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8888

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Burnab

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and C

hair

, SCU

P

TEL:

778.78

2.3925

F

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778.7

82.5876

DATE

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1

2

PAGES

1

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1

RE

:

F

ac

ult

y

of

E

nvironm

e

nt

:

Fu

ll

Pr

og

r

a

m

Propo

sa

l

f

o

r

a

Ce

rtific

ate in

En

v

i

(SC

UP

11

-

61

)

S.12-29

vp

a

ca

d

@

sfu.ca

www.sfu.ca

/

vpaca

dcmi

c

At it

s

December 21

,

201

1

meetin

g

SCUP r

ev

iewed

and approved

the Full P

ogr

Proposal f

o

r

a

Certificate in

E

nvironmental

Literacy within

t

he

F

ac

ul

ty

of Environment, e

e ve

September

2012.

Mot

ion:

That Senate

approve

and

r

ecommend to

the

Board

of

Governors the Full Program Propo

sa

l for

a

Certificate

in

Envi

r

onmenta

l

Lit

eracy

within the Facu

l

ty

of Environment, effective September 2012.

encl.

c: D. Knowler

D.

Bums

S

IM

ON FRASER UNIVERSITY

THINKING OF

T

HE WORLD

---

MEMORANDUM

ATTENTION

FROM

RE

SCUP 11

-

61

OFFICE OF THE

ASSOCIATE VICE-PRESIDENT, ACADEMIC AND

ASSOCIATE

PROVOST

8888

University

Drive,

Burnaby,

BC

TEL: 778

.

782.4636

FAX: 778.782.5876

Canada V

SA

1

S6

Senate Committee

on University

Priorities

Bill Krane,

Chair

Senate Committee

on Undergraduate Studies

Faculty

of

E

n

vironment (SCUS

11-52c)

DATE

PAGES

avpcio@sfu.ca

www.sfu.ca/vpacademic

December 2,

2011

1/1

Action

nndertaken by the Senate

Committee on Undergrad

uat

e

Studies

at

its

meeting

of

December

1

,

2011,

g

i

ves

rise to

th

e

fo

ll

owing recommendation:

Motion:

T

h

at

SCUP approve and recommend to

Senate

the Full Program Proposal for the

Certifica

t

e

in

Environmenta

l

Literacy within the

Faculty of E

nvironment.

The

relevant

documentation

for

review by SCUP is attached.

SIMON FRASER

UNIVERSITY

TH

I

NKING

OF THE WORLO

---

Executive Summary

Full Program Proposal

Certificate

in Environmental Literacy

Faculty

of Environment (FENV)

The Environmental Literacy Council states that "environmental literacy requires a fundamental

understanding

of the systems of the natural world, the relationships and interactions between the

living

and non-living environment, and the ability to deal sensibly with the problems that involve

scientific evidence, uncertainty, and economic, aesthetic

and ethical considerations". The Certificate

in Environmental Literacy (CEL) seeks to introduce students to physical, ecological, and social

perspectives on

the environment, with emphasis on the functioning of physical and ecological

systems

and how human activities have affected and are affected by such systems over time. The

CEL will also provide students with knowledge of environmental issues as they pertain to their own

field of study.

The CEL, offered through FENV, would provide a way

of reaching beyond the traditional audiences served

by environmental faculties and departments, which typically focus on

"raising the ceiling" in

environmental education - producing skilled, specialist students.

In

contrast, the CEL approach focuses on

"raising the floor" - improving the awareness and conceptual sophistication of the non-specialist. We

believe that this can bring benefits

to society as a whole and will be good for SFU in terms of defining its

distinct niche. We have been unable to find a similar certificate in North America , where environmental

certificates tend to have a narrower focus (e.g. sustainability leadership, food systems, environmental

education, etc.).

The

CEL will require students to complete a total of 21 units, comprising 12 lower division units and

a minimum of 9

lower and/or upper division units depending upon electives taken. These

requirements include

three introductory environmental courses (one physical, one ecological and

one social science); one course introducing

students to the complexity and interdisciplinarity of the

environment issues;

and a minimum of 9 units of electives chosen from one of the three elective

groups:

the Social and HistoricalGroup, the Natural Science Group and the Environmental

ManagementGroup.

The resources required to

mount this certificate are modest since the certificate relies upon mainly

existing courses.

Only one new course is required, which is being support through the Collaborative

Teaching Fellows

Program funded through the office of the VP Academic.

1. Credential to be Awarded

Students will be awarded a Certificate in Environmental Literacy (CEL).

2. Location of Program

Course will be offered primarily at Burnaby campus. Some courses will be available at Harbour

Centre and Surrey campuses.

1

---

3. Department Offering Program

Faculty of Environment

4. Anticipated Start Date

September 2012

5. Program Description

5. 1. Aims, Goals, and Objectives

The aim of the Certificate in Environmental Literacy is to provide students with the foundational

environmental knowledge needed to participate in the democratic process related to environmental

issues as well as to apply

that knowledge in their chosen field.

