statistical measures and procedures that are used to describe and analyze quantitative data in sociological research. The topics include (1) frequency and percentage distributions, (2) central tendency and dispersion, (3) probability theory and statistical inference, (4) models of bivariate analysis, and (5) basics of multivariate analysis. Lectures on these topics will be given in class, and lab exercises are designed to help students learn statistical skills and software needed to analyze quantitative data provided in the class. prereq: Undergraduates with strong math background are encouraged to register for 5811 in lieu of 3811 (Soc 5811 offered Fall terms only). Soc Majors/Minors must register A-F.

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds. Problem solving. prereq: [High school chemistry or equiv], two yrs high school math, not passed chem placement exam, high school physics recommended; Students who will go on to take CHEM 1061/1065 should take CHEM 1015 only. Students who will NOT be continuing on to CHEM 1061/1065 and need to fulfill the Physical Science/Lab core requirement need take the 1-credit lab course CHEM 1017 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement unless the CHEM 1017 lab course is completed either concurrently or consecutively.

Organic chemistry. Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds containing halogens, nitrogen, or oxygen. Problem solving. prereq: [1015 or concurrent registration is required (or allowed) in 1015], dept consent; credit will not be granted if credit received for: 1011; CHEM 1017 is a 1-credit lab-only course. This course is not intended for students who are planning to take CHEM 1061/1065. Intended only for students who need the course to fulfill the Physical Science/Lab requirement, and are taking CHEM 1015 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement, unless CHEM 1015 is completed either concurrently or consecutively.; meets Lib Ed req of Physical Sciences)

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy.

Microeconomic behavior of consumers, firms, and markets in domestic and world economy. Demand and supply. Competition and monopoly. Distribution of income. Economic interdependencies in the global economy. Effects of global linkages on individual decisions. prereq: knowledge of plane geometry and advanced algebra

Microeconomic principles and their application to natural resource management problems. Economic and policy tools to address market failures. Discussion of regulatory and market-based instruments. Discounting and compounding concepts. Methods for conducting financial and economic analyses of natural resource management projects. Decision criteria when conducting benefit/cost analysis of natural resource projects. Methods for valuing non-market natural resource goods and services. Economics of managing renewable natural resources such as forests and fisheries. Land economics. Payments for environmental services. Planning and management problems. Case studies. prereq: MATH 1031 or equivalent.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

What is necessary to achieve sustainable societies. What influences societal deliberation/decisions about environmental issues. How our behaviors affect natural systems. Key theoretical concepts of environmental social psychology and political science. How people respond to policies, using theoretical concepts from social psychology about attitudes, values, and social norms; applying these ideas to specific environmental problems and ethical debates.

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

Recreation, leisure, and tourism are significant parts of the world, national, and state economies. Understanding visitor behavior is important and has significant implications for organizations, agencies, and businesses related to parks, tourism destinations, and museums. In this class, you will learn to apply both social science theory and methods to understand consumers, with an emphasis on visitors to parks and protected areas. You will immediately apply your learning of survey development, interviewing, observation and content analysis to real-word situations in class projects. This is an online course.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

Social scientific theory in human communication. Logic of scientific communication theories in interpersonal, small group, organizational, intercultural, and mediated communication.

Theories of and factors influencing intercultural communication. Development of effective intercultural communication skills. prereq: Planning an intercultural experience

This course is designed to explore major issues and perspectives in rhetorical criticism, including foundational concepts from the history of rhetorical theory, elements of rhetorical studies, and methods of rhetorical analysis. Rhetoric is an art form with a diverse theoretical landscape, meaning that there is no singular, stable definition of the term; rather, rhetoric is a practice that has been used as an organizing principle for a variety of communicative acts ? written, spoken, and enacted. As such, the study of rhetorical theory and criticism begins with the understanding that human beings use language and symbols to shape our many worldviews. The skills obtained in this class will help you to understand the nature and function of the persuasive strategies that structure our everyday lives and arguments. As a writing-intensive course, you will also learn how to construct a piece of rhetorical criticism that draws upon a toolbox of ideas and methods to successfully articulate a rhetorical argument.

Students in this class examine public documents and apply critical/rhetorical analysis regarding audience, purpose, message, power, and context. Students conduct research and write documents for public audiences on contemporary issues of interest.

This course presents a survey of fundamental theories and philosophies of communication. Students will become acquainted with several theories of language and linguistic meaning and with principles of non-verbal and relational communication, and will engage in reflection on differences between older and newer media or ?modes? of discourse (speaking vs. writing; conventional print vs. digital text, etc.). In addition to introducing theories and concepts, the course seeks to develop competencies in evaluating and applying them in the analysis of communication in various contexts including face-to-face conversations, ongoing interpersonal relationships, and digitally-mediated interactions.

Historical, cultural, material contexts within which environmental communication takes place. Understand environmental communication as well as develop communication strategies that lead to more sustainable social practices, institutions, and systems.

This course explores significant environmental issues (such as environmental justice, toxic chemicals, climate change) through the analysis of texts from diverse literary genres. It focuses as much on issues of language and meaning as it does on the subjects these texts concern. Students examine the formal dimensions of these texts, as well as their social and historical contexts. In addition, students are introduced to the underlying scientific principles, the limitations of technologies, and the public policy aspects of each of these issues, in order to judge what constitutes an appropriate response to them. Students also learn how to identify and evaluate credible information concerning the environment.

Explore contemporary texts from multiple disciplines to analyze the role of stories in interpreting nature. Emphasis on lived experience, civic motivation, and observational research that enrich effective nature writing. Optional service-learning component.

This course is designed to be an introduction to the broad field of Environmental Interpretation, Communication Theory, Visitor Information Services (VIS), and Nonformal Education experience's found in parks, nature centers, camps, zoos, museums, arboretums, and free-choice learning environments. Students will understand the definitions, role and scope of interpretation, differences between audiences and/or users of interpretive services, and distinguish between interpretive techniques based on their advantages/disadvantages. Students can also qualify for the National Association for Interpretation's (NAI) Certified Interpretive Guide (CIG) program.

Planning/strategy for communication campaigns related to food/agriculture. Student-centered, relies on interaction/participation.

From Instagram to YouTube to memes-we live in a visual culture. How can we interpret this flood of images? Learn how to analyze advertisements, photographs, television, and social media from multiple perspectives. Historical, cultural, and ethical approaches unearth the changing role of visual media in society. You'll actively interpret current images to learn how to effectively communicate with visuals.

Today more than ever we must deal with multiple sources of conflicting information on topics that affect our lives in big ways. We use this information to make important decisions, from major policy decisions to personal lifestyle choices. Understanding complex, high-stakes societal issues such as the global COVID-19 pandemic requires that we rapidly process and synthesize new science that is changing fast, and that we do so in an environment of partisan bias and media spin that make it extremely difficult for citizens to stay informed and make good decisions. The debate surrounding the response to COVID-19, climate change, water policy, and other planetary and human health issues, invoke moral or ethical principles in addition to scientific arguments. As a result, problem solving and decision making requires simultaneously evaluating complex scientific and ethical arguments. Several aspects of human psychology mean that we do not reliably make logical choices when presented with complex information. Furthermore, data and science are frequently used to mislead, from the naïve misuse of statistics to deliberate misinformation campaigns. As a result, weighing evidence and rational decision-making for complex issues requires skepticism, critical thinking, and lots of practice. In this course, students will develop critical thinking tools and cultivate scientific skepticism for evaluating claims encountered in peer-reviewed scientific papers, popular press articles, or on social media. Examples and case studies will draw heavily on current events surrounding the COVID-19 pandemic and associated societal and environmental responses, but will also include other environmental, health, and public policy issues to demonstrate the range of ways in which data and science can be used or misused to support a position. To create the necessary habits of mind for skepticism and critical thinking, this course will cover background material from ethics, neurology, behavioral economics, statistics, and logic. We will employ a number of active learning strategies, and class meetings will frequently consist of students actively engaged in processing and understanding course content. Upon leaving this course students will be able to confidently evaluate the veracity of information as they encounter it in multiple contexts throughout their lives. Students will understand how views of the role of ethics in scientific inquiry have evolved, and the roles of science, uncertainty, and ethics in determining public opinion and policy decisions on environmental topics. Students will learn to identify and recognize misinformation in its various forms and to articulate why a particular piece of information is misleading. We will explore the various ways that our intuition and memory make interpreting data and statistics challenging, and develop tools and habits of mind to overcome these challenges.

