ES210_Spring2009

Environmental Science 210
Environmental Research Methods
Spring 2009

Professor Terrence Bensel
Steffee B200b
terrence.bensel@allegheny.edu
332-2787
Office Hours: M 1:30-3:00;
T 11:00-12:30; W 1:00-3:00;
Th 11:00-12:00 and by appointment

Professor Eric Pallant
Doane-Chem C202
eric.pallant@allegheny.edu
332-2870
Office Hours: M 1:30-3:30;
W 3:00-4:00; F 1:30-4:30 and
by appointment

Course Description: Solving environmental problems, as you are becoming aware, requires integration of expertise in many disciplines, including social, economic, and political sciences, as well as the humanities and natural sciences. As a major in the Environmental Science Department, you may be interested in becoming an environmental lawyer, landscape designer, green architect, environmental artist or writer, forester, stream ecologist, environmental chemist, or one of any number of potential professions within the environmental arena. This course will give you background and experience in natural science and social science approaches to identifying, analyzing, and solving environmental problems.

Academic Planning: To best serve you as a major in this department, we will spend some time planning your science or studies major, your area of focus, and your minor. In addition, we will develop a course plan for the remainder of your tenure at Allegheny.

What you will learn:

How to read and interpret advanced literature in the natural and social sciences
Hypothesis testing and the practice of scientific research where the outcome is unknown
The art of professional presentations
How to use Geographic Information Systems (GIS)
How to design a large research project (useful for your comp)
How to search data bases and prepare a thorough literature review
How to create policy based on available scientific information

How you can expect this class to proceed: In many classes, you get to sit back and listen to some designated "authority" that gives you all that he or she (or even you) thinks you need to know on a particular topic. NOT in this class, baby. Real-life environmental problems are much messier. Often we don't know the question, let alone the answer. If we understand the question, there may be no precedent to tell us what to expect, or no current techniques that help us find an answer. And, there are never any books, classes, or authorities that so cleanly spell out solutions to problems. Hard-working individuals, working in teams, who confront the problem, determine the important questions, and then get to work, solve problems. In this class, then, YOU are as critical to the success of the class as each instructor is. You will BE an environmental scientist, and WE will be a scientific team.

Assignments in this class will show you how environmental scientists examine problem areas, propose projects, gather information, and disseminate information. You are encouraged to discuss assignments with one another, to explore issues together, and to learn from one another. Each assignment you hand in, however, is to be yours and yours alone. Unless noted otherwise, collaboration is to end at the time you begin writing your own assignment.

Readings: With the exception of the one book listed below, all of the readings required for this class will either be available on-line at the course website or distributed in class depending on the issue we are covering and the research needs we identify as a class.

Gershuny, G. and J. Smillie. 1999. The Soul of Soil, 4th Edition. White River Junction, VT: Chelsea Green Publishing.

Grading: Grades will be based on experimental plans, laboratory write-ups, class presentations, and other assorted assignments. Additional assignments may also be assigned.
Group Project 1	100 points
Group Project 2	100 points
Individual Paper 1	100 points
Individual Paper 2	100 points
Presentation 1	25 points
Presentation 2	25 points
Short Assignments	75 points
Attendance and Participation	75 points
TOTAL	600

Participation Grade:

A - Awarded for regularly initiating discussion and questions. This means coming to class thoroughly familiar with the assigned reading and, therefore, prepared to raise questions, to open discussion, to identify topics of interest in the reading, and to engage other students in the discussion. (This does not mean monopolizing discussions or talking for its own sake).
B - For participating regularly and productively in class discussion. For those who are prepared, and are willing to engage.
C - For participating on a regular basis, though less frequently than the B student. C discussants will be prepared for class, but their contributions will indicate that less thought has been given to assigned materials.
D - Infrequent contributions to discussion; contributions do not arise from thoughtful consideration of assignments.
F - An F grade results from non-participation in class discussion.