Both the

student focus group and the FENV Curriculum Committee discussed the term

"environmental literacy". It was agreed that the term "environmental literacy" has currency both

within and outside of the environmental community. The Environmental Literacy

Council states that

"environmental literacy requires a fundamental understanding of the systems of

the natural world,

the relationships and interactions between the living and non-living environment, and the ability to

deal sensibly with

the problems that involve scientific evidence, uncertainty, and economic, aesthetic

and ethical considerations". We feel this accurately reflects the aim of the

CEL.

The CEL addresses the need for undergraduate students from a broad range of disciplines to have an

understanding

of the complexity and interdisciplinarity of environmental issues. It seeks to

introduce students to physical, ecological, and social perspectives on the environment, with

emphasis on the functioning of physical and ecological systems and how human activities have

affected and are affected by such systems over time. Typically, the

CEL will also provide students

with knowledge

of environmental issues as they pertain to their own field of study.

5.2. Anticipated contribution to the mandate and strategic plan of the institution

The successful implementation of the CEL requires collaboration among diverse departments and

Faculties and should enhance the coordinating role of

FENV in environmental programming that was

mandated in its formation. These relationships will form the basis for future interdisciplinary course

and program development.

Development of environmental literacy programming

is a high priority within the

FENV

Strategic/ Academic Plan and accords with FENV's Guiding Principles. These principles include:

being a focal point for co-ordination and promotion of environmental teaching; promoting

environmental literacy; developing programs

that integrate environmental knowledge; and

establishing interdisciplinarity and collaboration as accepted elements in environmental

programming

at SFU. The present certificate will be one of FENV's collaborations with units

elsewhere on campus in promoting these principles.

2

---

Development of the CEL directly supports SFU's strategic efforts. One of five SFU Values and

Commitments is

"We champion the liberal arts and sciences and pioneering interdisciplinary and

professional

programs". The 2010 Planning Framework calls for two strategies that directly relate to

this initiative.

One is to "Grow programs in areas of strategic importance (as defined in the SFU

Academic Plan) and high student demand." The 2010 Academic Plan specifically calls for the

completion of the development of planned Environment programs. The second related strategy

directs

SFU to "Promote our interdisciplinary focus in research and teaching by configuring

programs to maximize strengths and synergies between

Faculties." Development of this Certificate

also supports

SFU policy and commitment on sustainability teaching (G.P 38, 3.2.1).

Within the

2011 enVision discussion paper interdisciplinarity was mentioned as a value/priority

that received attention. One of the objectives in that paper is to "Develop undergraduate students

with the foundational writing, quantitative and research skills

that promote critical thinking and

inform interdisciplinary

enquiry". The enVision discussion paper also identified sustainability as one

of the six guiding principles for the university. This certificate addresses both sustainability and

interdisciplinarity within its design.

We hope that as the CEL becomes established, individual departments will modify existing courses in

order to increase the environmental content and thus be included among the CEL electives.

5.3. Target audience

The CELis designed to serve those SFU undergraduate students not enrolled in programs with an

environmental focus.

5.4. Content and summary of requirement for graduation

The CEL will require students to complete a total of 21 units, comprised of 12 lower division units

and a minimum

of9lower and/or upper division units depending upon electives taken. These

requirements include

three introductory environmental courses (one physical, one ecological and

one social science); one course introducing students to the complexity and interdisciplinary

of the

environment issues; and a minimum of 9 units of electives chosen from one of the three elective

groups.

Core Requirements (12 units)

BISC 204-3 Introduction to Ecology

or

GEOG 215-3 Biogeography

ENV 222-3 Environmental Controversy: an interdisciplinary study of environmental issues (new)

GEOG 102-3 World Problems in Geographic Perspective

or

REM 100-3 Global Change

GEOG 111-3 Earth Systems

Electives (9 units) selected from one of the following groups :

• Social and Historical (Group A)

• Natural Science (Group B)

• Environmental Management (Group C)

3

---

Social and Historical (Group A)

ARCH 329-3- Special Topics in Environmental Archaeology

ARCH 340-5 Zooarchaeology

ARCH 365-3 Ecological Archaeology

ARCH 386-3 Archaeological Resource Management

ARCH 390-5 Archaeobotany

FNST 212-3 Indigenous Perceptions of Landscape

FNST 332-3 Ethnobotany of British Columbia First Nations

FNST 403-3 Indigenous Knowledge in the Modern World

FNST 433-4 Indigenous Environmental Activism

GEOG 322-4 World Resources

GEOG 362-4 Geography of Urban Built Environments

GEOG 377-4 Environmental History

GEOG 385-4 Agriculture and the Environment

GEOG 389W-4 Nature and Society

HIST 377-4 Environmental History

HSCI 216-3 Ecological Determinants of Human Growth, Development and Health

HSCI 304-3 Perspectives on Environmental Health

HSCI 309-3 Health and the Built Environment

HUM 325-4 The Humanities and the Natural World

PHIL 328-3 Environmental Ethics

SA 326-4 Ecology and Social Thought

SA 371-4 The Environment and Society

Natural Science (Group B)