Normative/professional ethics, and leadership considerations, applicable to managing natural resources and the environment. Readings, discussion.

Philosophical basis for membership in moral community. Theories applied to specific problems (e.g., vegetarianism, wilderness preservation). Students defend their own reasoned views about moral relations between humans, animals, and nature.

Current world trends for industrial raw materials; environmental/other tradeoffs related to options for satisfying demand/needs; global and systemic thinking; provides a framework for beginning a process of thinking critically about complex environmental problems/potential solutions in a diverse global economy.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Policies affecting land use planning at local, state, and federal levels. Ecosystem and landscape scale planning. Collaborative and community-based approaches to planning for ecological, social, and economic sustainability. Class project applies interdisciplinary perspectives on planning and policy, including information gathering techniques, conservation planning tools, and evaluation of planning options.

Introduction to cities and suburbs as unique crossroads of cultural, social, and political processes. Competing/conflicting visions of city life, cultural diversity, and justice. Focuses on the American city.

This course explores how written texts help shape understandings of the land in the U.S. Students read and analyze historical texts that have contributed to colonialist understandings of nature and the land. Students will study how the rhetorical strategies of such texts helped to form exploitive relations with the land and enact violence against indigenous peoples. Historical and current texts written by native peoples provide a counter-narrative to the myth of progress. Emphasis in the course is placed on analyzing texts with an eye toward setting the ground for conversations aimed at achieving sustainability and justice. Students will also study how written texts are composed within material contexts that contribute to their understanding.

Science and technology are key parts of nearly every aspect of our lives, and, just as important, science and technology are highly debated topics in political, economic, social, public, and personal spheres. For example, consider debates regarding genetically modified foods, space exploration, vaccines, oil pipelines, or clean drinking water. This course will push you to consider the ways you think, feel, and write about science and technology. This course will ask you to examine the relationship between language and science and technology. We will spend the semester reading about science and technology, in addition to studying and practicing different strategies, techniques, and approaches for communicating about science and technology. Using rhetorical studies as a foundation, this course will give you the tools to more effectively engage with scientific and technological topics and debates. Finally, and perhaps most importantly, this course aims to foster engagement with scientific and technological conversations. Put simply, students should leave this course caring about scientific and technological issues and wanting to participate in the conversations that surround such issues.

Learn practical legal skills and ethics as they pertain to marketing, public relations and advertising by focusing on the actions of the Federal Trade Commission, the Federal Communications, and the Federal Elections Commission. Learn about the administrative process including adjudication and rule making. Learn through a range of legal, policy and ethics discussions ranging from the First Amendment, the regulation of commercial speech, advertising deception, substantiation of material claims, digital privacy, contesting, political advertising, and controls on native advertising and social media influencers.

This course is designed to develop and refine your understanding of tribal and Indigenous natural resource management, tribal and Indigenous perspectives, and responsibilities natural resource managers have for tribal and Indigenous communities. This course includes one eight-hour weekend field session.

This course introduces students to the theoretical and historical foundations of environmental racism and environmental inequality more broadly. We will examine and interrogate both the social scientific evidence concerning these phenomena and the efforts by community residents, activists, workers, and governments to combat it. We will consider the social forces that create environmental inequalities so that we may understand their causes, consequences, and the possibilities for achieving environmental justice prereq: SOC 1001 recommended

This course introduces students to the theoretical and historical foundations of environmental racism and environmental inequality more broadly. We will examine and interrogate both the social scientific evidence concerning these phenomena and the efforts by community residents, activists, workers, and governments to combat it. We will consider the social forces that create environmental inequalities so that we may understand their causes, consequences, and the possibilities for achieving environmental justice prereq: SOC 1001 recommended

Scientific and cultural theory concerning the organization of nature, human nature, and their significance for development of ethics, religion, political/economic philosophy, civics, and environmentalism in Western/other civilizations.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Principles of ecology from populations to ecosystems. Applications to human populations, disease, exotic organisms, habitat fragmentation, biodiversity and global dynamics of the earth.

Principles of population growth/interactions, communities and ecosystem function applied to ecological issues. Regulation of populations, dynamics/impacts of disease, invasions by exotic organisms, biodiversity, global change. Lab. Scientific writing. Quantitative skill development (mathematical models, data analysis, statistics and some coding in R). prereq: [One semester college biology or instr consent], [MATH 1142 or MATH 1271 or Math 1272 or Math 1241 or Math 1242 or MATH 1281 or Math 1282 or equiv]

Basic concepts in ecology. Organization, development, function of ecosystem. Population growth/regulation. Human effect on ecosystems. prereq: [Jr or sr] recommended; biological sciences students may not apply cr toward major

Nature of oceans, their role sustaining life on planet. Diversity/ecology of organisms that live in coastal, deep, open seas. Effects of humans on marine life. Resilience of marine life, its importance to human society. Cultures of oceanic peoples. Selected topics. prereq: BIOL 1001 or BIOL 1009 or BIOL 2002 or ESCI 1006 or ESCI 1106 or instr consent

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

There is a growing sense of national and global urgency regarding carbon and climate change with particular emphasis on our energy system. Unfortunately, the answers are not simple. In this course, students explore our wide range of traditional and renewable energy sources and how these options impact our environment and society. Students are also exposed to the complex and compelling ethical issues raised by global, national, and local changes in how we produce and use energy. This course informs and engages students to be thoughtful, rather than passive consumers of energy. Students gain the knowledge necessary to be articulate in career, community, and personal arenas regarding renewable energy resources. In addition, students develop the ability to evaluate and respond to present and future technological changes that impact their energy use in the workplace, at home, and in the community. This course was designed and offered as an online course since 2011. For more details on the course please look at the syllabus and some comments from previous students by going to bbe2201.cfans.umn.edu

Fundamentals of aquatic ecology. Case study approach to water problems faced by society (e.g., eutrophication, climate change, invasive species, acid rain, wetland protection, biodiversity preservation). Science used to diagnose/remediate or remove problems. prereq: One semester college biology

Advanced introduction to description/analysis of interaction of physical, chemical, and biological factors that control functioning of life in lakes and other freshwater aquatic environments. prereq: Grad student or instr consent

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Physical processes that shape the Earth: volcanoes, earthquakes, plate tectonics, glaciers, rivers. Current environmental issues/global change. Lecture/lab. Optional field experience.

Fundamental principles governing physical world in context of energy/environment. Lab. prereq: 1 yr high school algebra

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv

Identification nomenclature, classification, and distribution of common/important forest trees/shrubs. Use of keys. Field/lab methods of identification.