Honor Code: As a member of the Allegheny College community, you are bound by the honor code. If you have never read Article III, Section 3, which pertains to plagiarism, do so NOW. A clear statement of what constitutes plagiarism is available at: http://webpub.allegheny.edu/dept/writingcenter/Links/plagiarism.htm Plagiarism is not acceptable and will not be tolerated in this class. Ignorance is no excuse. If you have ANY questions concerning referencing formats, correct citations, please review your publications handbook, and see us -- we'll be glad to help. Allegheny now subscribes to an on-line plagiarism detection software program, which can detect if you have plagiarized published information. We will use this as needed. Anyone suspected of plagiarism, the most common form of academic dishonesty, will be reported to the Honor Code Committee.

Statement on Disability: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Learning Commons at 332-2898.

COURSE OUTLINE
TOPIC 1 - The Environmental, Economic, and Social Impacts of Gas Drilling in Northwestern Pennsylvania (January 15 - March 5, 2009)
Week	Topic	Readings	Homework / Assignments
Week 1 - 1/15	Course Introduction
Week 2 - 1/20 & 1/22	The Marcellus Shale: - What is it? - Where is it? - What's the big deal?	The Marcellus Shale-An Old "New" Gas Reservoir in Pennsylvania (pages 1-13) Drilling for Natural Gas in the Marcellus Shale Formation	Literature Search Assignment Power Point Presentation on Literature Search Techniques Link to Website on How to do a Literature Search
Week 3 - 1/27 & 1/29	The Geology, Resources and Production of Gas from the Marcellus Shale: Doug Mehan, Universal Well	Natural Gas Rush Stirs Environmental Concerns Environmental, Sportsmen's Groups Want Stricter Regulation of Natural Gas Projects Gas Well Drilling and Your Private Water Supply
Week 4 - 2/3 & 2/5	Economic Impacts / Local Government Issues: Scott Sjolander, Penn State Cooperative Extension	Marcellus Shale: What Local Government Officials Need to Know Natural Gas Exploration: A Landowner's Guide to Leasing Land in Pennsylvania	Natural Gas Resource List (bibliography of sources broken down by topic)
Week 5 - 2/10 & 2/12	Legal and Regulatory Issues: Attorney Russell Schetroma	Power Point Presentation: Natural Gas and Local Governments (good economic impact information) Power Point Presentation: Treating Gas Drilling Waste Fluids Power Point Presentation: Natural Gas Leases (presented by Scott S. in class on 2/5/09) Power Point Presentation: Natural Gas Geology (Presented by Doug M. in class on 1/29/09) Power Point Presentation: Local Government Impacts and Natural Gas Drilling (based on research from Wyoming)
Week 6 - 2/17 & 2/19	Landowner and Socioeconomic Impacts
Week 7 - 2/24 & 2/26	Group Work
Week 8 - 3/3 & 3/5	Group Work and Presentation		Individual Paper Assignment Group Report Assignment
TOPIC 2 - What is the Spatial Variation of Soil Fertility on the Vines Farm? (March 10 - April 28)
Week 9 - 3/10 & 3/12	- Introduction to Soil Fertility and Plant nutrition - Soil Forming Factors - Literature review of organic farming impacts on soil fertility
Week 10 - 3/24 & 3/26	Methodology - Soil organic matter - Soil moisture - Carbon - nitrogen - pH - Calcium - Phosphorus Farm visit and introduction to GPS for GIS
Week 11 - 3/31 & 4/2	Sampling plan and collection of lab materials Lab - Field sampling for soil fertility with GIS
Week 12 - 4/7 & 4/9	Continued field sampling as needed, lab work
Week 13 - 4/14 & 4/16	Complete lab work and begin preparation of field maps
Week 14 - 4/21 & 4/23	Preparation of final reports. Lab presentation to David and Rebecca Vines, others interested in sustainable agriculture
Week 15 - 4/28	Course Wrap-up