BISC 304-3 Animal Ecology

BISC 309-3 Conservation Biology

BISC 313-3 Environmental Toxicology

CHEM 191-3 Living in a Materials World: From the Stone Age to Nanoscience

CHEM 192-3 Chemistry in Your Home, Work, and Environment

CHEM 317-2 Analytical Environmental Chemistry

CHEM 371-3 Chemistry of the Aqueous Environment

CHEM 372-3 Chemistry of the Atmospheric Environment

EASC 104-3 Geohazards - Earth in Turmoil

EASC 107-3 Economic Geological Resources

EASC 303W-3 Environmental Geoscience

EASC 304-3 Hydrogeology

EASC 314-3 Principles of Glaciology

EVSC 100-3 Introduction to Environmental Science

GEOG 213-3 Introduction to Geomorphology

GEOG 214-3 Climate and Environment

GEOG 311-4 Hydrology

GEOG 312-4 Geography of Natural Hazards

GEOG 313-4 River Geomorphology

GEOG 314-4 Weather and Climate

GEOG 315-4 World Ecosystems

GEOG 316-4 Global Biogeochemistry and Water Cycles

GEOG 318-4 Soils in Our Environment

PHYS 346-3 Energy and the Environment

4

---

Environmental Management (Group C)

BUS 453-3 Sustainable Innovation

BUS 489-3 Management Practices for Sustainability

DEVS 201-3 Introduction to Development and Sustainability

DEVS 401-4 Issues Concepts and Cases in Development and Sustainability

ECON 260-3 Environmental Economics

ECON 362-4 Economics of Natural Resources

ECON 460-3 Seminar in Environmental Economics

ENV 321-3 Ecological Economics

GEOG 322-4 World Resources

GEOG 385-4 Agriculture and the Environment

POL 452W-4 Energy Policy

REM 201-3 Introduction to Sustainable Community Development

REM 301-4 Sustainable Community Development Theory and Practice

REM 321-3 Ecological Economics

REM 356-3 Institutional Arrangements for Sustainable Environmental Management

REM 445-3 Environmental Risk Assessment

REM 471-3 Forest Ecosystem Management

SCD 201-3 Introduction to Sustainable Community Development

SCD 301-4 Sustainable Community Development Theory and Practice

5.5 Delivery methods

Core courses and electives will be offered through campus-based courses. Only REM/SCD 201-3 and

REM/SCD 301-4 are offered also via distance learning.

5.6 Linkages between learning outcomes and curriculum design

Learning outcomes for the CEL are:

1. Students will have an understanding of physical and ecological systems as they relate to

environmental issues.

2. Students will have an understanding of how human activities have affected these systems

overtime.

3. Students will have an understanding of the interplay and complexity within and among

physical, social and biological systems as they relate to environmental issues.

4. Students will gain general disciplinary knowledge in one general area of study (Social and

Historical, Natural Science and Environmental Management) in relation to environmental

issues.

These four

CEL program learning outcomes guided the selection of both the required core courses

and

the possible electives. All courses included in the CEL focus primarily on environmental content.

Their selection built upon a

2011 comprehensive survey of environmental and sustainability courses

carried out by

FENV and the Teaching and Learning Centre. Confirmation of environmental content

and appropriateness for inclusion was achieved through consultation with all the relevant

5

---

departments across campus. All departments offering courses within the CEL have expressed their

support for inclusion.

The

required core courses perform different functions. BISC 204/GEOG 215 and GEOG 111

introduce students to the earth's physical and biotic systems (learning outcome 1). GEOG 102/REM

100 explore humankind's impact on these physical and biotic systems (learning outcome 2). ENV

222 engages students in exploring the complexity and interdisciplinarity of environmental issues

through detailed examination of several environmental controversies (learning outcome 3).

The careful selection and organization of electives into three groups, Social and Historical, Natural

Science

and Environmental Management Groups, is intended to provide students with the

opportunity to explore the connections between their area of study, broadly defined, and the

environment (Learning Outcome 4 ). Selection of these courses, many of them upper division, will

encourage the students to take environmental courses within their home departments. In many

cases the three required elective courses can be taken from a single department within a single

elective

group (i.e. ARCH, BISC, CHEM, EASC, ECON, FNST, GEOG, HSCI, and REM); in other cases (i.e.

BUS, HIST, SA and SCD) two departmental courses are placed in a single elective group. It is our hope

that additional environmental courses from non-FENV departments will be developed and added to

the CEL elective groups in the future.

While

most students will be able to utilize courses within their departments, counting these towards

both this certificate and their program of study, students in environmental specialist programs will

not be able to receive the CEL "by accident" by simply completing the requirements of their

environmental programs. Students in the following programs will be ineligible to receive the CEL:

Environmental Science major (B.Sc.)

Geography

and Economics - environmental specialty major (B.A.)

Geography- environmental specialty major (B.A.)