Introduction to the biology of plants, algae, and fungi. Structure, growth, development, reproduction, diversity, and aspects of their ecology. Includes laboratory that focuses on structures in photosynthetic organisms and fungi as well as an introduction to physiology. prereq: One semester of college biology

Practical skills for identifying plant species/surveying Minnesota vegetation to students of biology, environmental sciences, resource management, horticulture. Integrates botany, ecology, evolution, earth history, climate, global change in context of local plant communities. Labs/Saturday field trips explore Minnesota plants/plant communities. prereq: One semester college biology

Systematics of flowering plants of the world. Ecology, geography, origins, and evolution. Family characteristics. Floral structure, function, evolution. Pollination biology. Methods of phylogenetic reconstruction. Molecular evolution. Taxonomic terms. Methods of collection/identification. Lab. prereq: BIOL 1001 or 1009 or 1009H or 2002

This course is a survey of animal diversity, with an emphasis on understanding the major animal groups, how they are related to one another, how they differ in structure, and how each group achieves survival and reproduction in the diverse environments of the Earth. We will place particular emphasis on major evolutionary transitions that animals have made through their history, including the origins of multicellularity, the achievement of motion, invasion of terrestrial habitats, and the achievement of flight. We will also emphasize the science behind our contemporary understanding of animals, from multiple perspectives ? behavioral, evolutionary, physiological, and ecological. Lab requires dissection, including mammals. prereq: BIOL 1001/1001H, or BIOL 1009/1009H, or BIOL 1951/1951H

Evolutionary and biogeographic history of mammalia. Recognize, identify, and study natural history of mammals at the ordinal level, North American mammals at familial level, and mammals north of Mexico at generic level. Minnesota mammals at specific level. Includes lab. prereq: Biol 1001 or Biol 2012

Structure, evolution, classification, distribution, migration, ecology, habitats, identification of birds. Lecture, lab, weekly field walks. One weekend field trip. prereq: Biol 1001 or Biol 2012

Insects represent one of the most abundant and diverse life forms on Earth, and their environmental importance is displayed across both terrestrial and aquatic ecosystems. Beyond environmental importance, insects shape human society through their impact on our health, the pollination of our food crops, and damage to our commodities and homes. Insect Biology is an introductory entomology course on the biology and ecology of insects, their classification, and their interactions with the environment and human society. This course will provide background on insect diversity and physiology while providing insight into how scientists examine the roles of insects in medicine, agriculture, advances in genetics, and ecology. These topics will provide fundamental biological knowledge needed to make informed decisions about insect-related topics in a global society.

Reptiles/amphibians, their systematics, behavior, ecology, physiology, development, and morphology. Diversity of reptiles/amphibians. Focuses on Minnesota fauna. Lab. prereq: BIOL 1001 or BIOL 2012

Fish biology, adaptations to different environments and modes of living, and environmental relationships. Lab emphasizes anatomy and identification of Minnesota fishes. prereq: Biol 1001 or Biol 2012

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

Management concepts for green infrastructure of cities, towns, and communities. Urban forest as a social/biological resource. Emphasizes management of urban forest ecosystem to maximize benefits to people. Tree selection, risk assessment, cost-benefit analysis, landscape planning, values, perceptions. How urban forestry can be a tool to improve community infrastructure.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Introduction to themes/concepts of diverse, dynamic, and interdisciplinary field. Biological/social underpinnings of conservation problems/solutions. prereq: introductory biology course

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

Dynamic relationships between environmentally designed places and biological/physical contexts. Integration of created place and biological/physical contexts. Case studies, student design.

Examine links between cities and the environment with emphasis on air, soil, water, pollution, parks and green space, undesirable land uses, environmental justice, and the basic question of how to sustain urban development in an increasingly fragile global surrounding.

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

This course is designed to be a directed field study of park and protected area management including observation of and training in (1) recreation planning and visitor management, (2) cultural resource management, (3) natural resource management, (4) nature-based tourism management, and (5) resource interpretation and communication across local, state, federal and tribal park and protected areas in northern Minnesota. prereq: Sophomore status or higher

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The prerequisite experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, completion of summer module, instr consent

Microeconomic principles and their application to natural resource management problems. Economic and policy tools to address market failures. Discussion of regulatory and market-based instruments. Discounting and compounding concepts. Methods for conducting financial and economic analyses of natural resource management projects. Decision criteria when conducting benefit/cost analysis of natural resource projects. Methods for valuing non-market natural resource goods and services. Economics of managing renewable natural resources such as forests and fisheries. Land economics. Payments for environmental services. Planning and management problems. Case studies. prereq: MATH 1031 or equivalent.

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy.

Microeconomic behavior of consumers, firms, and markets in domestic and world economy. Demand and supply. Competition and monopoly. Distribution of income. Economic interdependencies in the global economy. Effects of global linkages on individual decisions. prereq: knowledge of plane geometry and advanced algebra

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

What is necessary to achieve sustainable societies. What influences societal deliberation/decisions about environmental issues. How our behaviors affect natural systems. Key theoretical concepts of environmental social psychology and political science. How people respond to policies, using theoretical concepts from social psychology about attitudes, values, and social norms; applying these ideas to specific environmental problems and ethical debates.

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. prereq: Grade of at least C- in 1061 or equiv, concurrent registration is required (or allowed) in 1066; registration for 1066 must precede registration for 1062

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1062

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Fundamental principles of physics in the context of everyday world. Use of kinematics/dynamics principles and quantitative/qualitative problem solving techniques to understand natural phenomena. Lecture, recitation, lab. prereq: High school algebra, plane geometry, trigonometry; primarily for students interested in technical areas

Concepts and principles of classic and modern physics applied to environmental problems arising from interaction between humans and the natural environment. Forms of pollution (e.g., land, water, air). Transport mechanisms. Anthropogenic greenhouse gas emissions. Global climate change. Social issues related to environmental problems. prereq: Phys 1101

Climate variations are the norm; not the exception. The geological and archaeological records are rich with evidence of a climate system that is dynamic and non-steady state. Yet we face the challenges of understanding the complexities of this system in order to manage our natural resources and to prepare wisely for the future. This class examines the basic theory and Physics behind the atmospheric greenhouse effect and radiative forcings in the climate system. The Myths, Mysteries, and Uncertainties about the climate record and feedback processes operating in the Earth-Atmosphere system will be examined. Simple models will be used to demonstrate the atmospheric greenhouse effect. Sophisticated numerical weather models, such as the Regional Weather and Forecast Chemistry (WRF-CHEM) model, will be used to demonstrate climate predictions and biophysical feedback processes. We will also study some of the classic Warming Papers that provide the physical scientific basis for the anthropogenic greenhouse effect. Finally, we will explore the uncertainties related to climate predictions and how scientists use fingerprint techniques to diagnose natural versus anthropogenic climate signals. There is no prerequisite required for this course, but first year calculus and one other first year science course is recommended.

Survey of organic chemistry and biochemistry outlining structure and metabolism of biomolecules, metabolic regulation, principles of molecular biology. prereq: Chem 1015, Bio 1009

This course is a survey of animal diversity, with an emphasis on understanding the major animal groups, how they are related to one another, how they differ in structure, and how each group achieves survival and reproduction in the diverse environments of the Earth. We will place particular emphasis on major evolutionary transitions that animals have made through their history, including the origins of multicellularity, the achievement of motion, invasion of terrestrial habitats, and the achievement of flight. We will also emphasize the science behind our contemporary understanding of animals, from multiple perspectives ? behavioral, evolutionary, physiological, and ecological. Lab requires dissection, including mammals. prereq: BIOL 1001/1001H, or BIOL 1009/1009H, or BIOL 1951/1951H

Introduction to the biology of plants, algae, and fungi. Structure, growth, development, reproduction, diversity, and aspects of their ecology. Includes laboratory that focuses on structures in photosynthetic organisms and fungi as well as an introduction to physiology. prereq: One semester of college biology

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Physical processes that shape the Earth: volcanoes, earthquakes, plate tectonics, glaciers, rivers. Current environmental issues/global change. Lecture/lab. Optional field experience.

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv

A pre-calculus introduction to the nature of the atmosphere and its behavior. Topics covered include atmospheric composition, structure, stability, and motion; precipitation processes, air masses, fronts, cyclones, and anticyclones; general weather patterns; meteorological instruments and observation; weather map analysis; and weather forecasting.

A pre-calculus introduction to the nature of the atmosphere and its behavior. Topics covered include atmospheric composition, structure, stability, and motion; precipitation processes, air masses, fronts, cyclones, and anticyclones; general weather patterns; meteorological instruments and observation; weather map analysis; and weather forecasting.

