Success in the class depends on student ability to keep up with the readings, critically reflect on what is read, and communicate thoughts or reactions to the ideas presented by other students. 

• Each student will be evaluated on their: (1) regular class attendance; (2) demonstrated knowledge of weekly readings at the time of discussion; (3) engagement in critical discussion about topics covered in readings; and (4) participation in assigned class activities.

Each student will prepare a ≥500-word response to the prompt posed for each set of weekly readings (prompts are listed in the reading schedule). Due each class period

Discussion-based and peer-to-peer instruction are effective modes of learning. As such, each student will develop and lead the class discussion for one week (two class periods). See discussion lead schedule for your preassigned week.

The general rubric for a discussion lead is as follows:

• Facilitate class discussion for the week

• Present a short overview of the assigned readings

• Develop relevant discussion topics and/or questions

• Integrate the daily prompt into the discussion 

*Please do not hesitate to ask questions about the assignment or its expectations. My intent is not to overly prescribe the discussion lead's approach. But I am available to help the discussion lead in whatever way I can to facilitate an effective discussion by providing my thoughts on the readings or and insights on their context. Please email me if you would like advice or guidance on your discussion lead.

Each student will submit four ≥2,500 word essays throughout the semester that address the following prompts:

1. Essay #1: Discuss the foundations of the human dimensions of natural resources. How do those inform the work of natural resources management and conservation? Provide a discussion and examples both in terms of practical, conceptual, and philosophical contributions.

   • Due Feb 3 (by 11:59 PM PT)

2. Essay #2: Your goal is to demonstrate the use of common scientific elements, research principles, and discipline fundamentals in HDNR work.

   • To do so, first, select a discipline or field of study (for example, psychology, sociology, political science, or decision science). This discipline will serve as the standard for those elements, principles, and fundamentals.

   • Next, select a contemporary natural resource/environmental issue (for example, your thesis/dissertation topic).

   • Finally, develop a case study of 4-7 peer-reviewed articles that apply that discipline to your issue, and illustrate the use of those elements, principles, and fundamentals. 

   • Due Mar 10 (by 11:59 PM PT)

3. Essay #3: Your goal is to demonstrate the use of common participation fundamentals (engagement, public involvement, conflict, or collaboration) in HDNR work.

   • To do so, first, select a contemporary natural resource/environmental issue.

   • Next, select an area of focus within public participation; i.e., engagement, public involvement, conflict, or collaboration. The principles and processes of this area of focus will serve as a standard to evaluate.

   • Finally, develop a case study of 4-7 peer-reviewed articles and/or technical reports that succeed or fail at applying those principles and processes to improve or make progress on the problem, question, or issue at hand. 

   • Due Apr 14 (by 11:59 PM PT)

Requirements:

• Submitted on Canvas as a text document

• 2,500 word minimum (not including references)

• APA Student Paper (7th edition)

  • Download template here

• APA Formatting and Style Guide (7th Edition)

• Formal professional writing (see, https://sites.duke.edu/scientificwriting/) that includes quality:

  • Argumentation & Support

  • References & Examples

  • Grammar & Mechanics

  • Flow & Structure

*Late essays will automatically lose 10% of the grade for the assignment. The assignment will decrease by a letter grade for each additional two days the assignment is late.

Each presenter will prepare a 30-minute lecture and/or activity that exemplifies your semester learning of the ‘human dimensions”.

The goal is to teach your peers about its “human dimensions” from either or both sides (research and participation):

• Choose any topic, issue, problem within the scope of conservation, sustainability, or natural resources.

• Make explicit connections to previous topics, concepts, and/or readings.

• Make explicit connections to fundamental principles and concepts covered by the course; or to established theory, best practices, and/or applied cases covered by the course.

*Tips

• • Have fun with the assignment (think beyond a lecture, i.e., activities, interaction, multimedia, etc.).

  • Be rigorous, and helps your peers learn and reflect on course content, discussions, and takeaways.

  • Choose a topic(s) that you are familiar with and/or interested in.

  • Curate and be purposeful in the content you choose to include and your approach to teaching it.

*Please do not hesitate to ask questions about the assignment or its expectations. My intent is not to overly prescribe the discussion lead's approach. But I am available to help the discussion lead in whatever way I can to facilitate an effective discussion by providing my thoughts on the readings or and insights on their context. Please email me if you would like advice or guidance on your discussion lead.