Geography- environmental specialty honours (B.A.)

Completion of core requirements could provide students with up to 6 units towards their WQB

requirements (GEOG 102 B-SS; GEOG 111 B-Sci, REM 100 B-SS) making it more attractive to

students. We intend to apply for B-Sci/SS status for ENV 222.

5. 7 Distinctive characteristics

Environmental Literacy provides a way of reaching beyond the traditional audiences served by

environmental faculties and departments, which typically focus on "raising the ceiling" in environmental

education - producing skilled, specialist students. In contrast, the CEL approach focuses on "raising the

floor" - improving the awareness and conceptual sophistication

of the non-specialist. We believe that this

can bring benefits to society as a whole and will be good for

SFU in terms of defining its distinct niche.

We have been unable to find a similar certificate in North American, where environmental certificates tend

to have a narrower focus (e.g. sustainability leadership, food systems, environmental education, etc.).

In

terms of design, the CEL, rather than concentrating on a particular academic field, engages

students in the study of environmental issues through several lenses and departments. The ENV 222

required core course will draw upon environmental knowledge gained in core and elective courses

and will explore environmental issues in their complexity and interdisciplinarity.

6

---

5.8 Anticipated completion time

Completion of the CEL will take the same time as Certificate degrees in other units and programs.

For example, it will

be possible to complete the Certificate as a part of 3 to 4 semesters of full time

study.

5.9 Enrollment plan for the length of the program

The CEL will be open to all undergraduates registered and in good academic standing at SFU who are

not in environmental specialist programs. Should

the Senate approve the full program proposal, CEL

details will be provided to faculty and departmental advisors and publicized though the FENV

website and other SFU media. Information on the CEL will also be distributed through student

organizations such as

SFU PIRG, Sustainable SFU and student unions.

In order to facilitate timely completion of the CEL, core courses will typically be offered twice per

year, although current plans are for ENV 222 to be offered annually. And since each elective group

contains more than

20 courses, students should be able to complete elective requirements in a timely

manner.

5. 10 Policies on student evaluation

As per general regulations of the University and the Faculty of Environment.

5. 11 Policies on faculty appointments (minimum qualifications)

Existing regular faculty will typically teach all courses. In some instances, qualified sessional

instructors may teach courses.

5. 12 Policies on program assessment

The Certificate in Environmental Literacy will be governed and managed by FENV, in conformity

with faculty and university regulations. A steering committee, administered by a

FENV Associate

Dean and made up of

FENV representatives and appropriate representation from other faculties, will

meet once each

year to discuss curriculum-related matters and supervision of this certificate.

FENV will evaluate the CEL after 2 years in terms of students receiving the CEL "accidentally" as a

result

of satisfying the requirements of FENV majors and minors.

5. 13 Level of support and recognition from other post-secondary institutions

As per SFU's transfer credit procedures, students may transfer appropriate units from BC colleges

and universities into this program. There

is no applicable regulatory or professional body that

requires accreditation

of this program.

7

---

5. 14 Evidence of student interest

In the coming decades society will increasingly need to address critically important issues involving

environment and sustainability. These issues are often described as

"the most important challenge

of

our time". Our graduates, as members of society, will play an important role in our response to

these issues. This

Certificate will support students in obtaining the knowledge they need to make

informed decisions.

Recent

SFU data indicate that SFU undergraduate students understand this need. In the 2009

Undergraduate Student Survey, students were asked, "If you were to start your SFU studies over

again, how interested would you be in enrolling in courses

or programs focusing on environmental

awareness?" Of the 5,804 respondents, 975 students indicated that they would "very interested"

(16.8%) and 1884 students stated that they would be "somewhat interested" (32.5%).

During the period

2005-2010, between 17 and 23 Sustainable Community Development Certificates

were awarded annually at SFU. Depending on the year, this FENV certificate ranked as the third,

fourth,

or fifth most popular certificate on campus. Its relative success provides some additional

evidence of

student interest in the area of environment and sustainability.

In October 2011, FENV and the student organization Sustainable SFU co-sponsored two CEL student

focus groups. Twenty-two students from 11 different

SFU units reviewed a draft version of the CEL

FPP and provided input that was used in modifying the proposal. There was unanimous support for

the certificate.

We anticipate

that there will be substantial student interest in the proposed certificate at SFU, with

an estimated 15 to

20 students enrolling in the first year and increasing to annual graduation of 25

students

or more.

.

5. 15 Resources

No additional resources are necessary in delivering the elective courses for the Certificate since these

are presently being offered. The list of electives is sufficiently large so that no single course or

department will be overburdened with new registrants. Consultation with participating

departments provided

support for inclusion of these courses.

If

the CEL attracts substantial student

numbers, additional sections of core required courses might be needed.

Only one new course is required for the CEL. ENV 222 was developed in 2011 and is being piloted in

January 2012. The Collaborative Teaching Fellow Program funded its development and will support

instruction for the next 3 years. The course was designed to be team taught, reducing the burden on

individual faculty members. Additionally, the framework and curriculum has been designed in order

to facilitate and take advantage of a change in faculty teaching the course.

Administratively the

CEL will be supported through FENV's Dean's Office. Presently 1.5 positions are

engaged in

student advising, scheduling, and other administrative tasks in support of non-

departmentalized programs (i.e.

B.Sc. Environmental Science, Development and Sustainability Minor

and

Certificate in Sustainable Community Development). Additionally, the FENV Curriculum and

Academic Planning Manager will be responsible for curricular modifications

of the program

8

---

including supporting the CEL Steering Committee. No additional funds will be required for CEL

administration.

Faculty teaching:

List of faculty members who will be teaching

In addition to the many faculty members who teach CEL electives, core courses can be taught by the

following faculty:

Owen Hertzman, Senior Lecturer, Geography

Duncan Knowler, Associate Professor, Resource

&

Environmental Management

Karen Kohfeld, Assistant Professor, Resource

&

Environmental Management

Meg Krawchuk, Assistant Professor, Geography

Lance Lesack, Professor, Geography and Biological Sciences

Vance Williams, Associate Professor, Chemistry

David Zandvliet, Associate Professor, Education

5.16

Related Programs

This program will be unique within British Columbia. Although, several credentials at SFU and at

other universities in BC offer broad interdisciplinary environmental content, this is the only program

of which

we are aware that targets non-specialists.

Several units

at SFU offer programs with an environmental focus at the undergraduate level. Among

them:

Biological Sciences major - Ecology, Evolution and Conservation Stream

Development and Sustainability minor

Earth Sciences

major- environmental geoscience stream

Environmental Science major

Environmental Toxicology minor

Geography - environmental specialty major

Physical Geography major

Sustainable

Community Development certificate

Some of both the required core courses and electives will

be common to the CEL and one or more of

these programs. We anticipate

that the CEL will serve as a gateway into these programs.

6. Contact Persons

Duncan Knowler, Associate Dean, FENV, 778-782-8827, djk@sfu.ca

Dan Burns, Manager, Curriculum and Planning,

FENV, 778-782-9225, dburns@sfy.ca

9

---

Appendices

CEL Calendar Description

CEL Course Descriptions

CEL Notice of Intent

10

---

Certificate in Environmental Literacy

Faculty

of

Environment

,

Simon Fraser University Calendar

2012

Fall

The

CE

L

addresses

the need

for

undergr

aduate student

s

from a broad range of disciplines to have

a

basic

understanding of

the

complexity and interdisciplinarity of environmental issues. It

seeks

to

introduce

students

to physical,

ecological, and

socia

l

perspectives on the environment, with

emphasis on

the functioning

of

physical

a

nd

eco

logical

systems and

how human

activities

have

affected

an

d

are

affected by

such systems over

time. Typically, the

CEL will also provide students

with

knowledge of environmental issues

as

they pertain to their

own field of

st

udy.

The

CEL will require students to complete

a

total of 21

units,

comprised of 12

lo

wer

division

units

and

a

minimum of9lower and/or upper division

units depending

upon electives taken. These

requi

remen

t

s

include

three

introductory environmental courses

(o

ne

physical, one ecological and

one social

science)

;

one course introducing students

to the

complexity

and

interdisciplinary of the

environment

issues

;

and a minimum of 9 units of

e

lectives

chosen from one of the three elective

groups.

Earned units

may be

applied

the

student's

major

or minor

programs,

and to a bachelor's degree

.

However, units

earned

in

the

certificate cannot

be

ap

plied

to

another Simon Fraser

University

cert

ific

ate

or diploma.

Students

in the following

environmental specia

l

ty programs will

be

ineligible

to

receive

the

CEL:

Environmental Science

major (B.Sc.)

Geography

and Economics- environmental specialty major

(B.A.)

Geography- environmental

spe

cialty major

(B.A.)

Geography-

environmental specialty honours (B.A.)

Program

Requirements

Students

complete

at

least 21

units, of

which

12 units are required core

courses

and

the

remaining nine units are selected from the

one

of

the

electives groups.

Students are responsible for meeting the prerequisite requirements for

courses

used

toward the certificate.

Core Courses

Students

complete

a minimum of

21

units

,

including all

of

BISC 204-3 Introduction

to

Ecology

or

GEOG

215-3

Biogeography

ENV 222-3

Environmental

Controversy:

: an

interdisciplinary

study of e

nvironment

al

issues

GEOG 102-3 World

Probl

e

ms in

Geographic Perspective

or

REM

100-3

Global Change

GEOG

111-3

Earth

Systems

11

---

Elective Groups

Students complete a minimum of 9 units from one of the groups of electives

Social and Historical (Group A)

ARCH 329-3- Special Topics in Environmental Archaeology

ARCH 340-5 Zooarchaeology

ARCH 365-3 Ecological Archaeology

ARtN JIS-.B Archaeological Resource Management

ARCH 390-5 Archaeobotany

FNST 212-3 Indigenous Perceptions of Landscape

FNST 332-3 Ethnobotany of British Columbia First Nations

FNST 403-3 Indigenous Knowledge in the Modern World

FNST 433-4 Indigenous Environmental Activism

GEOG 322-4 World Resources

GEOG 362-4 Geography of Urban Built Environments

GEOG 377-4 Environmental History

GEOG 385-4 Agriculture and the Environment

GEOG 389W-4 Nature and Society

HIST 377-4 Environmental History

HSCI216-3 Ecological Determinants of Human Growth, Development and Health

HSCI 304-3 Perspectives on Environmental Health

HSCI309-3 Health and the Built Environment

HUM 325-4 The Humanities and

the Natural World

PHIL 328-3 Environmental Ethics

SA 326-4 Ecology and Social Thought

SA 371-4 The Environment and Society

Natural Science (Group B)

BISC 304-3 Animal Ecology

BISC 309-3 Conservation Biology

BISC 313-3 Environmental Toxicology

CHEM 191-3 Living in a Materials World: From the Stone Age to Nanoscience

CHEM 192-3 Chemistry in Your Home, Work, and Environment

CHEM 317-2 Analytical Environmental Chemistry

CHEM 371-3 Chemistry of the Aqueous Environment

CHEM 372-3 Chemistry of the Atmospheric Environment

EASC 104-3 Geohazards - Earth in Turmoil

EASC 107-3 Economic Geological Resources

EASC 303W-3 Environmental Geoscience

EASC 304-3 Hydrogeology

EASC 314-3 Principles of Glaciology

EVSC 100-3 Introduction to Environmental Science

GEOG 213-3 Introduction to Geomorphology

GEOG 214-3 Climate and Environment

GEO& 311-4 Hydrology

GEOG 312-4 Geography of Natural Hazards

GEOG 313-4 River Geomorphology

GEOG 314-4 Weather and Climate

12

---

GEOG

315-4 World Ecosystems

GEOG

316-4 Global Biogeochemistry and Water Cycles

GEOG

318-4 Soils in Our Environment

PHYS 346-3 Energy and the Environment

Environmental Management (Group C)

BUS 453-3 Sustainable Innovation

BUS 489-3 Management Practices for Sustainability

DEVS 201-3 Introduction to Development and Sustainability

DEVS 401-4 Issues Concepts and Cases in Development and Sustainability

ECON

260-3 Environmental Economics

ECON

362-4 Economics of Natural Resources

ECON

460-3 Seminar in Environmental Economics

ENV

321-3 Ecological Economics

GEOG

322-4 World Resources

GEOG

385-4 Agriculture and the Environment

POL 452W-4 Energy Policy

REM

201-3 Introduction to Sustainable Community Development

REM

301-4 Sustainable Community Development Theory and Practice

REM

321-3 Ecological Economics

REM

356-3 Institutional Arrangements for Sustainable Environmental Management

REM

445-3 Environmental Risk Assessment

REM

471-3 Forest Ecosystem Management

SCD 201-3 Introduction to Sustainable Community Development

SCD 301-4 Sustainable Community Development Theory and Practice

13

---

NOTICE OF INTENT

Certificate in Enviroamental Literaey

Faculty ofEDyiroameDt, Simoa Fraser Univenity

April19, 2011

Eueutive Summary

Responsible

citizeusbip

and

good

social

choices

about

enviromnental

issues

necessitate

a

minimum

level

of

enviromnen1alliteracy

among

the

general

population.

While

SFU

bas

sipificant

sttengths in

programs for those who choose

to

specialize

in

environment related

disciplines,

them

is a critical need for coherent environmental programming for

non~vircmmeat

majors.. However, many individual courses exist at SFU tbat could support a goal of broad-based

enU!omnental

Hteracy if

students

where

given an opportunity to fit them into their

program.

The

proposed Certificate in Environmental Literacy (ELC) will address

this

need.

The

BLC will

require completion of two

introductoJy

environmental courses and one integrative course

addressing

environmental

issues

from

an

mterdisciplinaty,.problem-based

perspective.

Additionally.

students

will

complete

6

units

of

environmental

social

sciencalhUJDaDities

courses

and

6

units

of uatural enviromnental science courses, selected

1iom

a

broad,

inclusive range of

options which allows the student to relate the enviromnent theme to their overall educational

interests.

WJ.th the exception of the integrative course,

all

other courses are presently being

taught

on a regular basis.

In1roducing

the

BLC is

consistent

with

the

SFU 2010

Academic~

the Faculty of Environment

(FBNV)

mMdate 8Dd Strategic/Academic Plan

and

the SFU

PoUcy

on SUJtainabillty.

CrecleDtial to

be awarded:

Certificate

in

Enviromnental

Literacy

Location of program:

SFU Burnaby

Campus

l'aeulty otreriag the new degree program:

Faculty

ofBnviromnent

Anticipated program start date:

September 2012

Delcrlptloa of the proposed program:

Our intention is to address

the need

for graduates from a

broad

range of disciplines to

possess

basic

knowledge

ofuatural&Dd

social

science/humanities

paapectives

on

the

envircmmental.

Students completiDg

the

Certificate

will

understand environmental issues through the lenses of

several disciplines. The

interdiscipliDary

BNV course

will

complement

tbis

process

by

fostering

an

understandiDg

of

the

complexities withinlbetween systems.

Aptigjpated Contribution to SuetpjnAhillty of SFU pd the Facultv ofBnyjmrnpent Strategic Plan

Tho development and successtbl implementation of

the ELC

requires collaboration among

Faculdesldepartments

aud should contribute to the

coordiDatiq

role ofFENV ill enviromnental

pto81"mmmg as mandated

in

its formation.

These

mlationships will

foJ:m the

basis for .fUture

interdiscipliDary

course

and

program

development.

4f'lill

2:37 PM

..Y

1'-/

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Development of environmental

literacy

programming is a

high

priori1;y

within the

FENV

S1rategic/Academic

Plan

and

accords

with

FENV's

Guiding

Principles;

these

principles

include:

being a focal point for co-ordiuation

and

promotion of enviromneatal teaching, promoting

envimmnentalliteracy,

developing

programs

tbat

integrate

enviromnental

knowledge,

and

establishiug

interdiscipliDarity

and

collaboration

as

accepted

elements

in

environmental

programming at SFU. This certificate will be a cornerstone of

the

FENV's ability

to pariDer with

units outside the Faculty in promoting these principles.

Development of

the

ELC directly supports SFU's strategic efforts.

One

of five SFU Values

and

Commitments

is

"We

champion

the

liberal

arts

and

sciences

aDd

pioneeriDg

interdiscipliuary

aDd

professicmal programs". The 2010 Plmning Framework

calls

for

two

strategies

that

dhect1y

relate to this initiative.

One is

to "Grow programs

in

areas of strategic importance (as defined

in

the SFU Academic Plan) and

high

student demand." The 2010 Academic Plan

specifica11y

calls

for

the

completion

of

the

development

of

planned

Environment

programs.

The

second

related

planning strategy

directs

SFU to "Promote our interd.iscipliDary focus

in

research and teaching

by

CODfiguriDg

programs

to

lll8XiJDim

strengths

and

synergies

between

Faculties."

Development

of

this

Certificote

also

supports SFU policy

and

commitment on sustainabDity teecl,jng (G.P 38,

3.2.1).

Target Audience

The

BLC is designed to serve SFU undergraduate students who are

DQ1

specjaJjzing

in

environmentally

themed

areas.

<;nnmnt

and

Snmmm of Requirements

for

Graduation

The

ELC will require

students

to complete a total of 21

UDits,

primarily at the lower division.

These

requirements

include

two

introductory

environmental

courses

{one

D&tura1

science

and

one

socialsciencelhumaDities),

one

required

lower

division

ENV

course

introduciDg

students

to

the

interdiscipliDary study of the environment,

and

12 units of enviromnen1al electives;

6

in

social

sciencesllmmanities and 6 in D&tura1 sciences.

Cole

Requirements (9 UDits)

• One course

with

a

natural

science approach

to

the environment.

• One

course

with

a social science/humanities

approach

to the environment.

• ENV 2xx-3 lnterdiscipliDary Perspectives on the Environment (new course with a

prerequisite

of

both

courses

listed

above)

ENV 2xx-3 would serve as a core course for the BLC,

it is

also envisioned as a broader

service COUI8e

to

meet general demand

at

SFU for leamjng

opportunities

related

to

interdisciplinary

thinldng

on the environment. We anticipate that this course

will

also

serve other

FENV

progtaiiiiDiDg in the future.

Blective Requirements (12

UDits

at

the

upper/lower division)

•

6

units from a Hst of environmental

social

science and humanities courses (Group A)

•

6

uaits

from a Hst

of enviromnenta1 natural scieDCO courses (Group B).

4f//ll 2:37 PM

---

DeUverv

Methods

Core

and

electives courses will be offered usiDg face..to-filce modality.

Linlcages

between

the

learning

outcomes

and

the

curriculum

ELC program leamiDg outcomes will be developed

and

will guide both the selection of

cote

courses and electives as

well

as the course design/outcomes of the BNV 2xx-3 interdisciplinary

core course. The introductory core courses will provide a basic foundation

for

understaDdiDg a

broad range of enviromnental problems facing society. The balance between

Datural

science aad

social

sciencelhumauities

electives

will

provide

students

with

knowledge

of

human

8Dd

uatural

systems tbat

affect and are

affected

by the environment. The core BNV 2xx-3 course

will

guide

students

in

integnding

knowledge

from

multiple

petapectives

in

dealing

with

environmental

challeuges.

!Mtigctive

characteristics

Rather

than

concentratiDg on a

particular

lademic

field,

the Certificate requires

that

students

take

courses

in

both

uatural

and

social

sciences/humanities.

The

required

integrative

BNV

2xx-3

course

will

encourage interdisciplinary thjnldng and understauding of complex economic,

ecological

and

social

systems.

This

course

will

include

differins

disciplinary

perspectives

on

the

environment,

problem-based

learning

and

analysis

of

case

studies.

The

course

may

be'co-taught

usiDg

several

experts

from

different

Faculties,

ideally

from

complementary

envircmmen181

fields.

Anticipated Completion Time

in

Semesters

Completion

of the

ELC will take the same

time

as Certificate

degrees in other UDits

and

programs. For example, it will be poSS1Dle

to

complete

the

Certificate as a part of3 - 4 semesters

offuD time study.

Enrolment Plan for

the

legpth of

the

mosram

The ELC

will be

open

to

all

Ulldergraduates

registered aud. in good academic standing at SFU

who

IR

not

in specialist enviromnental

programs

(e.g. EVSC).

After

development and SeDate

approval of

the full

program proposal, BLC details will be provided to Faculty/Department

Academic Advisors and publicized though the Faculty website

and other

SFU media

As per general regulations of the University

and

the Faculty of Environment.

Pmlli1Jl Asse""Pm!l

The Environmental Uteracy Certificate will be governed and managed

by the

Faculty of

Environment, in conformity with Faculty

and

University reguladons. A

su~H:ommittee

of the

Faculty of Bavironment Curriculum Committee will meet at least once each year to discuss

curriculum-related

matters

and

supervision

of

this

certificate.

Leyel of Sgppntpd Recognition 1iPm ntl!er Post-SecQqdmy Institution•

4n/ll 2:37 PM

---

As

per

SFU's

transfer

credit procedures, students

may transfer

appropriate units from BC

colleges and universities

into this

program.

Tbete

is no applicable regulatory or professicmal

body that requires accreditation of

this

program.

Byidence of Student

Interest and

Labour

~ket

])m!ADd

In

the

next decades society

will

increasiDgly

need to

address critically important issues involving

environment,

sustaiDability

and climate cbange. These issues are often described as "the most

important

cballeDge of our time". Our graduates, as members of society,

will play

an important

role

in

our response

to these issues.

'Ibis Certificate will

support

students

in

obfaining the

knowledge they need

to make

informed decisions.

Recent

SFU

data

indicate that SFU

undergraduate

students understand this

need. In the 2009 UDdergraduate Student Survey,

students

were asked,

"If

you were to start your SFU studies over again. how interested would

you be in emolliDg

in

courses or programs focusing on environmental awareness?".

Of

the 5,804

respondents, 49.3% indicated

that

they "-ould "very interested" (16.8% 975 students) or

"somewhat

interested"

(32.S%,

1884

students).

Spmm!JY of Resources R.eQuiud pd AypilahJe

to

Implement

the

Propam

No

additional

resomces are necessary

in

deliveriug the elective courses for

the

Certificate since

these are presently

beiDg

ofFered. Efforts

will be

made to ensure a sufficiently

large

list of

electives so

that

no siDgle course or department

is

overburdened with new registrants. One

new

integrative ENV course

will need

to be developed

and

taught. These faculty resomces

iDi1ia11y

will be

1\mded

as COlD'se buyouts or secondments

using t\mds

presently available to FBNV.

These have been approved

by the

Dean for this pmpose. Longer-term resources and functing

requirements will need to be

determmed.

No other program or resources will

be reduced

as a

result

of implementing the ELC.

Related

progpms at SFU

or other

British Cobpnhit mst-secondaa

iDstitu.tions

This program

will be

UDique

withiD

British Columbia. Several creclentials at SFU

and

at

other

universities

in

BC

offer

broad

interdisciptinaly

content.

However,

UDlike

the

proposed

certificate,

these credentials are Minors and are

comprised

of

primarily

upper division courses.

This is

the

only progmm of which we are aware tbat

targets

non-specialists. FBNV itself offers a Minor in

Geography, whDe UVic offers a Minor

in

Human Dimensions of Climate Change and UNBC

offers MiDors

in Bnvimnmental

Studies

and

Global Environmental Change. UBC's Minor

in

Environment and Society, like

this proposed

BLC, requires a balance of

natural sciences

and

social sciences/humanities..

List of faculty members

who will be tpphing

This bas not

been

determined but

may

include:

Ken Lertzman, Professor

in

REM

Duncan Knowler,

Associate

Professor

in

REM

Mark

Roseland, Professor in REM

Robert Andersou, Professor in

CoiDlDl1DicatioDs

Alex

Clapp,

Associate

Professor

in

Geography

plus

various

other &culty in the FENV

and

other Faculties, dependiDg on fiDal course selectious.

Proposed

Proaram

Coutaet Penon:

Duncan ICnowler, Associate

Dean,

FBNV, 778-782-8827.

djk@wca

Dan

Bums,

Manager,

Curriculum

and

Platming,

FENV,

778-782-9225,

clburns@sfu.ca

4nlll 2:37 PM

K