Spatial data development/analysis in science/management of natural resources. Data structures/sources/collection/quality. Geodesy, map projections, spatial/tabular data analysis. Digital terrain analysis, cartographic modeling, modeling perspectives, limits of technology. Lab exercises. Both onsite and fully online options for course enrollment. prereq: Soph or jr or sr or UHP fr

Introduction to study of geographic information systems (GIS) for geography and non-geography students. Topics include GIS application domains, data models and sources, analysis methods and output techniques. Lectures, readings and hands-on experience with GIS software. prereq: Jr or sr

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

Principles of ecology from populations to ecosystems. Applications to human populations, disease, exotic organisms, habitat fragmentation, biodiversity and global dynamics of the earth.

Principles of population growth/interactions, communities and ecosystem function applied to ecological issues. Regulation of populations, dynamics/impacts of disease, invasions by exotic organisms, biodiversity, global change. Lab. Scientific writing. Quantitative skill development (mathematical models, data analysis, statistics and some coding in R). prereq: [One semester college biology or instr consent], [MATH 1142 or MATH 1271 or Math 1272 or Math 1241 or Math 1242 or MATH 1281 or Math 1282 or equiv]

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The prerequisite experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, completion of summer module, instr consent

GPS principles, operations, techniques to improve accuracy. Datum, projections, and coordinate systems. Differential correction, accuracy assessments discussed/applied in lab exercises. Code/carrier phase GPS used in exercises. GPS handheld units, PDA based ArcPad/GPS equipment. Transferring field data to/from desktop systems, integrating GPS data with GIS. prereq: Intro GIS course

Integrates water quality, surface/groundwater hydrology. Case studies, hands-on field data collection, calculations of hydrological/water quality parameters. Meteorological data, snow hydrology, stream gauging, well monitoring, automatic water samplers. Designing water quality sampling program. Geomorphology, interception, infiltration.

This course is designed to be a directed field study of park and protected area management including observation of and training in (1) recreation planning and visitor management, (2) cultural resource management, (3) natural resource management, (4) nature-based tourism management, and (5) resource interpretation and communication across local, state, federal and tribal park and protected areas in northern Minnesota. prereq: Sophomore status or higher

Practical skills for identifying plant species/surveying Minnesota vegetation to students of biology, environmental sciences, resource management, horticulture. Integrates botany, ecology, evolution, earth history, climate, global change in context of local plant communities. Labs/Saturday field trips explore Minnesota plants/plant communities. prereq: One semester college biology

A field-based course which requires students to apply fundamental knowledge obtained from Basic Soil Science and Field Study of Soils to the description of soils in the field. This course includes an inter-collegiate Soil Judging contest that takes during the course of the class. prereq: An introductory soils course and field studies course.

Learn to write soil profile descriptions in the field. Class requires hands-on experience to determine soil texture, color, and horizon designations in the field. prereq: 2125

This course explores principles and techniques of Unmanned Aircraft Systems (UAS, also 'drones'), applied to natural resource and environmental issues. The course provides hands-on experience with UAS vehicles, sensors, imagery, and software. Course topics include: UAS flight characteristics, regulations/safety, mission planning, flight operations, data collection, image analysis, and applications. Examples of UAS applications to be explored include forest and natural resource inventory, wetland monitoring, and land cover mapping. Prior coursework in Geographic Information Systems is recommended. Prereq: None, but prior coursework in GIS is recommended.

Field identification of common northwoods trees, shrubs, and nonwoody vascular plants. Emphasizes concept of plant communities, soil site relationships, and wildlife values. Taught at Cloquet Forestry Center.

Field examination of natural history of northern/boreal forests with respect to soils, ecological characteristics of trees, community-environment relationships, stand development, succession, and regeneration ecology. Taught at the Cloquet Forestry Center. prereq: Biol 1001 or Biol 1009

Introduction to land survey, tree/forest stand measurement (mensuration), and forest sampling techniques. Taught at Cloquet Forestry Center.

This course is designed to provide a local and global historical perspective of soil erosion (causes and consequences); develop a scientific understanding of soil erosion processes; and relates various soil conservation and land-use management strategies to real-world situations. Basics of soil erosion processes and prediction methods will be the fundamental building blocks of this course. From this understanding, we will discuss policies and socioeconomic aspects of soil erosion. Lastly, we will focus on effective land-use management using natural resource assessment tools. Case studies and real-world and current events examples will be used throughout the course to relate course material to experiences. prereq: SOIL 2125 or instr consent

Properties of microorganisms that impact soil fertility, structure, and quality. Nutrient requirements of microbes and plants and mineral transformations in biogeochemical cycling. Symbiotic plant/microbe associations and their role in sustainable agricultural production. Biodegradation of pollutants and bioremediation approaches. prereq: Biol 1009 or equiv, Chem 1021 or equiv; SOIL 2125 recommended

Basic soil morphology, soil profile descriptions. Pedogenic processes, models of soil development. Soil geomorphology, hydrology, hillslope processes. Digital spatial analysis. Soil classification. Soil surveys, land use. Soil geography. prereq: 2125 or instr consent

Fundamental concepts in soil fertility and plant nutrition. Discuss dynamics of mineral elements in soil, plants, and the environment. Evaluation, interpretation, and correction of plant nutrient problems. prereq: SOIL 2125

A field-based course which requires students to apply fundamental knowledge obtained from Basic Soil Science and Field Study of Soils to the description of soils in the field. This course includes an inter-collegiate Soil Judging contest that takes during the course of the class. prereq: An introductory soils course and field studies course.

Learn to write soil profile descriptions in the field. Class requires hands-on experience to determine soil texture, color, and horizon designations in the field. prereq: 2125

Formation and characteristics of modern glaciers; erosional and depositional features of Pleistocene glaciers; history of quaternary environmental changes in glaciated and nonglaciated areas. Field trips and labs. prereq: 1001 or instr consent

This course explores how written texts help shape understandings of the land in the U.S. Students read and analyze historical texts that have contributed to colonialist understandings of nature and the land. Students will study how the rhetorical strategies of such texts helped to form exploitive relations with the land and enact violence against indigenous peoples. Historical and current texts written by native peoples provide a counter-narrative to the myth of progress. Emphasis in the course is placed on analyzing texts with an eye toward setting the ground for conversations aimed at achieving sustainability and justice. Students will also study how written texts are composed within material contexts that contribute to their understanding.

Morphology, chemistry, hydrology, formation of mineral/organic soils in wet environments. Soil morphological indicators of wet conditions, field techniques of identifying hydric soils for wetland delineations. Peatlands. Wetland benefits, preservation, regulation, mitigation. Field trips, lab, field hydric soil delineation project. prereq: SOIL 1125 or 2125 or equiv or instr consent; concurrent registration is required (or allowed) in SOIL 4511 recommended

Morphology, chemistry, hydrology, formation of mineral/organic soils in wet environments. Soil morphological indicators of wet conditions, field techniques of identifying hydric soils for wetland delineations. Peatlands. Wetland benefits, preservation, regulation, mitigation. Field trips, lab, field hydric soil delineation project. prereq: SOIL 1125 or 2125 or equiv or instr consent; concurrent registration is required (or allowed) in SOIL 4511 recommended

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Principles of contaminant transport in percolate solution and in overland flow. Hydrologic cycle, percolation/runoff processes, contaminant transport, leachate sampling methods, remediation technologies, scale effects on runoff water quality, tillage technologies, control of sediment/chemical losses. Discussions mostly descriptive, but involve some computations.

Fundamentals of aquatic ecology. Case study approach to water problems faced by society (e.g., eutrophication, climate change, invasive species, acid rain, wetland protection, biodiversity preservation). Science used to diagnose/remediate or remove problems. prereq: One semester college biology

This rigorous course examines hydrology and biogeochemical cycling in forested watersheds. Topics include role of forests in hydrologic processes (precipitation, runoff generation, and streamflow) and exports (sediment, carbon, and nitrogen). Readings from primary literature, active discussion participation, research/review paper. prereq: [Basic hydrology course, one course in ecology, and one course in chemistry [upper div or grad student]] or instr consent

Overview air, water, and soil chemistry. Pertinent environmental problems. Human/ecological multimedia exposures to chemicals in the environment. prereq: One course each in [gen chem, org chem] or instr consent

Socio-cultural, legal, and economic forces that affect water resource use. Water quality, Clean Water Act contrasted with international laws, roles of State and Local agencies. Water supply, drought, flooding, drainage, irrigation, storage. Sulfide mining, Line 3, hypoxia, wildfire, climate, snowpack, extreme events, China south-to-north transfer, CEC?s, AIS, Aral Sea, CAFOs, and more.

Properties of microorganisms that impact soil fertility, structure, and quality. Nutrient requirements of microbes and plants and mineral transformations in biogeochemical cycling. Symbiotic plant/microbe associations and their role in sustainable agricultural production. Biodegradation of pollutants and bioremediation approaches. prereq: Biol 1009 or equiv, Chem 1021 or equiv; SOIL 2125 recommended

Today more than ever we must deal with multiple sources of conflicting information on topics that affect our lives in big ways. We use this information to make important decisions, from major policy decisions to personal lifestyle choices. Understanding complex, high-stakes societal issues such as the global COVID-19 pandemic requires that we rapidly process and synthesize new science that is changing fast, and that we do so in an environment of partisan bias and media spin that make it extremely difficult for citizens to stay informed and make good decisions. The debate surrounding the response to COVID-19, climate change, water policy, and other planetary and human health issues, invoke moral or ethical principles in addition to scientific arguments. As a result, problem solving and decision making requires simultaneously evaluating complex scientific and ethical arguments. Several aspects of human psychology mean that we do not reliably make logical choices when presented with complex information. Furthermore, data and science are frequently used to mislead, from the naïve misuse of statistics to deliberate misinformation campaigns. As a result, weighing evidence and rational decision-making for complex issues requires skepticism, critical thinking, and lots of practice. In this course, students will develop critical thinking tools and cultivate scientific skepticism for evaluating claims encountered in peer-reviewed scientific papers, popular press articles, or on social media. Examples and case studies will draw heavily on current events surrounding the COVID-19 pandemic and associated societal and environmental responses, but will also include other environmental, health, and public policy issues to demonstrate the range of ways in which data and science can be used or misused to support a position. To create the necessary habits of mind for skepticism and critical thinking, this course will cover background material from ethics, neurology, behavioral economics, statistics, and logic. We will employ a number of active learning strategies, and class meetings will frequently consist of students actively engaged in processing and understanding course content. Upon leaving this course students will be able to confidently evaluate the veracity of information as they encounter it in multiple contexts throughout their lives. Students will understand how views of the role of ethics in scientific inquiry have evolved, and the roles of science, uncertainty, and ethics in determining public opinion and policy decisions on environmental topics. Students will learn to identify and recognize misinformation in its various forms and to articulate why a particular piece of information is misleading. We will explore the various ways that our intuition and memory make interpreting data and statistics challenging, and develop tools and habits of mind to overcome these challenges.

This course examines the interactions between the atmosphere and the Earth’s surface. We will discuss the principles of the surface energy and radiation balance, air motion in the atmospheric boundary layer, land surface parameterization for climate models, boundary layer budgets, and field research methods. The course aims to achieve exemplary learning through hands-on activities and examining recent field studies conducted in natural and managed ecosystems. prereq: MATH 1271, PHYS 1201, STAT 3011, [instr consent]

Ecology/biology of invasive plant species (weeds). Principles of invasive plant management in agricultural/horticultural, urban, wetland, aquatic, and other non-cropland landscape systems, utilizing biological, cultural, and chemical means. Management strategies to design systems that optimize invasive plant management in terms of economic, environmental, and social impacts. prereq: 4005, [Bio 3002 or equiv], Soil 2125, [Agro 2501 or Hort 1011]

Ecological approach to problems in agricultural systems. Formal methodologies of systems inquiry are developed/applied. prereq: [3xxx or above] course in [Agro or AnSc or Ent or Hort or PlPa or Soil] or instr consent

Regulation of energy and elements cycling through ecosystems. Dependence of cycles on kinds/numbers of species within ecosystems. Effects of human-induced global changes on functioning of ecosystems.

Application of biochemistry, ecology, chemistry, and physics to environmental issues. Issues in biogeochemistry. Impact of humans on biogeochemical processes in soils, lakes, oceans, estuaries, forests, urban/managed ecosystems, and extreme environments (e.g., early Earth, deep sea vents, thermal springs). prereq: [BIOL 1009 or 2003] AND [CHEM 1081 or 1061 or 1071H] or instr consent

This course explores significant environmental issues (such as environmental justice, toxic chemicals, climate change) through the analysis of texts from diverse literary genres. It focuses as much on issues of language and meaning as it does on the subjects these texts concern. Students examine the formal dimensions of these texts, as well as their social and historical contexts. In addition, students are introduced to the underlying scientific principles, the limitations of technologies, and the public policy aspects of each of these issues, in order to judge what constitutes an appropriate response to them. Students also learn how to identify and evaluate credible information concerning the environment.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Ecology, history, management, control of fire, wind, insect infestation, deer browsing, other disturbances in forests, including disturbance regimes of boreal, northern hardwood, savannas of North America. Influence of disturbance on wildlife habitat, urban/wildland interfaces, forest management, stand/landscape dynamics. Tree mortality in fires, successional patterns created by fires, interactions of life history traits of plants with disturbances.

Introduction to landscape ecology at different scales in time/space. Development/implications of broad-scale patterns of ecological phenomena, role of disturbance in ecosystems, characteristic spatial/temporal scales of ecological events. Principles of landscape ecology as framework for landscape research, analysis, conservation, and management. prereq: Ecology course

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

Significance of food in society, from earliest times to present. Why we eat what we eat. How foods have been "globalized." Dietary effects of industrial modernity. Material culture, social beliefs. Examples from around world.

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

Bioregional practice, how it responds to landscape ecology of great bioregions. Scientific/cultural basis for bioregional design and landscape sustainability.

This course explores a range of plant physiological processes, including how plants make and use food; acquire and use minerals; transport water and nutrients; and regulate growth and development in response to hormones and environmental cues, such as light quality. While this course is paired with the PMB 3005W Plant Function Laboratory, the courses do not need to be taken together or in a specific order. prereq: [1002 or 1009 or 2003 or equiv], [CHEM 1011 or one semester chemistry with some organic content]

In this lab course, students will use a variety of biological techniques to study plant structure and anatomy, plant physiology, cell biology, and plant growth. This includes topics related to climate change, plant adaptation, crop domestication, and genetic engineering. Includes hands-on laboratory activities and writing focus. While this course is paired with the PMB3002 lecture course, the courses do not need to be taken together or in a specific order. Prereq: BIOL 1009, BIOL 2003, or equiv.

Evolution/Ecology/Diversity of plants, fungi, and algae. Lectures highlight phylogenetic diversity among and within multiple eukaryotic groups as well as adaptations and strategies for survival in varied environments. Includes both hands-on laboratory activities and writing focus. prereq: One semester college biology

Evolution/structure of microbial communities. Population interaction within ecosystems. Quantitative/habitat ecology. Biogeochemical cycling. Molecular microbial ecology, gene transfer in the environment. Molecular phylogeny of microorganisms. Application of microbes in agriculture. Production of commodity chemicals, drugs, and other high-value products. prereq: 3301

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Decision cases, discussions, videos, other media.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Interactive learning using decision cases, discussions, videos, other media.

Principles of ecology from populations to ecosystems. Applications to human populations, disease, exotic organisms, habitat fragmentation, biodiversity and global dynamics of the earth.

Principles of population growth/interactions, communities and ecosystem function applied to ecological issues. Regulation of populations, dynamics/impacts of disease, invasions by exotic organisms, biodiversity, global change. Lab. Scientific writing. Quantitative skill development (mathematical models, data analysis, statistics and some coding in R). prereq: [One semester college biology or instr consent], [MATH 1142 or MATH 1271 or Math 1272 or Math 1241 or Math 1242 or MATH 1281 or Math 1282 or equiv]

Causes of long-/short-term climate change. Frequency/magnitude of past climate changes; their geologic records. Relationship of past climate changes to development of agrarian societies and to shifts in power among kingdoms/city-states. Emphasizes last 10,000 years.

Detection/attribution of global warming using concepts of radiation, climate system, and carbon cycle. Effects on society/biodiversity. National/global efforts/controversy over responses/consequences.

Processes governing chemical makeup of Earth's atmosphere. Implications for air pollution, climate, human welfare. Evolution of atmosphere. Atmospheric structure/transport. Biogeochemical cycles of carbon, nitrogen, oxygen, mercury. Greenhouse effect. Aerosols. Stratospheric ozone loss. prereq: [CHEM 1061, PHYS 1101W, MATH 1142 or 1271] or equiv or instr consent

Climate variations are the norm; not the exception. The geological and archaeological records are rich with evidence of a climate system that is dynamic and non-steady state. Yet we face the challenges of understanding the complexities of this system in order to manage our natural resources and to prepare wisely for the future. This class examines the basic theory and Physics behind the atmospheric greenhouse effect and radiative forcings in the climate system. The Myths, Mysteries, and Uncertainties about the climate record and feedback processes operating in the Earth-Atmosphere system will be examined. Simple models will be used to demonstrate the atmospheric greenhouse effect. Sophisticated numerical weather models, such as the Regional Weather and Forecast Chemistry (WRF-CHEM) model, will be used to demonstrate climate predictions and biophysical feedback processes. We will also study some of the classic Warming Papers that provide the physical scientific basis for the anthropogenic greenhouse effect. Finally, we will explore the uncertainties related to climate predictions and how scientists use fingerprint techniques to diagnose natural versus anthropogenic climate signals. There is no prerequisite required for this course, but first year calculus and one other first year science course is recommended.

A course in which a student designs and carries out a directed study on selected topics or problems under the direction of a faculty member; eg, literature review. Directed study courses may be taken for variable credit and special permission is needed for enrollment. Students enrolling in a directed study will be required to use the University-wide on-line directed study contract process in order to enroll. Prereq: Department consent, instructor consent, no more than 6 credits of directed study counts towards CFANS major requirements

This course examines the interactions between the atmosphere and the Earth’s surface. We will discuss the principles of the surface energy and radiation balance, air motion in the atmospheric boundary layer, land surface parameterization for climate models, boundary layer budgets, and field research methods. The course aims to achieve exemplary learning through hands-on activities and examining recent field studies conducted in natural and managed ecosystems. prereq: MATH 1271, PHYS 1201, STAT 3011, [instr consent]

Basic laws governing atmospheric motion through analysis of atmospheric dynamics and thermodynamics at the micro, synoptic, and global scales. Fundamental thermodynamic and dynamical processes/equations governing the behavior of the atmosphere/apply to larger-scale geophysical situations. prereq: One yr college-level [calculus, physics]

Atmospheric radiation, composition/chemistry, climate change. Radiative transfer in Earth's atmosphere. Changing chemical makeup of troposphere/stratosphere. Interplay between natural processes and human activities in air pollution, stratospheric ozone depletion, and chemical forcing of climate. Anthropogenic contribution to climate change/role of land-atmosphere feedbacks affecting atmosphere's energy budget and cycling of greenhouse gases. Application to numerical modeling. prereq: [one yr college-level [calculus, physics, chemistry]]; LAAS 5425 recommended

Geographic patterns, dynamics, and interactions of atmospheric, hydrospheric, geomorphic, pedologic, and biologic systems as context for human population, development, and resource use patterns.

Urban climatology focuses on how cities modify the local environment. Initial focus is on urban energy balance as the basis of most urban-climate research. The course also explores how atmospheric composition, urban hydrology, and urban ecosystems affect the urban climate, and how urban climates are linked to regional and global climate change.

Theories of climatic fluctuations and change at decadal to centuries time scales; analysis of temporal and spatial fluctuations especially during the period of instrumental record. prereq: 1425 or 3401 or instr consent

Interconnected relationships between global climate change/human health. Develop computer models to predict climate change from natural/anthropogenic forces, predict human health outcomes as result of changing climate. prereq: Students must have elementary computer skills.

Survey, measurement, and modeling concepts/methods for study of natural resources/environmental issues. Emphasizes survey design for data collection, estimation, and analysis for issues encompassing land, water, air, vegetation, wildlife, and human/social variables. prereq: ESPM 3012, FW 4001, STAT 3011, or equivalent

Concepts/issues relating to inventory, subsequent analysis of production systems. Production system from holistic point of view, using term commonly used in industrial ecology: "metabolic system."

Principles of contaminant transport in percolate solution and in overland flow. Hydrologic cycle, percolation/runoff processes, contaminant transport, leachate sampling methods, remediation technologies, scale effects on runoff water quality, tillage technologies, control of sediment/chemical losses. Discussions mostly descriptive, but involve some computations.

Application of geographic information science and technologies (GIS) in complex environmental problems. Students gain experience in spatial data collection, database development, and spatial analysis, including GNSS and field attribute collection, image interpretation, and existing data fusion, raster/vector data integration and analysis, information extraction from LiDAR data, DEM conditioning and hydrologic analysis, neighborhood analysis, bulk processing and automation, and scripting. Problems vary depending on topics, often with extra-University partners. prereq: FNRM 3131 or Geog 3561 or instr consent

This course uses the principles of chemistry, microbiology, physics, and toxicology to understand the fate and behavior of environmental contaminants and the pollution of soils, surface waters, groundwater, and sediments. The course is structured around a semester-long risk assessment project that provides a framework for integrating concepts of pollution, contaminant movement, contaminant degradation, human health risk, ecological risk, risk mitigation, environmental remediation processes, and interactions among them. The history of federal regulations concerning environmental contamination is presented in the context of the major episodes of environmental pollution that motivated legislative action. prereq: SOIL 2125, CHEM 1061 and 1062 or equiv, or permission

A quantitative approach to environmental problems, including the development of mass and energy balances and the application of fundamental principles of environmental chemistry and microbiology. Meets the University of Minnesota's liberal education environment theme through the incorporation of environmental function, problems, and solutions throughout the course. prereq: Chem 1062, Phys 1302, Math 1372 or equivalent

Organic compounds, constitutions, configurations, conformations, reactions. Molecular structure. Chemical reactivity/properties. Spectroscopic characterization of organic molecules. prereq: C- or better in 1062/1066 or 1072H/1076H

Sampling design, survey techniques to assess resource conditions. Applying metrics/sampling methods to forest vegetation. Calculating tree/stand volume. Modeling approaches. Case studies of modeling to project future growth. Landscape processes, characterization, modeling. prereq: [ESPM 3012 or STAT 3011], MATH 1151

Introductory principles and techniques of remote sensing and geospatial analysis applied to mapping and monitoring land and water resources from local to global scales. Examples of applications include: Land cover mapping and change detection, forest and natural resource inventory, water quality monitoring, and global change analysis. The lab provides hands-on experience working with satellite, aircraft, and drone imagery, and image processing methods and software. Prior coursework in Geographic Information Systems and introductory Statistics is recommended. Prereq: None, but prior coursework in GIS and Statistics is recommended.

This course builds on the introductory remote sensing class, FNRM 3262/5262. It provides a detailed treatment of advanced remote sensing and geospatial theory and methods including Object-Based Image Analysis (OBIA), lidar processing and derivatives, advanced classification algorithms (including Random Forest, Neural Networks, Support Vector Machines), biophysics of remote sensing, measurements and sensors, data transforms, data fusion, multi-temporal analysis, and empirical modeling. In-class and independent lab activities will be used to apply the course topics to real-world problems. Prior coursework in Geographic Information Systems, remote sensing, and statistics is necessary. prereq: FNRM 3262/5262 or instr consent

Geographic patterns, dynamics, and interactions of atmospheric, hydrospheric, geomorphic, pedologic, and biologic systems as context for human population, development, and resource use patterns.

"Everything is related to everything else, but near things are more related than distant things." The First Law of Geography proposed by Waldo Tobler implies the complex yet fascinating nature of the geospatial world. Spatial analysis in order to understand geographic numbers is becoming increasingly necessary to support knowledge discovery and decision-making. The objective of this course is to teach the fundamental theory and quantitative methods within the scope of geospatial analysis. The course starts with basic statistics, matrix, the background of spatial analysis, and exploratory spatial data analysis. Then, we will dive into the special nature of our spatial world, with fundamental geographic ideas and theories being introduced. The focus will be on numerical methods and models including descriptive statistics, pattern analysis, interpolation, and regression models. Finally, some advanced topics regarding spatial complexities and spatial networks will be introduced to arouse further interest in this realm. To sum, this is an introductory course that makes use of quantitative analytics such as linear algebra, statistics, and econometrics for spatial data analysis. By taking this course you will: -quantitatively understand critical concepts behind geospatial processes, such as scale, spatial weights, spatial autocorrelation, spatial dependence, spatial pattern. -learn key methods of analyzing spatial data: e.g., point pattern analysis, spatial autocorrelation statistics, spatial prediction, and spatial regression. -examine the lectured methods/models with data from geographic scenarios using Python and related programming packages. (Prereq: high-school algebra; Basic stats and linear algebra recommended)

Advanced study of geographic information systems (GIS). Topics include spatial data models, topology, data encoding, data quality, database management, spatial analysis tools and visualization techniques. Hands-on experience using an advanced vector GIS package. prereq: B or better in 3561 or 5561 or instr consent

First of a two-course series focusing on ArcGIS Desktop. Overview of ArcGIS system and its use for spatial data processing. Data capture, editing, geometric transformations, map projections, topology, Python scripting, and map production. prereq: [GEOG 5561 or equiv, status in MGIS program, familiarity with computer operating systems] or instr consent

Issues related to providing adequate levels of clean air/water. Local water quantity/quality, air quality in developed/developing world, global air/water quality, policies meant to protect these resources.

Measuring exposures to potentially hazardous agents in air or water. Sampling the agent. Preparing sample for analysis. Conducting analysis. Interpreting results. prereq: EH or instr consent

Students will explore ecological and human health consequences of climate change, the psychology of climate inaction, and will be invited to join us in the radical work of discovering not only their own leadership potential but that of others. We will unpack the old story of domination and hierarchy and invite the class to become part of a vibrant new story of human partnership that will not only help humanity deal with the physical threat of climate change but will help us create a world where we have the necessary skills and attitudes to engage the many other grand challenges facing us. Using a strategy of grassroots empowerment, the course will be organized to help us connect to the heart of what we really value; to understand the threat of climate change; to examine how we feel in the light of that threat; and to take powerful action together. Students will work in groups throughout the course to assess the global ecological threat posed by climate change, and they will be part of designing and executing an activity where they empower a community to take action. This is a Grand Challenge Curriculum course. prereq: soph, jr, sr

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course. prereq: sophomore, junior, senior

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

Students will explore ecological and human health consequences of climate change, the psychology of climate inaction, and will be invited to join us in the radical work of discovering not only their own leadership potential but that of others. We will unpack the old story of domination and hierarchy and invite the class to become part of a vibrant new story of human partnership that will not only help humanity deal with the physical threat of climate change but will help us create a world where we have the necessary skills and attitudes to engage the many other grand challenges facing us. Using a strategy of grassroots empowerment, the course will be organized to help us connect to the heart of what we really value; to understand the threat of climate change; to examine how we feel in the light of that threat; and to take powerful action together. Students will work in groups throughout the course to assess the global ecological threat posed by climate change, and they will be part of designing and executing an activity where they empower a community to take action. This is a Grand Challenge Curriculum course. For: so, jr, sr, grad

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course.

Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds. Problem solving. prereq: [High school chemistry or equiv], two yrs high school math, not passed chem placement exam, high school physics recommended; Students who will go on to take CHEM 1061/1065 should take CHEM 1015 only. Students who will NOT be continuing on to CHEM 1061/1065 and need to fulfill the Physical Science/Lab core requirement need take the 1-credit lab course CHEM 1017 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement unless the CHEM 1017 lab course is completed either concurrently or consecutively.

Organic chemistry. Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds containing halogens, nitrogen, or oxygen. Problem solving. prereq: [1015 or concurrent registration is required (or allowed) in 1015], dept consent; credit will not be granted if credit received for: 1011; CHEM 1017 is a 1-credit lab-only course. This course is not intended for students who are planning to take CHEM 1061/1065. Intended only for students who need the course to fulfill the Physical Science/Lab requirement, and are taking CHEM 1015 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement, unless CHEM 1015 is completed either concurrently or consecutively.; meets Lib Ed req of Physical Sciences)

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

This course will introduce majors and non-majors to basic statistical measures and procedures that are used to describe and analyze quantitative data in sociological research. The topics include (1) frequency and percentage distributions, (2) central tendency and dispersion, (3) probability theory and statistical inference, (4) models of bivariate analysis, and (5) basics of multivariate analysis. Lectures on these topics will be given in class, and lab exercises are designed to help students learn statistical skills and software needed to analyze quantitative data provided in the class. prereq: Undergraduates with strong math background are encouraged to register for 5811 in lieu of 3811 (Soc 5811 offered Fall terms only). Soc Majors/Minors must register A-F.

Political processes in management of the environment. How disagreements are addressed by different stakeholders, private-sector interests, government agencies, institutions, communities, and nonprofit organizations.

Microeconomic principles and their application to natural resource management problems. Economic and policy tools to address market failures. Discussion of regulatory and market-based instruments. Discounting and compounding concepts. Methods for conducting financial and economic analyses of natural resource management projects. Decision criteria when conducting benefit/cost analysis of natural resource projects. Methods for valuing non-market natural resource goods and services. Economics of managing renewable natural resources such as forests and fisheries. Land economics. Payments for environmental services. Planning and management problems. Case studies. prereq: MATH 1031 or equivalent.

What is necessary to achieve sustainable societies. What influences societal deliberation/decisions about environmental issues. How our behaviors affect natural systems. Key theoretical concepts of environmental social psychology and political science. How people respond to policies, using theoretical concepts from social psychology about attitudes, values, and social norms; applying these ideas to specific environmental problems and ethical debates.

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

Policies affecting land use planning at local, state, and federal levels. Ecosystem and landscape scale planning. Collaborative and community-based approaches to planning for ecological, social, and economic sustainability. Class project applies interdisciplinary perspectives on planning and policy, including information gathering techniques, conservation planning tools, and evaluation of planning options.

Methods, formal/informal, for analyzing environmental/natural resource policies. How to critically evaluate policies, using economic/non-economic decision-making criteria. Application of policy analysis to environmental/natural resource problems. Recognizing politically-charged environment in which decisions over use, management, and protection of resources often occur. Prereqs: ESPM 3241W or ESPM 3271 and ESPM 3261, undergrads with jr or sr standing.

This course is intended to provide non-law students with an understanding of the role of the judiciary in the management of public lands and public waters. The course will examine Constitutional provisions affecting the management of public resources, the concept of property rights, major principles of water law, the role of the legal system in environmental review, the scope of legal authority granted to administrative agencies, and limitations of private property rights to protect public lands and public waters. The class will introduce students to the concepts of legal reasoning including case synthesis and analysis. The class will be taught using a combination of lecture, guest lectures, written exercises, and class participation. This course will be taught online. Prereqs: 3241W, juniors, seniors and graduate students or instructor permission

This course is designed to develop and refine your understanding of tribal and Indigenous natural resource management, tribal and Indigenous perspectives, and responsibilities natural resource managers have for tribal and Indigenous communities. This course includes one eight-hour weekend field session.

International perspectives on resource use and sustainable development. Integration of natural resource issues with social, economic, and policy considerations. Agriculture, forestry, agroforestry, non-timber forest products, water resources, certification, development issues. Global case studies. Impact of consumption in developed countries on sustainable development in lesser developed countries.

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

This course is designed to be a directed field study of park and protected area management including observation of and training in (1) recreation planning and visitor management, (2) cultural resource management, (3) natural resource management, (4) nature-based tourism management, and (5) resource interpretation and communication across local, state, federal and tribal park and protected areas in northern Minnesota. prereq: Sophomore status or higher

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The prerequisite experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, completion of summer module, instr consent

Field identification of common northwoods trees, shrubs, and nonwoody vascular plants. Emphasizes concept of plant communities, soil site relationships, and wildlife values. Taught at Cloquet Forestry Center.

Field examination of natural history of northern/boreal forests with respect to soils, ecological characteristics of trees, community-environment relationships, stand development, succession, and regeneration ecology. Taught at the Cloquet Forestry Center. prereq: Biol 1001 or Biol 1009

Introduction to land survey, tree/forest stand measurement (mensuration), and forest sampling techniques. Taught at Cloquet Forestry Center.

Survey, measurement, and modeling concepts/methods for study of natural resources/environmental issues. Emphasizes survey design for data collection, estimation, and analysis for issues encompassing land, water, air, vegetation, wildlife, and human/social variables. prereq: ESPM 3012, FW 4001, STAT 3011, or equivalent

POL 3085 teaches students how to study politics scientifically and introduces them to how to use quantitative analysis to answer political questions. The first part of the class covers how to formulate a theory (a possible answer to a question), specify testable hypotheses (what you would see if the theory is correct or incorrect), and set up a research design to test those hypotheses. In the second part of the class, we cover quantitative data analysis, beginning from preliminary statistical analysis to multivariate linear regression. There is no mathematical or statistical background required for this course. By the end of the class, students should be able to ask and answer political questions using quantitative data and fluently evaluate statistical analyses of political phenomena in the media and many academic articles.

Concepts/procedures used to conduct/evaluate research, especially in social sciences. Benefits/limitations of traditional research methods. Evaluating scientific claims. prereq: [1001, [2801 or 3801 or equiv]] or dept consent

Recreation, leisure, and tourism are significant parts of the world, national, and state economies. Understanding visitor behavior is important and has significant implications for organizations, agencies, and businesses related to parks, tourism destinations, and museums. In this class, you will learn to apply both social science theory and methods to understand consumers, with an emphasis on visitors to parks and protected areas. You will immediately apply your learning of survey development, interviewing, observation and content analysis to real-word situations in class projects. This is an online course.

Spatial data development/analysis in science/management of natural resources. Data structures/sources/collection/quality. Geodesy, map projections, spatial/tabular data analysis. Digital terrain analysis, cartographic modeling, modeling perspectives, limits of technology. Lab exercises. Both onsite and fully online options for course enrollment. prereq: Soph or jr or sr or UHP fr

Introduction to study of geographic information systems (GIS) for geography and non-geography students. Topics include GIS application domains, data models and sources, analysis methods and output techniques. Lectures, readings and hands-on experience with GIS software. prereq: Jr or sr

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

Freshwater wetland classification, wetland biota, current/historic status of wetlands, value of wetlands. National, regional, Minnesota wetlands conservation strategies, ecological principles used in wetland management.

Form and function of forests as ecological systems. Characteristics and dynamics of species, populations, communities, landscapes, and ecosystem processes. Examples applying ecology to forest management. Weekly discussions focus on research topics in forest ecology, exercises applying course concepts, and current issues in forest resource management. Required weekend field trip. Prereq: Biol 1001, 1009 or equivalent introductory biology course; 1 semester college chemistry recommended.

Management of forest ecosystems for sustaining ecological integrity, soil productivity, water quality, wildlife habitat, biological diversity, commodity production in landscape context. Silvics, forest dynamics, disturbances, regeneration, restoration, silvicultural systems. Ramifications of management choices. Weekend field trip. FEMC track students should take FNRM 5413 concurrently

There is a growing sense of national and global urgency regarding carbon and climate change with particular emphasis on our energy system. Unfortunately, the answers are not simple. In this course, students explore our wide range of traditional and renewable energy sources and how these options impact our environment and society. Students are also exposed to the complex and compelling ethical issues raised by global, national, and local changes in how we produce and use energy. This course informs and engages students to be thoughtful, rather than passive consumers of energy. Students gain the knowledge necessary to be articulate in career, community, and personal arenas regarding renewable energy resources. In addition, students develop the ability to evaluate and respond to present and future technological changes that impact their energy use in the workplace, at home, and in the community. This course was designed and offered as an online course since 2011. For more details on the course please look at the syllabus and some comments from previous students by going to bbe2201.cfans.umn.edu

Concepts/issues relating to inventory, subsequent analysis of production systems. Production system from holistic point of view, using term commonly used in industrial ecology: "metabolic system."

Environmental problems such as climate change, ozone depletion, and loss of biodiversity.

Roles of governmental agencies, consultants, and private citizens in EIS process. Students read EIS/EAW, analyze their content/scope, and prepare an EAW and EIS according to Minnesota EQB guidelines. prereq: ESPM 2021 and jr or sr

Water quality decision making. International focus. Ecology of aquatic ecosystems, how they are valuable to society and changed by landscape management. Case studies, impaired waters, TMDL process, student engagement in simulating water quality decision making.

Tourism is a significant industry locally, nationally, and internationally. Park and protected area attractions are among the most visited but also the most vulnerable attractions. This course is designed to familiarize you with the basic concept of park and protected area tourism, including cultural and ecotourism, and then develop your expertise to plan and evaluate sustainable tourism development and operations. Accordingly, you will complete assignments that apply the knowledge gained to planning and evaluation activities. This course is offered partially on-line. COURSE OBJECTIVES By the end of the class you will be able to: 1.Differentiate and appreciate the complexities involved with defining and developing nature, eco, heritage, geo-, park and protected, cultural and "sustainable tourism." 2.Identify specific social, economic, and environmental impacts associated with park and protected area tourism, how to measure them, and methods to minimize the negative and maximize the positive impacts. 3.Analyze domestic and international case studies of park and protected area tourism. 4.Critically evaluate park and protected area tourism services and effective management and planning. 5. Create elements of a business plan for park and protected area tourism operations that emphasize sustainability.

Hydrologic cycle and water processes in upland/riparian systems. Applications of hydrological concepts to evaluate impacts of forest and land management activities on water yield, streamflow, groundwater erosion, sedimentation, and water quality. Concepts, principles, and applications of riparian/watershed management. Regional/national/global examples. Forest ecosystems. prereq: [[BIOL 1001 or BIOL 1009], [[CHEM 1015, CHEM 1017] or CHEM 1021], MATH 1151] or instr consent

Most of us participate in some form of outdoor recreation: hiking, hunting, riding all-terrain vehicles, or simply enjoying nature. Managing for outdoor recreation on public lands is mandated by federal law and an integral part of natural resource management. In this class, we'll learn why and how agencies manage recreation at the federal level, the management frameworks that guide this work, and apply management principles to an actual federal property in Minnesota. This course is designed to provide students with an understanding of the principles and practices of outdoor recreation management. Specific objectives are to: 1)compare and contrast federal recreation land management policies & organizations, 2)develop and demonstrate an understanding of conceptual frameworks for recreation resource and visitor use management, 3)evaluate visitor caused impacts to resources and to visitor experiences, 4)understand and apply management tools designed to reduce recreation- related impacts and conflicts, and 5)demonstrate an understanding of course material through exams & applied assignments.

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv