Yale University.Calendar.Directories.

Subjects of Instruction

Courses offered by the School of Forestry & Environmental Studies are described below. The letters “a” and “b” following the course numbers indicate fall- and spring-term courses, respectively. The letter “E” following a course number indicates an online course. Bracketed courses will not be offered during the 2016–2017 academic year.

Project courses involve individually assigned advanced field or laboratory work, or literature review, on topics of special interest to the student; credits and hours for these projects are determined for each student in consultation with the instructor.

Courses throughout the University are generally open to students enrolled in the School of Forestry & Environmental Studies, subject to limitations on class size and requirements for prerequisites.

Note For updated course listings, please see the School of Forestry & Environmental Studies Web site, http://environment.yale.edu/courses.

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List of Courses by Topic


  • [F&ES 500a]
  • Landscape Ecology
  • F&ES 505a
  • Economics of the Environment
  • F&ES 510a
  • Introduction to Statistics in the Environmental Sciences
  • F&ES 510Ea
  • Introduction to Statistics in the Environmental Sciences
  • F&ES 515a
  • Physical Sciences for Environmental Management
  • F&ES 520a
  • Society and Environment: Introduction to Theory and Method
  • F&ES 525a
  • The Politics and Practice of Environmental and Resource Policy
  • F&ES 530a
  • Ecosystems and Landscapes

Professional Skills Courses

  • F&ES 576b
  • PSC: Collaboration and Conflict Resolution Skills for Environmental Professionals
  • F&ES 577b
  • PSC: Environmental Communicator
  • F&ES 578b
  • PSC: Financial Concepts for Environmental Managers

Integrative Frameworks

  • F&ES 610a
  • Science to Solutions
  • [F&ES 620a]
  • Integrative Assessment


  • F&ES 950b
  • Life Cycle Assessment Practicum
  • F&ES 953a,b
  • Business and the Environment Consulting Clinic
  • F&ES 954a
  • Management Plans for Protected Areas
  • F&ES 955a,b
  • Seminar in Research Analysis and Communication in Forest Ecology
  • F&ES 961a,b
  • Entrepreneurial Venture Creation
  • F&ES 964b
  • Large-Scale Conservation: Integrating Science, Management, and Policy
  • F&ES 965b
  • Advanced Readings: Social Science of Conservation and Development
  • F&ES 966a
  • The Entrepreneurial Approach to Environmental Problem Solving
  • [F&ES 969b]
  • Rapid Assessments in Forest Conservation
  • F&ES 970a,b
  • Environmental Protection Clinic
  • F&ES 971b
  • Land Use Clinic
  • F&ES 972a,b
  • Advanced Environmental Protection Clinic
  • [F&ES 976b]
  • Cities in Hot Water: Urban Climate Mitigation and Adaptation
  • F&ES 977a
  • Creating Science Narratives for Solutions
  • F&ES 978b
  • Creating Science Networks for Solutions


Community and Ecosystem Ecology
  • [F&ES 681a]
  • Ethnobotany
  • F&ES 717b
  • Tropical Field Ecology
  • F&ES 723a
  • Wetlands Ecology, Conservation, and Management
  • F&ES 731b
  • Tropical Field Botany
  • [F&ES 733b]
  • Synthesizing Environmental Science for Policy
  • F&ES 734b
  • Biological Oceanography
  • F&ES 741b
  • Introduction to Indigenous Silviculture
  • [F&ES 752a]
  • Ecology and Conservation of Tropical Forests
  • [F&ES 768a]
  • Pests, Pathogens, and Parasites in Natural and Managed Systems
Wildlife Ecology and Conservation Biology
  • [F&ES 736b]
  • Ecology Seminar
  • [F&ES 738a]
  • Aquatic Ecology
  • [F&ES 739b]
  • Species and Ecosystem Conservation: An Integrated, Interdisciplinary Approach
  • [F&ES 740b]
  • Dynamics of Ecological Systems
  • [F&ES 744b]
  • Conservation Science
Environmental Education and Communication
  • F&ES 742b
  • Fundamentals of Working with People
  • [F&ES 745a]
  • Environmental Writing
  • F&ES 746b
  • Archetypes and the Environment
  • F&ES 747a
  • Global Communication Skills
  • F&ES 750a
  • Writing the World
  • F&ES 900a
  • Doctoral Student Seminar and Responsible Conduct of Research


Forest Biology
  • F&ES 650a
  • Fire: Science and Policy
  • [F&ES 652b]
  • Wood: Structure and Function
  • F&ES 654a
  • Anatomy, Physiology, and Development of Trees and Other Vascular Plants
  • [F&ES 655b]
  • Research Methods of the Anatomy and Physiology of Trees
  • F&ES 656b
  • Tree Physiology and Ecophysiology
  • [F&ES 671a]
  • Natural History and Taxonomy of Trees
  • [F&ES 674b]
  • Seminar in Forest Health
  • F&ES 682a
  • Multifunctional Carbon-Sequestering Agroforestry
  • [F&ES 691a]
  • Trees: Environmental Biology
Forest Management
  • F&ES 657b
  • Managing Resources
  • F&ES 658a
  • Global Resources, International Resource Exchanges, and the Environment
  • F&ES 659b
  • Principles in Applied Ecology: The Practice of Silviculture
  • F&ES 660a
  • Forest Dynamics: Growth and Development of Forest Stands
  • [F&ES 661b]
  • Analysis and Development of Silvicultural Prescriptions
  • F&ES 668b
  • Field Trips in Forest Resource Management and Silviculture
  • F&ES 669b
  • Forest Management Operations
  • F&ES 670b
  • Southern Forest and Forestry Field Trip
  • F&ES 675b
  • Growth and Yield
  • F&ES 680a
  • Forest and Ecosystem Finance
  • F&ES 683b
  • Seminar in Tropical Forest Restoration in Human-Dominated Landscapes

Physical Sciences

Atmospheric Sciences
  • F&ES 700b
  • Alpine, Arctic, and Boreal Ecosystems Seminar
  • [F&ES 701b]
  • Climate Change Policy and Science Seminar
  • [F&ES 702b]
  • Climate Change Seminar
  • [F&ES 703b]
  • Climate and Society
  • [F&ES 704a]
  • Workshop on Remote Sensing with Drones
  • [F&ES 705b]
  • Climate and Air Pollution
  • [F&ES 722a]
  • Boundary Layer Meteorology
  • [F&ES 771a]
  • Climate Modeling
Environmental Chemistry
  • F&ES 706a
  • Organic Pollutants in the Environment
  • F&ES 707b
  • Aquatic Chemistry
  • [F&ES 708a]
  • Biogeochemistry and Pollution
  • [F&ES 711a]
  • Atmospheric Chemistry
  • F&ES 715b
  • Advanced Reading in Biogeochemistry
Soil Science
  • F&ES 709a
  • Soil Science
Water Resources
  • [F&ES 690a]
  • Plant Hydraulics
  • F&ES 710b
  • Coastal Governance
  • F&ES 712b
  • Water Resource Management
  • [F&ES 713a]
  • Coastal Ecosystems
  • [F&ES 714b]
  • Environmental Hydrology
  • [F&ES 719a]
  • River Processes and Restoration
  • [F&ES 724b]
  • Watershed Cycles and Processes
  • F&ES 729b
  • Caribbean Coastal Development: Cesium and CZM

Quantitative and Research Methods

  • F&ES 550a
  • Natural Science Research Methods
  • F&ES 551a
  • Qualitative Social Science Research
  • F&ES 552b
  • Master’s Student Research Colloquium
  • F&ES 638b
  • Carbon Footprints—Modeling and Analysis
  • F&ES 720a
  • Introduction to R
  • [F&ES 725b]
  • Remote Sensing of Land Cover and Land Use Change
  • F&ES 726b
  • Observing Earth from Space
  • [F&ES 751b]
  • Sampling Methodology and Practice
  • F&ES 753a
  • Regression Modeling of Ecological and Environmental Data
  • F&ES 754a
  • Geospatial Software Design
  • F&ES 755b
  • Modeling Geographic Space
  • F&ES 756a
  • Modeling Geographic Objects
  • [F&ES 757b]
  • Statistical Design of Experiments
  • F&ES 758b
  • Multivariate Statistical Analysis in the Environmental Sciences
  • F&ES 762a
  • Foundations for Measuring and Modeling Environmental and Socio-environmental Systems: Applied Math for Environmental Studies
  • [F&ES 780b]
  • Seminar in Forest Inventory
  • F&ES 781b
  • Applied Spatial Statistics
  • F&ES 794b
  • Confronting Models with Data

Social Sciences

  • F&ES 795b
  • Nature as Capital: Merging Ecological and Economic Models
  • F&ES 802b
  • Valuing the Environment
  • F&ES 803b
  • Green Markets: Voluntary and Information Approaches to Environmental Management
  • F&ES 804b
  • Economics of Natural Resource Management
  • F&ES 805a,b
  • Seminar in Environmental and Natural Resource Economics
  • [F&ES 904a]
  • Doctoral Seminar in Environmental Economics
  • F&ES 905b
  • Doctoral Seminar in Environmental and Energy Economics
Energy and the Environment
  • F&ES 617a
  • Readings and Research in Energy History
  • F&ES 635b
  • Renewable Energy Project Finance
  • [F&ES 716b]
  • Renewable Energy
  • F&ES 798Eb
  • China’s Energy and Environmental Sustainability Challenge
  • F&ES 800b
  • Energy Economics and Policy Analysis
  • [F&ES 812b]
  • Energy’s Impact on Freshwater Resources
  • F&ES 814a
  • Energy Systems Analysis
  • F&ES 816b
  • Electric Utilities: An Industry in Transition
  • [F&ES 818a]
  • Energy Technology Innovation
  • F&ES 847a
  • Decarbonizing the U.S. Power Sector: Driving U.S. Climate Policy under the Clean Air Act
Environmental Policy
  • [F&ES 718a]
  • IPCC AR5 Assessment: The Physical Science Basis
  • [F&ES 759b]
  • Capitalism: Success, Crisis, and Reform
  • F&ES 799a
  • Sustainable Development Goals and Implementation
  • F&ES 807a
  • Corporate Environmental Management and Strategy
  • F&ES 808b
  • Law, Environment, and Religion: A Communion of Subjects
  • [F&ES 815a]
  • The New Corporate Social Responsibility: Public Problems, Private Solutions, and Strategic Responses
  • F&ES 817a
  • Urban, Suburban, and Regional Planning Practice
  • F&ES 819b
  • Strategies for Land Conservation
  • F&ES 820b
  • Land Use Law and Environmental Planning
  • F&ES 821b
  • Private Investment and the Environment: Legal Foundations and Tools
  • F&ES 824b
  • Environmental Law and Policy
  • [F&ES 825a]
  • International Environmental Law
  • F&ES 826a
  • Foundations of Natural Resource Policy and Management
  • F&ES 828b
  • Comparative Environmental Law in Global Legal Systems
  • [F&ES 829b]
  • International Environmental Policy and Governance
  • F&ES 835a
  • Seminar on Land Use Planning
  • F&ES 835Ea,b
  • Seminar on Land Use Planning
  • F&ES 837b
  • Seminar on Leadership in Natural Resources and the Environment
  • [F&ES 840b]
  • Climate Change and Clean Energy
  • [F&ES 843b]
  • Readings in Environmental History
  • F&ES 845b
  • Law and Globalization
  • F&ES 849b
  • Natural Resource Policy Practicum
  • [F&ES 850b]
  • International Organizations and Conferences
  • F&ES 851b
  • Environmental Diplomacy Practicum
  • [F&ES 855a]
  • Climate Change Mitigation in Urban Areas
  • F&ES 860b
  • Learning to Lead from Leaders: Creating Change in Policies and Company Practices
  • F&ES 862b
  • The Science of Science Communication
  • [F&ES 866b]
  • [The] Law of Climate Change
  • F&ES 874a
  • Introduction to Responsible Business: Wine and Agriculture
  • F&ES 875Ea
  • Urban Resilience: Complexity, Collaborative Structures, and Leadership Challenges
Social and Political Ecology
  • F&ES 628b
  • Understanding and Building Resistance in Developing Countries
  • F&ES 645b
  • Global Public Goods and Cooperation in International Politics
  • F&ES 738Eb
  • Himalayan Diversities: Environment, Livelihood, and Culture
  • F&ES 760b
  • Conservation in Practice: An International Perspective
  • [F&ES 763b]
  • Translating the Science of Wildlife Conservation into Practice
  • [F&ES 764a]
  • The American West as an Environmental, Cultural, and Political Case Study
  • F&ES 767b
  • Building a Conservation Toolkit: From Project Design to Evaluation
  • F&ES 769a
  • Christianity and Ecology
  • F&ES 772a
  • Social Justice in the Sustainable Food System
  • [F&ES 774a]
  • Agriculture: Origins, Evolution, Crises
  • [F&ES 783b]
  • Field Course in Culture, Environmental Politics, and Social Change
  • F&ES 783Ea
  • Introduction to Religions and Ecology
  • [F&ES 784Ea]
  • Western Religions and Ecology
  • F&ES 785Eb
  • East Asian Religions and Ecology
  • F&ES 786Ea
  • Native American Religions and Ecology
  • [F&ES 787E]
  • Thomas Berry: Life and Thought
  • [F&ES 789E]
  • Journey of the Universe
  • F&ES 792Eb
  • South Asian Religions and Ecology
  • F&ES 793b
  • Abrupt Climate Change and Societal Collapse
  • F&ES 797b
  • Christianity and Environmental Ethics
  • F&ES 831b
  • Society and Natural Resources
  • F&ES 836a
  • Agrarian Societies: Culture, Society, History, and Development
  • F&ES 839a
  • Social Science of Conservation and Development
  • [F&ES 846b]
  • Perspectives on Environmental Injustices
  • [F&ES 854b]
  • Institutions and the Environment
  • [F&ES 857b]
  • Urbanization, Global Change, and Sustainability
  • F&ES 869b
  • Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change
  • F&ES 877b
  • Anthropology of the Global Economy for Development and Conservation
  • F&ES 878a
  • Climate and Society
  • [F&ES 882a]
  • The Black Box of Implementation: Households, Communities, Gender
  • F&ES 892a
  • Introduction to Planning and Development
Health and Environment
  • F&ES 727a
  • The Future of Food
  • F&ES 736Eb
  • Environmental Ethics
  • F&ES 765b
  • Technological and Social Innovation in Global Food Systems
  • F&ES 893b
  • Principles of Risk Assessment
  • F&ES 896b
  • Public Health Toxicology
  • F&ES 897b
  • Assessing Exposures to Environmental Stressors
  • [F&ES 898a]
  • The Environment and Human Health
  • [F&ES 899b]
  • Sustainable Development in Post-Disaster Context: Haiti
Industrial Ecology, Environmental Planning, and Technology
  • F&ES 782a
  • Globalization Space: International Infrastructure and Extrastatecraft
  • F&ES 788b
  • Applied Urban Ecology
  • F&ES 872b
  • Introduction to Green Chemistry
  • [F&ES 881a]
  • FT: Field Experience in Industrial Operations
  • F&ES 884a
  • Industrial Ecology
  • F&ES 885b
  • Green Engineering and Sustainability
  • [F&ES 888a]
  • Ecological Urban Design
  • F&ES 894a
  • Green Building: Issues and Perspectives
  • F&ES 895a
  • Green Building Intensive: How Buildings Work

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F&ES Online and Flipped Courses

In addition to offering courses in the traditional classroom setting, the School of Forestry & Environmental Studies in recent years has made a growing commitment to providing quality education through online learning. As part of this initiative, the School introduced a series of courses that “flip” the typical classroom model. These courses allow students to watch lectures online while still providing an opportunity for weekly personal interactions with F&ES faculty. The digital format helps the instructors incorporate multimedia resources that are difficult to use in the classroom and enables more time for discussion, questions, and/or group work during student-instructor interactions. During the 2016–2017 academic year, the School will offer several courses that use the flipped model. We are also actively developing flipped courses and integrating technology into the classrooms. Therefore, classes not listed here may include some flipped features. Courses offered in 2016–2017 include the following:

  • F&ES 510Ea
  • Introduction to Statistics in the Environmental Sciences
  • F&ES 515a
  • Physical Sciences for Environmental Management
  • F&ES 530a
  • Ecosystems and Landscapes
  • F&ES 659b
  • Principles in Applied Ecology: The Practice of Silviculture
  • F&ES 683b
  • Seminar in Tropical Forest Restoration in Human-Dominated Landscapes
  • F&ES 709a
  • Soil Science
  • F&ES 720a
  • Introduction to R
  • F&ES 736Eb
  • Environmental Ethics
  • F&ES 738Eb
  • Himalayan Diversities: Environment, Livelihood, and Culture
  • F&ES 762a
  • Foundations for Measuring and Modeling Environmental and Socio-environmental Systems: Applied Math for Environmental Studies
  • F&ES 783Ea
  • Introduction to Religions and Ecology
  • F&ES 785Eb
  • East Asian Religions and Ecology
  • F&ES 786Ea
  • Native American Religions and Ecology
  • F&ES 792Eb
  • South Asian Religions and Ecology
  • F&ES 795b
  • Nature as Capital: Merging Ecological and Economic Models
  • F&ES 798Eb
  • China’s Energy and Environmental Sustainability Challenge
  • F&ES 835Ea,b
  • Seminar on Land Use Planning
  • F&ES 875Ea
  • Urban Resilience: Complexity, Collaborative Structures, and Leadership Challenges

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Course Descriptions

At F&ES, new courses are often added after this bulletin is printed. Our Web site at http://environment.yale.edu will have an updated list, as well as a list of environmental courses available in other departments at Yale. See also Yale University’s online course information Web site: www.yale.edu/oci.


[F&ES 500a, Landscape Ecology 3 credits. This Foundations course is an introduction to the study of large-scale ecological patterns and processes. Landscape ecology is a relatively young, rapidly changing field. The topics covered reflect the diverse interests of ecologists: species-area relationships, island biogeography, metapopulation theory, individual-based models, cellular automata, models of biodiversity, etc. Throughout the course the emphasis is on when and how to integrate a spatial perspective into consideration of major ecological questions. Readings from the primary literature augment material covered in lectures. Students complete a project resulting in a manuscript on a landscape-related topic. Knowledge of the concepts and principles covered in Landscape Ecology is assumed for all other F&ES courses in ecology and is essential for informing many kinds of decisions regarding ecosystem management. David K. Skelly]

F&ES 505a, Economics of the Environment 3 credits. This course provides students with in-depth training using economic analysis to address environmental policies and management. Students are exposed to tools that allow them to assess the efficiency of different environmental policies and management strategies. The course examines when markets manage the environment efficiently and when they fail. It covers a range of topics including preventing pollution, managing renewable resources, and consuming nonrenewable resources. It stresses the importance of science and values in making efficient choices. The course is a prerequisite for all advanced economics courses and provides knowledge that is fundamental to success in F&ES courses on resource management. Matthew J. Kotchen

F&ES 510a, Introduction to Statistics in the Environmental Sciences 3 credits. An introduction to probability and statistics with emphasis on applications in forestry and environmental sciences. Includes methods of graphical analysis, introduction of common probability distributions, and hypothesis testing. The final third of the course introduces the topics of regression and analysis of variance that are covered more thoroughly in F&ES 753a. There are weekly problem sets using MINITAB software, as well as a final project. This course is a prerequisite for all other statistics courses offered through F&ES, and it presents statistical methods used in many of the School’s courses in both the natural and social sciences. Three hours lecture. Jonathan D. Reuning-Scherer

F&ES 510Ea, Introduction to Statistics in the Environmental Sciences 3 credits. An introduction to probability and statistics with emphasis on applications in forestry and environmental sciences. Includes methods of graphical analysis, introduction of common probability distributions, and hypothesis testing. The final third of the course introduces the topics of regression and analysis of variance that are covered more thoroughly in F&ES 753a. There are weekly problem sets using MINITAB software, as well as a final project. This course is a prerequisite for all other statistics courses offered through F&ES, and it presents statistical methods used in many of the School’s courses in both the natural and social sciences. This course is taught in a flipped classroom approach. Enrollment limited to thirty. Jonathan D. Reuning-Scherer

F&ES 515a, Physical Sciences for Environmental Management 3 credits. This Foundations course seeks to provide students with the physical science basics that they need in order to understand and manage environmental problems. The course draws on the disciplines of climatology, environmental chemistry, geology, hydrology, meteorology, oceanography, and soil science. Focus is on understanding both the underlying concepts and how they apply to real-world environmental challenges. Useful both as a freestanding course and as a gateway to a wide spectrum of intermediate and advanced courses. Shimon C. Anisfeld

F&ES 520a/ANTH 581a, Society and Environment: Introduction to Theory and Method 3 credits. An introductory course on social scientific contributions to environmental and natural resource issues. Section I, overview. Section II, initial framing of environmental problems: placing problems in their wider political context, new approaches to uncertainty and failure, and the importance of how the analytical boundaries to resource systems are drawn. Section III, questions of method: the dynamics of working within development projects, and the art of rapid appraisal and short-term consultancies. Section IV, local peoples, resources, and (under)development: representing the poor, development discourse, and the question of indigenous peoples and knowledge. Two or three guest lectures by leading contributors to the field. No prerequisites. This is a Foundations course in F&ES, a core course in the joint F&ES/Anthropology doctoral degree program, and a prerequisite for F&ES 869b/ANTH 572b. Three hours lecture/seminar. Michael R. Dove

F&ES 525a, The Politics and Practice of Environmental and Resource Policy 3 credits. The purpose of this Foundations course is to provide a survey of public policy theory and practice, as related to development and implementation of environmental and natural resource policy. The course examines theories of policy formation; the intricacies of the policy-making process; the history of natural resource and environmental policy; and applied techniques in policy analysis and evaluation. The course has been specifically designed to provide both a theoretical and practical introduction to natural resource and environmental public policy. Upon completion of the course, the student will understand the political environment within which public policy is formulated, including the role of ideas, science, and learning. Students also will be able to demonstrate basic technical competence in environmental public policy development and the implementation process. The course has been developed to accommodate biologists and other natural scientists and assumes no prior knowledge of political science or the policy-making process. Benjamin W. Cashore

F&ES 530a, Ecosystems and Landscapes 4 credits. This Foundations course is an introduction to concepts in ecosystem and landscape ecology. Topics covered include element cycling, food web interactions, species-area relationships, whole system metabolism, models of biodiversity, etc. The course emphasizes how to integrate knowledge to understand ecological patterns and processes at multiple scales in order to study, manage, and conserve species and ecosystems. Mark A. Bradford, Oswald J. Schmitz

Professional Skills Courses

F&ES 576b, PSC: Collaboration and Conflict Resolution Skills for Environmental Professionals 1 credit. Public decision making takes place in an increasingly complicated and challenging policy-making environment. Decision-making processes need to accommodate complex issues and a crowded and diverse field of stakeholders, all of whom seek a voice in the decision-making process. Process management skills are among the unsung and often untaught skills required by people working in environmental management and public policy. These skills include knowing whom to include when working on a tricky topic; planning and running good meetings; developing strong coalitions; assessing disputes well, then building sound public processes based on what you learn; and determining when it might be helpful to have additional neutral support to assist you in resolving a complex public dispute. This course introduces students to some of the key concepts behind when and how to engage the public or key stakeholders in a productive way to address important environmental and public policy topics. Each 2.5-hour session includes some time for presentation of theory, a small-group exercise or simulation, and large-group discussion of student and trainer experience, and is designed around real-world situations from the presenter’s experience as an impartial public issues mediator and facilitator. Meeting dates to be determined. Enrollment limited to twenty-five. Ona Ferguson

F&ES 577b, PSC: Environmental Communicator 1 credit. This course prepares students for the communication tasks they will face as environmental professionals, researchers, or employees. In their careers, most professionals spend more than half their work time communicating with others, both inside and outside their organization. To advance in their careers and contribute to the progress of an environmental cause, students need a refined ability to communicate their ideas with clarity and credibility. This course focuses on building a constellation of skills that students can apply to their work. They learn how to use communication to influence others, advocate their ideas, and collaborate with colleagues on project teams. Course topics include strategy in communication, diplomatic language, public speaking, writing styles, listening to people, and framing environmental issues for the public. The course meets for a weekly two-hour lecture and demonstration, and students attend a one-hour small-group practice session that allows them to reinforce new communicative behaviors in simulated job tasks, such as project meetings, budget requests, and public hearings. Meeting dates to be determined. Enrollment limited to forty-five. William A. Vance

F&ES 578b, PSC: Financial Concepts for Environmental Managers 1 credit. This course exposes students to the financial concepts used by companies to make and evaluate business decisions. The class covers key financial statements of for-profit businesses; building financial projections for a business, project, or investment; financial markets: what they are and how they operate; investors: the tools they use to evaluate potential investments; and common valuation techniques: uses and limitations. Meeting dates to be determined. Enrollment limited to sixty. Maureen Burke

Integrative Frameworks

F&ES 610a, Science to Solutions 3 credits. While there are many different approaches to understanding and managing complex environmental problems, most involve several major steps: (1) describing/understanding the nature of the problem and its causes (both biophysical and human); (2) using technical, policy, social, and other management tools/processes to help address it; while (3) recognizing/making the value judgments embedded in each (what problems/data are “important”? what solutions are “best”?). The purpose of this introductory course is to illustrate how an M.E.M. student might integrate scientific understanding with management choices as part of an effort to manage any particular resource system over time. Ideally, it should help students choose areas of specialization, as well as improve their ability to engage in integrative problem solving—both in their final term and after they graduate. The class uses examples from the water sector, but the integrative structure of the course is designed to be applicable to other resource systems as well. The management choices facing New York City’s water system are used as the case study around which the students apply the systems tools and approaches covered. Preference given to first-year M.E.M. students. Julie B. Zimmerman, Paul T. Anastas

[F&ES 620a, Integrative Assessment 3 credits. This course illustrates how to integrate the insights and models of different disciplines to address key environmental management questions facing society. Examples are drawn from across pollution and natural resource issues so that students can become familiar with a diverse set of issues. The course illustrates the merits of learning about the natural sciences, engineering, and economics in order to practice environmental management. Robert O. Mendelsohn]


F&ES 950b, Life Cycle Assessment Practicum 3 credits. Life Cycle Assessment (LCA) is an environmental modeling method that has become increasingly popular within business and academia for evaluating the environmental impacts of products or systems. LCA considers impacts along the entire life cycle, from production to consumption to disposal, and generally provides quantitative information for a range of different environmental issues to inform decisions. This course enables students to develop a practical understanding of the intellectual foundation and standards of LCA, common databases and software packages used, and their application to products and systems. Students are assigned to teams to work with industry partners to apply classroom learning to real problems. The course begins with a review of the basic LCA concepts and hands-on exercises with SimaPro software. In addition, students are given some foundation in the project management details of conducting an LCA study to enable them to successfully complete their independent group projects over the remainder of the course. Regular project updates occur in class and individually with the instructor, and results are presented to industry partners at the end of the course in a professional consulting context. Enrollment limited to twenty-four. Thomas Swarr

F&ES 953a,b, Business and the Environment Consulting Clinic 3 credits. In this class, students work as a team on a specific project for an external organization. It provides students with an opportunity to apply their knowledge of business and environmental issues to real-life situations. It also provides a unique opportunity for students to manage a real-life client consulting engagement. Examples of projects include (1) developing a sustainability reporting strategy for a company; (2) assessing water risk in a company’s supply chain; and (3) recommending operational improvements around energy usage, waste disposal, etc. The intent is to provide a “capstone” experience, calling for the application of skills and tools learned from previous classes. Class sessions consist of a mix of in-class lectures, team meetings with the instructor, and guest lecturers. Lectures address topics such as project management and business strategy. Guest speakers discuss various environmental and sustainability topics such as sustainability reporting, developing a corporate environmental strategy, and environmental certifications and labeling. Prerequisites for F&ES students applying to the clinic are at least one of the following courses (or equivalent experience): F&ES 578b, 680a, 807a, 821b. Enrollment limited to twenty. Maureen Burke

F&ES 954a, Management Plans for Protected Areas 6 credits. A seminar that comprises the documentation of land use history and zoning, mapping and interpretation, and the collection and analysis of socioeconomic, biological, and physical information for the construction of management plans. Plans are constructed for private smallholders within the Quiet Corner Initiative partnership managed by the Yale School Forests. In the past, plans have been completed for the Nature Conservancy; Massachusetts Trustees of Reservations; town land trusts; city parks and woodlands of New Haven, New York, and Boston; and the Appalachian Mountain Club. Prerequisite: F&ES 659b or 660a, or permission of the instructor. Ten days fieldwork. Enrollment limited to twenty. Philip Marshall

F&ES 955a,b, Seminar in Research Analysis and Communication in Forest Ecology 3 credits. Students work through the peer-review publication process on data sets and projects in applied forest ecology. Discussions involve rationale and hypothesis testing for a project, data analysis techniques, reporting and interpretation of results. It is expected that manuscripts developed in the course are worthy of publication and that oral presentations are of a caliber for subject area conferences and meetings. Prerequisite: F&ES 659b or permission of the instructor. Three hours lecture. Enrollment limited to twelve. Mark S. Ashton

F&ES 961a,b, Entrepreneurial Venture Creation 3 credits. Entrepreneurship is all about starting and running your own business. Before starting a business, entrepreneurs must research the viability of their business and develop a strategy for executing the business. While the steps for doing this are often the same, regardless of the business, the specific issues and areas for investigation usually depend on the type of business and the industry it is in. This course offers students the opportunity for personalized coaching and feedback on their individual business concept. The course is for up to four teams of three to four students each, who want to pursue their own new start-up venture. Ventures must have the potential to be eligible for F&ES’s annual Sobotka Seed Stage Venture Grants and the Sabin Prize. This means they should have the potential to grow big by solving a large problem in a unique and feasible way. The scope of the work includes: (1) doing in-depth market, product, and competitor research; (2) creating a strategy for a viable business; (3) developing a financial model; (4) writing a professional-quality executive summary; (5) developing an “investor pitch” presentation. There is an application process, and admission is by permission of the instructor. Meeting dates to be determined. Maureen Burke

F&ES 964b, Large-Scale Conservation: Integrating Science, Management, and Policy 3 or 6 credits. Environmental sustainability and human dignity are important societal goals, but figuring out how to achieve them on large scales—geographic, temporal, and in terms of complexity—has proven to be extremely challenging. Abundant trend data show that many species, ecosystems, and other environmental and human systems are being overused, stressed, or degraded, thus undercutting the likelihood that we can reach sustainability and human rights for all. In addition, our institutions for science, management, and policy are not designed to address sustainability challenges on these scales. Over the last few decades numerous management and policy initiatives have been put forward to address large-scale resource use, including single and multiple use, parks and protected areas, ecosystem management, bioregional planning, integrated conservation and development, transboundary approaches, and adaptive governance. This course (a mixed seminar and practicum) explicitly uses an integrative (i.e., via interdisciplinary) framework to examine the conceptual and contextual basis for these efforts; compares and contrasts their scientific, management, and policy components; explores themes of leadership, problem solving, decision making, governance, change, and learning; and surveys cases from three arenas (terrestrial, aquatic, and marine). The course takes a problem-oriented, contextual, and multi-method approach that offers students conceptual, practical, and professional benefits. It includes readings, lectures, discussions, workshops, exercises, oral presentations, guest speakers, individual and small-group assignments, and possibly a field trip and group project. In past years the course took a field trip to the Connecticut River system to evaluate region-wide conservation efforts, the Greater Yellowstone Ecosystem, the Grand Canyon Ecosystem. It also organized an international workshop focused on the Yellowstone to Yukon initiative, and assisted a major U.S. NGO plan for transboundary projects along the U.S.-Canadian border. Extensive student participation is required throughout. Enrollment limited to eighteen. Susan G. Clark

F&ES 965b/ANTH 598b, Advanced Readings: Social Science of Conservation and Development 3 credits. This course is an advanced seminar on the social science theory of conservation and development, designed as an M.E.M. capstone course and to give M.E.Sc. and doctoral students a wider theoretical context for analyzing and writing up their research. The course traces the conceptual history of the social science theory of conservation and development, focusing on theories of politics, power, government, and capitalism. It examines relations between these theories, alternative theories, and how this history influences the field. The course covers the works of Michel Foucault most relevant to the field, important social scientists who have used Foucault’s ideas (e.g., James Ferguson, Timothy Mitchell, Tania Li, Donald Moore, David Mosse), alternative theories of power (e.g., James Scott, Bruno Latour, Timothy Mitchell), applications of Foucault’s ideas to development (selections change every year, but always include James Ferguson), applications of Foucault’s ideas to the environment (especially Arun Agrawal and Bruce Braun), theories of resistance and counter-conduct (Lila Abu-Lughod, Michel Foucault, James Scott), and Foucault-influenced views of the economy and capitalism (Peter Miller and Nikolas Rose, Timothy Mitchell, Aiwa Ong, Tania Li, Anna Tsing, among others). Students are expected to use the course to develop, and present in class, their own research and writing. Prerequisite: F&ES 839a, 877b, or 882a. Three hours lecture/seminar. Enrollment limited to twelve. Carol Carpenter

F&ES 966a, The Entrepreneurial Approach to Environmental Problem Solving 3 credits. This course provides a format for students ready to develop entrepreneurial plans for specific environmental businesses. There are two aspects to any business: knowing the technical subject, and understanding the business environment. It is assumed that students have a background in both aspects, and this course is to enable the students to work in groups to “flesh out” a business. The course has regular meetings, but much of the work—and reporting—is done by the students, with advice and input from the faculty and others at Yale and in the business world. The course (and its prerequisite) may be used in conjunction with competing for the Sabin Prize. Prerequisite: F&ES 657b. Chadwick D. Oliver

[F&ES 969b, Rapid Assessments in Forest Conservation 3 credits. An advanced interdisciplinary course concerned with assessing the protection and management of biologically diverse, complex forested ecosystems that produce various goods and services. Examples of independent case analyses concern landscape management of biogeographic regions in the Pacific Northwest, Ecuador, Costa Rica, Venezuela, Belize, central and southern Mexico, and the Panama Canal Watersheds. Students are encouraged to travel on extended class field trips to these regions. Prerequisite: F&ES 659b or 660a, or permission of the instructor. Three hours lecture. Eight days fieldwork. Limited enrollment. Next offered spring 2018. Mark S. Ashton, Amity Doolittle]

F&ES 970a,b/LAW 30164, Environmental Protection Clinic 3 credits. A clinical seminar in which students are engaged with actual environmental law and policy problems on behalf of client organizations (environmental groups, government agencies, international bodies, etc.). The class meets weekly, and students work ten to twelve hours per week in interdisciplinary groups (with students from the Law School and other departments or schools at Yale) on projects with a specific legal or policy product (e.g., draft legislation or regulations, hearing testimony, analytic studies, policy proposals, white papers, memos, etc.). Students may propose projects and client organizations, subject to approval by the instructor. Brief statement of interest required; please e-mail joshua.galperin@yale.edu for information. Enrollment limited to thirty. This course follows the Yale Law School academic calendar. Joshua Galperin, David Hawkins, Lisa Suatoni

F&ES 971b, Land Use Clinic 3 credits. This clinic explores a variety of specific community land use topics of current concern and relevance to the field, to the curriculum, and to society. Potential project topics include renewable energy, natural resources, rural-based land uses, agriculture, and sustainable urban planning. Students work with the instructor to develop papers, research memorandums, and publications on a selected topic. The instructor or guest speakers lecture on specific topics related to student projects. Additionally, students attend field trips relevant to the curriculum and may participate in project meetings with clients. Students select from a project list or meet with the instructor to design a relevant project. Jessica Bacher

F&ES 972a,b/LAW 30165, Advanced Environmental Protection Clinic 1–6 credits. Open only to students who have successfully completed the Environmental Protection Clinic (F&ES 970a,b). Permission of the instructor required. Enrollment limited to twenty. This course follows the Yale Law School academic calendar. Joshua Galperin, David Hawkins, Lisa Suatoni

[F&ES 976b, Cities in Hot Water: Urban Climate Mitigation and Adaptation 3 credits. This capstone class works in partnership with the City of New Haven to analyze and make recommendations for how city planners and engineers should cope with heat stress and extreme rainfalls in current and future climate conditions. Higher temperatures and larger rainfall variability are the two most severe climate stresses predicted to impact the Northeastern part of the United States. The situation is worsened in urban centers owing to the urban heat island effect and concentrated stormwater runoff. Students are divided into teams, with each team consisting of members with complementary skills. Each team works closely with city partners, as well as staff in the Yale Office of Sustainability, the Community Alliance for Research and Engagement in the School of Public Health, and the Urban Resources Initiative in F&ES. Specific tasks include inventorying the efforts already under way in New Haven to prepare for changes in climate; reviewing existing urban climate strategies in major cities around the world; quantifying the likely range of severity of future climate stresses in the New Haven region; and identifying the impacts of these stressors on the lives of local residents. The final deliverables are designed to be helpful to the climate-related planning by the City of New Haven. Students may also have the opportunity to participate in field implementation of one or more mitigation actions. Assessment of student performance is based on class participation, class presentations, writing assignments, client feedback, and peer evaluations. Enrollment limited to twenty. Xuhui Lee, Bradford S. Gentry]

F&ES 977a, Creating Science Narratives for Solutions 3 credits. This course surveys, studies, and practices strategies toward effective climate and environmental science-based messaging with an eye toward public policy engagement and public interest. Students learn of new and emerging interdisciplinary research and theory in narratology, psychology, education, and cultural, social, and media sciences to help build skills they then practice in partnership with professional stakeholders on projects related to climate and energy policy, goals, and planning across the public and private sectors. Paul Lussier

F&ES 978b, Creating Science Networks for Solutions 3 credits. A follow-up to F&ES 977a, this course applies advanced theoretical frameworks to the practice of science communications that speak to stakeholder values across government and civil society. Students apply strategies to several ongoing projects in partnership with professionals across multiple sectors. Paul Lussier


Community and Ecosystem Ecology

[F&ES 681a, Ethnobotany 3 credits. Ethnobotany is the scientific study of mutual relationships among peoples, plants, and the environment. This course presents ethnobotany as a broad interdisciplinary field at the interface of anthropology and botany and discusses its methodology, ranging from plant inventories to multivariate analysis of plant knowledge. The course focuses on classic themes of interest to ethnobotany, such as the importance of plants for local livelihoods (including nutrition and medicine) and the ethnobotanical importance of selected plant families, but it also explores topics of current ethnobotanical investigation, such as urban ethnobotany, intellectual property rights, development cooperation, biocultural diversity, and conservation. The course topics have been selected to provide an all-round overview of how ethnobotany research has evolved over the past decades and to represent a well-rounded mix of theory and practice, with the aim to prepare an aspiring junior ethnobotanist for field research. Ina Vandebroek]

F&ES 717b, Tropical Field Ecology 3 credits. This course is designed to give students firsthand knowledge of tropical biology and the issues surrounding conservation of biodiversity in a developing nation, through a combination of seminar-style discussions and a mandatory field trip over spring break. The emphasis is on active learning and developing independent research projects carried out during the field trip. Using a case-study approach, topics covered include patterns of biodiversity, tropical forest dynamics, reforestation, species interactions and coevolution, climate change impacts, ecosystem services, and human land use. Students also gain experience with study design, data collection methods, and statistical analysis. This year’s field trip is to Ecuador, a country famous for its high biological, cultural, and economic diversity. We visit a variety of forest ecosystems and hear from local and international scientists about current research in the field. Students undertake two short research projects and also learn basic identification and natural history of tropical plant, bird, and insect species. Students should expect to spend a major part of each day outside in the natural tropical environment under adverse conditions. Enrollment limited to fifteen. Simon A. Queenborough, Walter Jetz

F&ES 723a, Wetlands Ecology, Conservation, and Management 3 credits. Wetlands are ubiquitous. Collectively they cover 370,000 square miles in the United States and globally encompass more than five million square miles. Most points on a map are less than one kilometer from the nearest wetland. Yet wetlands are nearly invisible to most people. In this course we explore wetlands in all of their dimensions, including the critical services they provide to other systems, the rich biodiversity they harbor, and the links by which they connect to other systems. Additionally, wetlands are lynchpin environments for scientific policy and regulation. The overarching aim of the course is to connect what we know about wetlands from a scientific perspective to the ways in which wetlands matter for people. L. Kealoha Freidenburg

F&ES 731b, Tropical Field Botany 3 credits. This course teaches students how to identify the most important tropical plant families, with an emphasis on woody taxa. Students learn key characteristics for identification. We concentrate on families that have high economic, ecological, or ethnobotanical importance. We also discuss distribution, habitat, and ecology. The course has a strong practical component, and instructors emphasize vegetative characters to identify families and higher-level taxa. The course includes a two-week field trip to Costa Rica over spring break. Enrollment limited to twelve. NYBG Faculty: Lawrence Kelly, Fabian Michelangeli

[F&ES 733b, Synthesizing Environmental Science for Policy 3 credits. A seminar exploring science-based environmental policy in order to direct scientific synthesis as well as new research that meets the criteria for policy relevance. The seminar involves two discussions each week and relies on concepts and data from ecological and biogeochemical disciplines to predict and manage the impacts of environmental changes, such as invasive species and changing climate, on supporting ecosystem services that underlie the provisioning of resources such as food and clean water. Prerequisites: F&ES 500a and 515a, or permission of the instructor. Mark A. Bradford]

F&ES 734b, Biological Oceanography 3 credits. This natural science course provides a foundation for those interested in the ecology and management of marine systems. It includes an exploration of a range of coastal and pelagic ecosystems as well as relationships between biological systems and the physical processes that control the movements of water and productivity of marine systems. The course also covers anthropogenic impacts on oceans, such as the effects of fishing and climate change. Includes up to three Friday field trips. Recommended prerequisite: college-level biology or ecology course. Three hours lecture. Enrollment limited to fifteen. Mary Beth Decker

F&ES 741b, Introduction to Indigenous Silviculture 3 credits. The course examines small-holder management systems in the tropics from several different perspectives. A brief overview of tropical forest ecology is provided first, with an emphasis on the factors that limit the nature and intensity of resource use. An analysis of silviculture as applied forest ecology follows, together with a description of the major silvicultural systems employed commercially throughout the world. The distinct operational and contextual differences between conventional and indigenous forms of forest management are presented, and the three main types of indigenous silvicultural practice are defined and described in detail. Examples from Asia, Central America, South America, and Africa are provided to illustrate each system. The relative economic, social, and ecological benefits of community forest management are discussed in detail, and the major constraints to a greater acceptance and application of the “conservation through sustainable use” paradigm are highlighted. A selection of case studies is used to examine existing policies that regulate the use, management, and trade of forest resources by local communities. A final lecture and discussion weave together these themes to assess the overall potential of managed landscapes as a viable conservation strategy. Charles M. Peters

[F&ES 752a, Ecology and Conservation of Tropical Forests 3 credits. Tropical forests contain extraordinarily high biological diversity and provide critical ecosystem services, yet are being rapidly destroyed and degraded by human activities. This course focuses on the structure, function, and diversity of intact and degraded tropical forests, with an emphasis on the ecological processes that shape these unique and diverse ecosystems. We also discuss the major threats to tropical forests, as well as examples of tropical forest recovery following disturbance. The course involves a mix of lectures and student-led discussions. Students who successfully complete this course are given priority for Tropical Field Ecology (F&ES 717b). Liza S. Comita]

[F&ES 768a, Pests, Pathogens, and Parasites in Natural and Managed Systems 2 credits. Insect and microbial natural enemies play an integral role in shaping ecological communities, but receive much less attention than more charismatic megafauna. In this seminar, we discuss the good, the bad, and the truly disgusting. Weekly meetings focus on student-led discussions of peer-reviewed scientific literature. Topics include parasites as indicators of ecosystem health; the role of natural enemies in maintaining tropical forest diversity; disease spillover between natural and managed systems; how escape from natural enemies contributes to the success of invasive species; the genetic basis of pathogen resistance in wild plants and crop species; emerging infectious diseases in wildlife; and parasitic mind control. Students gain a better understanding of species interactions in ecological communities and the importance of considering those interactions when making conservation and management decisions. Liza S. Comita]

Wildlife Ecology and Conservation Biology

[F&ES 736b, Ecology Seminar 1 credit. The ability to read and understand the literature is a critical skill. This seminar is structured to encourage participation in discussions of papers from the ecological literature. The specific papers to be read vary from year to year; however, each year we focus on papers that have made major contributions to the conceptual foundations of ecology. Many of the papers have direct or indirect relevance to applied issues such as the conservation of species and ecosystems. Seminar responsibilities include active participation in weekly meetings and the leadership of one discussion. David K. Skelly]

[F&ES 738a, Aquatic Ecology 4 credits. An intensive introduction to the ecology of populations and communities in freshwater systems. The aim of this class is to learn the concepts, patterns, and organisms important in lakes and streams along with the major techniques of information collection and analysis. Weekly field trips are used to gather data that form the basis of lab exercises and research projects. The course presumes familiarity with ecological concepts and terminology. Permission of the instructor required. David K. Skelly]

[F&ES 739b, Species and Ecosystem Conservation: An Integrated, Interdisciplinary Approach 3 credits. The loss of global biodiversity is a major problem with profound repercussions for present and future human generations. Professional conservationists now living are the last generation that can prevent the extinction of large numbers of species and the disruption of large-scale ecosystem processes. Professionals must not only apply relevant conservation sciences to these problems, but also bring to bear explicit knowledge about the real-world organizational and policy settings in which they will work and expert skills in influencing those systems. The course combines the problem-solving approaches of the conservation sciences with those of the policy sciences by surveying a range of policy and organizational contexts, theories, techniques, and professional settings using a variety of case studies. We typically have guests who focus on contemporary challenges and offer successful cases from their own experience. Students learn an interdisciplinary analytic framework and apply it to a case of their choice. The role and problem-solving styles of the individual professional in these complex contexts are emphasized. Students must keep a journal. Active student participation is required, as well as a presentation and a paper. The course helps students gain a very important skill set for problem solving and positions students to work for many nongovernmental, governmental, and business organizations, assuming leadership and problem-solving positions. Enrollment limited to sixteen; application required. Susan G. Clark]

[F&ES 740b, Dynamics of Ecological Systems 3 credits. The course provides students in-depth understanding of theory on multiple species interactions and dynamics including predation, competition, food chain, and food web interactions. Considerable emphasis is placed on mathematical modeling to formalize ideas about how species interactions structure ecological communities and to specify the appropriate focus of empirical research, study design, and data gathering. The course addresses contemporary issues in community and ecosystem ecology including scaling from individual behavior to community and ecosystem dynamics, the link between biodiversity and system stability, alternative dynamic regimes, spatially extended systems, and metacommunities. A course in calculus is recommended. Oswald J. Schmitz]

[F&ES 744b, Conservation Science 4 credits. This advanced course applies ecological principles to understand and manage biodiversity and attendant ecosystem functioning and services in the anthropocene. The course addresses the ethical and functional basis for conservation and fosters thinking about why and how humans ought to share the planet with nonhuman life. It covers scientific principles such as evolution, life-history and the viability of species, species endangerment and extinction risk, the kinds of biodiversity, the spatial distribution of biodiversity, the functional roles of species in ecosystems, vulnerability and risk assessments, and valuing biodiversity and ecosystem services. The course applies these principles to the exploration of such topics as biodiversity’s role in the functioning and sustainability of ecological systems, restoration of environmental damages, conserving biodiversity in dynamic landscapes, adapting landscapes to climate change, balancing conservation with urban development and agriculture, and renewable energy siting. It provides students with the quantitative skills to conduct population viability analyses, geospatial analyses of the distribution of biodiversity across landscapes, vulnerability analyses, and decision-analysis to balance trade-offs among multiple objectives of human land development and biodiversity conservation. Prerequisites: F&ES 530a or equivalent course in population or community ecology, F&ES 755b or equivalent course in GIS, and F&ES 510a or equivalent course in statistical analysis of biological data. A course in economics or applied math for environmental studies is strongly encouraged. Oswald J. Schmitz]

Environmental Education and Communication

F&ES 742b, Fundamentals of Working with People 3 credits. Using environmental science to help inform and change human actions is a key challenge for environmental managers. Doing so requires that professionals be able to work across different scales, including: (1) understanding their own values and ways of working, as well as those of others; (2) forming, working in, and leading teams reflecting a diversity of experiences and skills; (3) influencing the actions of the organizations within which they are working; and (4) building and managing collaborative networks with others in other organizations affecting the resource systems about which they care. The purpose of this course is to introduce students to the scholarship being done (mostly within management fields) on how best to make these connections, as well as the ways individuals are putting those lessons learned into action. The course also introduces students to the professors, individual courses, workshops, and other offerings across Yale that offer deeper dives into specific approaches to working more effectively with people. Stuart DeCew, Bradford S. Gentry

[F&ES 745a, Environmental Writing 1 credit, half term, or 3 credits, full term. Students in this course should plan to produce one full-length article, 3,000 to 4,000 words, that could appear in a wide-circulation magazine such as Audubon, Orion, Sierra, or The New Yorker. One-credit students begin a potentially publishable article; three-credit students complete a publishable article. Admission is by application, which must include a proposed writing topic, at the beginning of the term. For information on applying, please see the course information at https://webspace.yale.edu/fes745a. Three hours seminar and writing workshops. Enrollment limited to fifteen. Fred Strebeigh]

F&ES 746b, Archetypes and the Environment 1 or 3 credits. This course explores the mythology, literatures, arts, and folklore of a variety of cultures in search of archetypal characters whose role is to mediate between nature and society. Beginning with sources as early as The Epic of Gilgamesh and ending with contemporary film and media, the course seeks to examine and understand the ways in which diverse peoples integrate an awareness of their nature in their beliefs, values, and arts. The course examines texts from a variety of languages, including Akkadian, Latin, Tibetan, Sanskrit, Mongolian, German, French, and Italian, but all student readings are available in English; students with reading abilities in foreign languages will be encouraged to examine primary sources wherever possible. The course includes visits to the Beinecke Rare Book and Manuscript Library, the Yale Center for British Art, the Yale Art Gallery, the Sterling Library Babylonian Collection, and the Yale Peabody Museum. The 1-credit option is available for students who do not choose to complete a final project, but wish to participate in all classes and museum/library visits. Three hours lecture/discussion. Paul A. Draghi

F&ES 747a, Global Communication Skills 3 credits. This course helps students to sharpen their language and strategy in professional communication. Course topics include accent reduction, language accuracy, writing styles, presentation skills, meeting leadership, barriers to communication, and types of persuasion in multicultural contexts. We first address aspects of intelligibility, exploring how improved word choices and speech clarity affect audience understanding. We then look at the problem of comprehension and discuss strategies for increasing the student’s ability to listen accurately and read efficiently. We also examine common difficulties and cultural differences in the arrangement of information, use of evidence, and academic argumentation. Several sessions are devoted to specific skills, such as negotiating agreements and writing research reports. The course meets for lecture (two hours), and students attend a weekly small group practicum (one hour). The practicum allows students to reinforce new communicative behaviors in oral and written assignments, while receiving feedback from peers and the instructor. As students polish their skills, they improve their ability to express ideas and to interact in both academic and professional contexts. Enrollment limited to fifteen. William A. Vance

F&ES 750a, Writing the World 3 credits. This is a practical writing course meant to develop your skills as a writer. But its real subject is perception and the writer’s authority—the relationship between what you notice in the world around you and what, culturally speaking, you are allowed to notice. What you write during the term is driven entirely by your own interest and attention. How you write is the question at hand. We explore the overlapping habitats of language—present and past—and the natural environment. And, to a lesser extent, we explore the character of persuasion in environmental themes. Every member of the class writes every week, and we all read what everyone writes every week. It makes no difference whether you are a would-be journalist, scientist, environmental advocate, or policy maker. The goal is to rework your writing and sharpen your perceptions, both sensory and intellectual. Enrollment limited to fifteen. Verlyn Klinkenborg

F&ES 900a, Doctoral Student Seminar and Responsible Conduct of Research 3 credits. This course provides an introduction to doctoral study at the School of Forestry & Environmental Studies. Students attend the F&ES Wednesday seminar each week and then meet with the seminar speakers after their presentations. Weekly assigned readings support these discussions, which are used as a foundation to explore diverse approaches to formulating and addressing research questions. Students also work with their advisers to design an assignment to be completed during the term. Students may choose to write and submit a fellowship application (e.g., to NSF, NASA, EPA), carry out a literature review, or develop a collaborative research project. Students present their embryonic research ideas in class and use feedback from the group to further develop their ideas. The course also introduces the topic of research misconduct with examples of specific cases. Concepts and resources for responsible conduct of research are discussed in the areas of data acquisition and management, authorship and publication, peer review, conflicts of interest, mentoring, collaborative research, and animal and human subjects research. Required of all doctoral students in their first term. Karen Seto


Forest Biology

F&ES 650a, Fire: Science and Policy 3 credits. This course examines the ecological, social, and policy implications of forest and grassland fire. Topics include the historical and cultural role of fire, fire behavior, fire regimes, fire ecology, the use of fire in ecosystem restoration, historical and current fire policy in the United States and elsewhere, and controversies around suppressing fires and post-fire rehabilitation practices. Conditions permitting, the course also involves implementing a prescribed fire to achieve management goals in restoring meadow and oak savanna at Yale Myers Forest. Field trips to fire-regulated landscapes in the northeastern United States and meetings with state fire use and fire management personnel provide additional perspectives. Students are expected to participate in discussions and to present two or three case studies on various aspects of fire. Enrollment limited to fifteen. Ann E. Camp

[F&ES 652b, Wood: Structure and Function 3 credits. This course focuses on the extraordinary diversity of wood anatomy at the cellular level, and on the practice of dendrochronology that allows students to take advantage of predictable, inter-annual variability in tree growth to reconstruct environmental history. The primary focus of the course is on common northeastern trees and other commercially important timber species. A primary goal is to participate in the development of a master tree-ring chronology for the School forests. Basic statistics and a background in tree physiology and anatomy are strongly recommended. Craig R. Brodersen]

F&ES 654a/MCDB 660a, Anatomy, Physiology, and Development of Trees and Other Vascular Plants 3 credits. This course focuses on two aspects of plant life: (1) basic processes that drive plant development, such as seed formation, germination, seedling establishment, maturation, and senescence; and (2) basic structure and function of plants (such as root systems, leaf formation and development, height, and diameter growth). Differences between different groups of seed plants are analyzed from structural, functional, ecological, and evolutionary standpoints. Special attention is given to woody plants and their importance in the biosphere and human life. Coverage includes tropical, temperate, and boreal trees. Plant biology is discussed in the context of physiological and structural adaptations in terms of strength, storage, and water and solute transport. Prerequisite: general biology or permission of the instructor. Graeme P. Berlyn

[F&ES 655b, Research Methods of the Anatomy and Physiology of Trees 4 credits. Advanced investigative techniques with emphasis on instrumentation, experimental design, execution, and analyses. After a series of class experiments and demonstrations are completed, each student selects a personal project under the direction of the instructor and prepares a minidissertation complete with literature review, materials and methods, results, and discussion. Weekly seminars and progress reports on the projects are required. Prerequisites: F&ES 654a and 656b and permission of the instructor. Four hours lecture/laboratory. Limited enrollment. Graeme P. Berlyn]

F&ES 656b, Tree Physiology and Ecophysiology 3 credits. Mineral nutrition and cycling; mycorrhizas; symbiosis; nitrogen fixation; light processing, photosynthesis, respiration; water relations including transpiration; ecophysiology. Effects of climate changes, past and present, on forests and other current topics are also considered. Term paper required. Graeme P. Berlyn

[F&ES 671a, Natural History and Taxonomy of Trees 3 credits. Knowledge of tree species and the evolutionary and ecological relationships among them is essential to the study and management of forest ecosystems. This course provides an introduction to the systematics, evolution, biogeography, and autecology of woody plants, as well as patterns of human utilization (both modern and historical), with an emphasis on taxa of temperate North America. Regular field trips in the New Haven area as well as to the Yale Myers Forest acquaint students with the major species and habitats of southern New England forests. Enrollment limited to fifteen. Ann E. Camp]

[F&ES 674b, Seminar in Forest Health 3 credits. This course is an introduction to the biotic and abiotic agents affecting the health of forest ecosystems and forest sustainability, including insects, pathogens, parasites, climate change, and other large-scale disturbances, and includes the consideration of linkages between forest health and human health. Using a case-study approach, several different forest types are examined in detail, with students interacting with research and management professionals who visit the class in person or via remote conferencing. Students learn concepts and methods of assessing forest health, as well as some of the challenges in describing and defining forest health. The course emphasizes the ecological roles played by disturbance agents (both biotic and abiotic), discusses how they affect the health and sustainability of forest ecosystems, and identifies when and how management can be used to improve forest health and/or forest sustainability to manage or mitigate disturbance agents such as invasive pathogens and insects. The course provides students with the necessary background to determine how different stressors may negatively impact management objectives, to identify the probable stress agents, and to decide what, if any, actions should be initiated to protect forest health and sustainability. The course includes several field trips and workshops on the weekends. Next offered spring 2018. Mark S. Ashton, Talbot Trotter III]

F&ES 682a, Multifunctional Carbon-Sequestering Agroforestry 3 credits. This course examines carbon-sequestering agriculture practices and their potential to provide solutions to a range of social and environmental problems from climate justice to land degradation. It introduces a global toolkit of practices old and new, and profile-promising plant species. A key group of species explored is perennial staple crops, a group of trees and other long-lived plants providing protein, carbohydrates, and fats for human consumption. We explore industrial ecological applications of perennial crops for materials, chemicals, and energy. While many tropical species and systems are already implemented on a large scale, the course also closely views cold-climate developments. Participants are introduced to the farm business planning challenges of production in regenerative integrated systems. Diverse strategies for implementation are presented, including policy, grassroots, and consumer-driven options. Field trips explore temperate and tropical agroforestry systems. Eric Toensmeier

[F&ES 691a, Trees: Environmental Biology 3 credits. Underlying principles that govern tree biology in both time and space. The biophysics of energy balance, water transport, and gas exchange, from individual plant organs to the tree and forest canopy; principles of cells and membranes; the fundamental differences between plant and animal cells; regional and global patterns in forest dynamics; implications of disruptions in the biotic and abiotic environment. Case studies focus on understanding forests and forest products and their global significance. Craig R. Brodersen]

Forest Management

F&ES 657b, Managing Resources 3 credits. Resource sustainability requires knowing how to “get things done” with resources, whether one’s goal is policy, investment, or on-the-ground management. The challenge of resource management is knowing how to provide the many commodity and noncommodity objectives people demand from the terrestrial ecosystems across time and space. This management can be cost-effective and applicable to many places with the proper integration of management and social scientific knowledge. Students master the scientific basis, methods (and reasons for the methods), and techniques for management of various resources. The course covers managing an ecosystem with concerns about water, agriculture, grazing, wildlife, timber, recreation, people, and hazards of wind, fire, avalanche, and flood. The class examines the basic issues and describes tools and techniques for analyzing and managing. Case studies of specific areas are used for many of the analyses. The course covers systems concepts; decision analysis; area, volume, and other regulatory systems; silvicultural pathways; growth models; wind and fire hazard analyses; habitat and biodiversity analyses; carbon sequestration; payment for ecosystem services; cash flow; operations scheduling; portfolio management; monitoring; and continuous quality improvement and adaptive management. Class includes lectures and exercises in which students integrate these subjects. Chadwick D. Oliver

F&ES 658a, Global Resources, International Resource Exchanges, and the Environment 3 credits. Students first learn the global distribution of resources—the amounts, importance, and causes of distribution, and potential changes of soils, water, biodiversity, human societies, energy sources, climates, agriculture, forests and forest products, minerals, and disturbances. They also learn how to analyze and interpret data on global resource distributions. Secondly, they gain an understanding of the value of multiple-country trading of resources. Thirdly, they gain an understanding of the many mechanisms that facilitate such exchanges, including policies and treaties; business, markets, trading partners, and economics; “good will”; social “taboos”; force; news media; philanthropy; skillful negotiations; cultural/social affiliation; technologies; shared infrastructures; and others. Four teaching methods are used: lectures on the different resources and policy mechanisms; analytical exercises for understanding how to use and interpret international data—and its limitations; a class negotiation exercise for learning the uses of international trade; and guest lectures by faculty and meetings with practitioners for learning the facilitation mechanisms. Three hours lecture; possible field trips. Chadwick D. Oliver, other faculty, and guest speakers

F&ES 659b, Principles in Applied Ecology: The Practice of Silviculture 4 credits. The scientific principles and techniques of controlling, protecting, and restoring the regeneration, composition, and growth of natural forest vegetation and its plantation and agroforestry analogs worldwide. Analysis of biological and socioeconomic problems affecting specific forest stands and design of silvicultural systems to solve these problems. Applications are discussed for management of wildlife habitat, bioenergy and carbon sequestration, water resources, urban environments, timber and nontimber products, and landscape design. Recommended: some knowledge of soils, ecology, plant physiology, human behavior, and resource economics. Four to six hours lecture. One hour tutorial. Seven days fieldwork. Mark S. Ashton

F&ES 660a, Forest Dynamics: Growth and Development of Forest Stands 3 credits. This course introduces the study of forest stand dynamics—how the structure and composition of different forest types change over time (from regeneration to old growth). Understanding the dynamic nature of forest stands is important for creating and maintaining a variety of critical wildlife habitats on the landscape, managing for sustainable supplies of wood products and other forest values, or predicting the risks and managing the effects of natural and anthropogenic disturbances. Through lectures, discussions, and field trips we explore forest development processes and pathways, concentrating on the biological mechanisms driving forest structural change and the roles of natural and human disturbances in initiating and altering stand development trajectories. We make use of New England forests as living laboratories, while discussing how similar patterns and processes of forest development are played out in forests around the globe. Ann E. Camp

[F&ES 661b, Analysis and Development of Silvicultural Prescriptions 3 credits. This course considers selected topics in silviculture or silviculture-related issues for clients within the Quiet Corner Initiative. It explores the silvicultural options and the development of prescriptions for wildlife habitat, trail design, aesthetics, and wood and nonwood products for private landowners. Students complete prescriptions for landowners and administer their implementation based on management plans developed in F&ES 954a. Prerequisite: F&ES 659b or 660a, or permission of the instructor. Mark S. Ashton]

F&ES 668b, Field Trips in Forest Resource Management and Silviculture 1 credit. Seven- to twelve-day field trips to study the silviculture and forest management of particular forest regions. In previous years, classes have visited Slovenia, Germany, Austria, the United Kingdom, British Columbia, and, in the United States, the southern Coastal Plain and Piedmont, and the Allegheny, Appalachian, Adirondack, and Green mountains. Enrollment limited to sixteen. Mark S. Ashton

F&ES 669b, Forest Management Operations 2 credits. The operational aspects of managing forestland are taught, including topics essential to the professional practice of forest management. Operational aspects of regeneration, intermediate tending, and harvesting (planning, layout, implementation, and postoperation evaluation), best management practices, regulatory and wetlands considerations, and socioeconomic dimensions of field operations are the focus. The ethical and professional responsibilities of forest managers who are responsible for land-altering activities are also considered. The course includes considerable field time to help students utilize their existing knowledge about forests to rapidly assess stands and land parcels with respect to the planning and implementation of on-the-ground treatments. Classes feature local field trips to view forestry operations and to develop and refine field skills. The course can be taken for 2 credits by any student at F&ES or combined with the 1-credit Southern Forest and Forestry Field Trip (F&ES 670b) for 3 credits. Michael Ferrucci

F&ES 670b, Southern Forest and Forestry Field Trip 1 credit. This course augments our forestry curriculum by providing a forum for viewing and discussing forestry and forest management with practitioners. The trip provides M.F. candidates and other interested students with an opportunity to experience the diversity of southeastern forested ecosystems and ownership objectives ranging from intensively managed pine plantations to restoration and protection of endangered habitats. Students discuss forest management issues—including forest health, fragmentation, policy, law, and business perspectives—with landowners and managers from large industries, nonindustrial private landowners, TIMOs, federal and state land managers, NGOs, and forestry consultants. We also tour sawmills, paper mills, and other kinds of forest products processing facilities, active logging operations, and, weather permitting, participate on prescribed fires. Not least, we experience the unique cultures, food, and hospitality of the southeastern United States. The course can be taken for 1 credit by any student at F&ES or combined with the 2-credit Forest Management Operations (F&ES 669b) for 3 credits. Faculty

F&ES 675b, Growth and Yield 2 credits. This advanced quantitative course introduces students to the variety of decision support tools used by land managers and investors to predict ecological and financial outcomes on managed forestlands. Growth and yield modeling is a tool used to anticipate future forest conditions and understand the associated changes in value. This course is designed for F&ES and SOM students interested in forestland management and investment to understand how these models function and how to integrate results of modeling exercises into decision support tools such as financial modeling for timber investment and carbon markets. The course progresses from the theoretical framework of G&Y models and the inventories they are based upon, to hands-on application using real models and sample datasets. Students then input the results from the modeling exercises (timber yield or other ecosystems services such as carbon or water) into financial models to see how harvests and other management decisions affect forestland values and revenues into the future. The course relies primarily on guest lecturers. Deborah Spalding, Mary Tyrrell

F&ES 680a, Forest and Ecosystem Finance 3 credits. Understanding the tools used in financial analysis is an important component of successful forestland investment and forest management decision making. In addition, as new ecosystem services markets develop, these skills become even more critical in determining those management strategies that are both ecologically sound and financially viable. This course provides students with a basic suite of financial tools used in the acquisition and management of forestland/timber as well as in the management of ecosystem services. It includes an overview of traditional financial analysis metrics used in land acquisition, timber management, and risk management. It also applies these metrics in ecosystem services markets, which allows students to assess the financial impacts of various management choices. Concepts are reinforced through spreadsheet-based exercises and case studies. Prerequisite: F&ES 578b or permission of the instructor. Deborah Spalding

F&ES 683b, Seminar in Tropical Forest Restoration in Human-Dominated Landscapes 3 credits. This seminar is focused on the biological and social science, management, and policy governing reforestation in tropical regions. Topics covered include the ecology and management of native species plantations and second-growth forests; understanding the social drivers and barriers of restoration; and becoming familiar with the methodological protocols of gathering and assessing social, economic, and cultural values. A particular emphasis is placed on tropical Asia and Latin America. Part of this course is taught online, part in a series of weekly discussions. Optional 1-credit field trip on dry tropical forest restoration, Azuero, Panama. Prerequisite: F&ES 659b. Enrollment limited to sixteen. Mark S. Ashton, Eva Garen

Physical Sciences

Atmospheric Sciences

F&ES 700b, Alpine, Arctic, and Boreal Ecosystems Seminar 3 credits. Biogeoclimatic analysis of these systems worldwide with special attention to biogeography, biometeorology, physiology, histology, morphology, autecology, and silviculture of high-elevation and high-latitude forests through lectures, guest lectures and discussions, student seminars, and field experience. Graeme P. Berlyn, Mark S. Ashton

[F&ES 701b, Climate Change Policy and Science Seminar 3 credits. The course first reviews the science and policy in the 2007 IPCC 4th Assessment Report. The course then discusses a number of controversial topics including credibility and uncertainty, BAU emission pathways, multiple greenhouse gases, climate sensitivity, ecosystem response, geoengineering, contribution of land use to emissions, regulations versus cap and trade, universal participation, concentration targets, carbon-price paths, measuring impacts, catastrophic damages, cross-generation distributional issues, cross-income distributional issues, autonomous adaptation, role of government in adaptation, and R&D. Robert O. Mendelsohn]

[F&ES 702b, Climate Change Seminar 2–3 credits. An advanced seminar that explores current topics in global climate change, including scientific evidence for global warming, climate change impacts on natural ecosystems and the human society, and policy and management options for mitigating climate change. Meetings are divided between student presentation, invited lecture, and panel debate on selected hot issues. Preference is given to second-year students, but first-year students with background and interest in the subject area are also encouraged to participate. Presentation/literature critique/term paper. Prerequisite: F&ES 703b or 704a. Xuhui Lee]

[F&ES 703b, Climate and Society 3 credits. This is an applied climate science course with the aim to provide a broad working knowledge of the Earth’s atmospheric environment. The course deals with pollution and resource issues pertinent to a career in environmental management. Topics include climate system components; climate resources for agriculture; forestry and renewable energy; air pollution and meteorology; anthropogenic drivers of atmospheric and climate changes; climate data resources; the scientific basis of greenhouse gas inventories; and atmospheric models to aid decision making. Biweekly assignments consist of problem sets, data manipulation, inventory scenarios, and model simulations. Students develop skill sets for handling atmospheric data and interpreting atmospheric models. Students also gain experience with state-of-the-art greenhouse gas inventory systems and the latest IPCC climate model products. Three hours lecture. Midterm exam/term paper. Group project. Nadine Unger]

[F&ES 704a, Workshop on Remote Sensing with Drones 1–3 credits. A workshop that explores the current state and future outlook of remote sensing with unmanned aerial vehicles (UAVs or drones) for environmental monitoring. UAV-based remote sensing is a rapidly developing field in environmental science and technology. Versatile and inexpensive, it has the potential to offer solutions in a wide range of applications, such as forestry inventory, precision agriculture, flood hazard assessment, pollution monitoring, and land surveys. The class meets once a week for three hours. The workshop is divided into three parts: (1) reviewing the state of the technology on UAV types, sensor configurations, and data acquisition methods; (2) exploring GIS and remote-sensing software tools for analyzing super-high-resolution spectral data acquired by fixed-wing drones; (3) cross-validating drone products against Lidar data and satellite imagery. Students may also have the opportunity to participate in drone flight missions. Data analysis/presentation/literature critique/field trips. Prerequisite: F&ES 726b or equivalent experience. Xuhui Lee]

[F&ES 705b, Climate and Air Pollution 3 credits. In this seminar, we review current scientific understanding of the linkages between climate change and air pollution. Topics include short-lived climate forcers, climate sensitivity, impact of air pollution control measures on climate, geo-engineering and solar radiation management, metrics used in climate policy, and future climate change impacts on air quality in the United States and other regions. Active student participation is required. Meetings are divided between lecture, student presentation, structured discussion, and invited outside speakers. The course includes a group project to develop plausible multi-pollutant climate mitigation strategies that address key sectors in different world regions. Nadine Unger]

[F&ES 722a, Boundary Layer Meteorology 3 credits. This course examines the interactions between the atmosphere and the earth’s surface. Students gain an understanding of the surface energy and radiation balance, air motion in the atmospheric boundary layer, impacts of land use on surface climate, land surface parameterization for climate models, and field research methods. Three hours lecture and discussion. Data analysis/term paper/presentation. Permission of the instructor required. Xuhui Lee]

[F&ES 771a, Climate Modeling 3 credits. This course teaches the fundamentals of climate modeling. Students learn how to run models and apply them to research problems. Class meetings are composed of lectures, discussions, and hands-on experience using EdGCM and a NASA climate model developed for the forthcoming Intergovernmental Panel on Climate Change Fifth Assessment Report. Nadine Unger]

Environmental Chemistry

F&ES 706a, Organic Pollutants in the Environment 3 credits. An overview of the pollution problems posed by toxic organic chemicals, including petroleum, pesticides, PCBs, dioxins, chlorinated solvents, and emerging contaminants. Processes governing the environmental fate of organic pollutants, e.g., evaporation, bioconcentration, sorption, biodegradation. Technologies for prevention and remediation of organic pollution. Previous experience with organic chemistry is not required. Shimon C. Anisfeld

F&ES 707b/ENAS 640b, Aquatic Chemistry 4 credits. A detailed examination of the principles governing chemical reactions in water. Emphasis on developing the ability to predict the aqueous chemistry of natural, engineered, and perturbed systems based on a knowledge of their biogeochemical setting. Calculation of quantitative solutions to chemical equilibria. Focus on inorganic chemistry. Topics include acid-base equilibria, alkalinity, speciation, elementary thermodynamics, solubility, mineral stability, redox chemistry, and surface complexation reactions. Prerequisites: general chemistry and a working knowledge of algebra; F&ES 708a or equivalent is desirable, but not required. Three hours lecture, weekly problem sets. Gaboury Benoit

[F&ES 708a, Biogeochemistry and Pollution 3 credits. A descriptive overview of baseline biogeochemistry and the nature and behavior of pollutants in the environment. The course is designed to aid future environmental professionals who sometimes may find it necessary to make decisions based on knowledge of environmental chemistry. It is geared to the nonspecialist who needs to establish familiarity with various classes of pollutants and the chemical, biological, and physical processes that control their transport and fate. Topics include the fundamental kinds of chemical reactions in the environment, critical analysis of chemical data, sampling techniques, analytical methods, natural biogeochemical controls on environmental chemistry, as well as detailed examination of contaminants of special interest like acid precipitation, nutrients, and sewage. Prerequisite: college-level general chemistry. Three hours lecture. One class project, problem sets, midterm, final exam. A small number of field trips. Gaboury Benoit]

[F&ES 711a, Atmospheric Chemistry 3 credits. A science lecture course designed to explore the chemical and physical processes determining the composition of the atmosphere and its implications for climate, ecosystems, and human welfare. Topics covered include origin of the atmosphere; photolysis and reaction kinetics; atmospheric transport of trace species; stratospheric ozone chemistry; tropospheric hydrocarbon chemistry; oxidizing power and nitrogen, oxygen, sulfur, and carbon cycles; chemistry-climate-biosphere interactions; aerosols, smog, and acid rain. Course project, final presentation, and paper. Midterm and final exam. Nadine Unger]

F&ES 715b, Advanced Reading in Biogeochemistry 3 credits. This class reads biogeochemistry papers from the primary literature, focusing on new papers across a spectrum of topics and ecosystem types. Papers are chosen by the instructor with some input from students. Students read and critique each paper. The primary author of the paper is then interviewed via Skype by the entire class. The course meets once a week. Enrollment limited to twelve. Peter A. Raymond

Soil Science

F&ES 709a, Soil Science 3 credits. Lectures, labs, and discussions of soil science, with emphasis on soil ecology. Topics cover the structure and functioning of soils, and how this relates to soil fertility and ecosystem health in a changing environment. Prerequisites: F&ES 500a and 515a, or permission of the instructor. Mark A. Bradford

Water Resources

[F&ES 690a, Plant Hydraulics 3 credits. This course explores the fundamental principles of plant water transport and utilization, scaling from the molecule to the forest canopy at each step along the soil-plant-air continuum. We specifically focus on the relationships between plant structure and function related to water transport, as well as the anatomical and physiological adaptations that have allowed plants to colonize nearly every ecosystem on the planet. Students gain a thorough understanding of the biophysical and anatomical principles of plant water use, exposure to field and laboratory techniques used to measure these processes, and a contextual perspective that highlights the ecological and evolutionary implications of past and future climate change. Enrollment limited to fifteen. Craig R. Brodersen]

F&ES 710b, Coastal Governance 3 credits. Effective governance combines a basic understanding of natural systems with human values to create new coastal institutions. Single-use regulations of the past (energy, wastewater, ports, marsh conservation) are being replaced by more holistic thinking (spatial management and/or ecosystem-based management). To understand the state of this transition, policy analysis frameworks are applied to sector-based and ecosystem-based management initiatives. Term projects allow student teams to consider the merit of various alternatives that they create to address contemporary problems, which have included sea-level rise, hurricane damage, fisheries, and management in developing countries. F&ES 515a and 525a or equivalent knowledge recommended. Three hours seminar; term project. Enrollment limited to eighteen. Richard Burroughs

F&ES 712b, Water Resource Management 4 credits. An intermediate-level exploration of water resource management at scales ranging from local to global. The course looks at multiple dimensions of the water crisis, including both human and ecosystem impacts, quantity and quality issues, and science and policy. Theory is illustrated through a variety of case studies. Topics covered include global water resources; flooding; water scarcity; residential, agricultural, and industrial water use; water and health; impacts of climate change and land use change; stormwater management; dams and other technologies for water management; human impacts on aquatic ecosystems; water and energy; water economics; water rights and water conflict and cooperation. Prerequisites: F&ES 515a and 610a. Enrollment limited to sixteen. Shimon C. Anisfeld

[F&ES 713a, Coastal Ecosystems 4 credits. An examination of the natural processes controlling coastal ecosystems, the anthropogenic threats to the health of these systems, and the potential for restoration. Coverage of estuaries, rocky shores, seagrass meadows, coral reefs, and mangrove swamps, with a special emphasis on tidal marshes. The course covers a wide range of physical, chemical, and ecological processes, with particular focus on nutrient cycling, primary production, detrital pathways, and marsh accretion. Anthropogenic impacts covered range from local to global and include nutrient enrichment, hypoxia, sea-level rise, invasive species, over-fishing, chemical pollution, marsh drowning, and wetland filling. Prerequisite: F&ES 530a. Shimon C. Anisfeld]

[F&ES 714b/ENAS 646b, Environmental Hydrology 3 credits. Exploration of the roles of natural processes and anthropogenic activities in regulating the quantity, distribution, and chemical composition of the Earth’s freshwater. Students gain exposure to theoretical and applied elements of surface and subsurface hydrology. The theory covered in the course focuses on hydrologic phenomena of societal and environmental importance, including stream-flow generation, wetland-water cycling, groundwater-flow dynamics, contaminant migration in surface and groundwater, and water use and redistribution by plants. Application of theory is accomplished through student use of hydrologic simulation models, which are expressions of theory and essential tools of water-resource management and assessment. Intended as a first course in scientific hydrology; appropriate for M.E.M., M.E.Sc., and Ph.D. students, as well as for advanced undergraduates. Because hydrology is a quantitative science, treatment of the course subject matter involves mathematics. F&ES 714b is designed for students who typically do not have previous course work in mathematics beyond one semester of college-level calculus. Students who have not completed a college-level calculus course can succeed in F&ES 714b provided that they are comfortable with arithmetic operations and algebra and are willing to learn a few, very basic principles of introductory calculus. Although students use hydrologic simulation models, the course does not involve any computer programming and requires no special computer skills. James E. Saiers]

[F&ES 719a, River Processes and Restoration 3 credits. This course studies the geophysical processes of natural rivers with emphasis on qualitative and quantitative aspects of fluvial morphology; the course addresses channel dynamics, urban rivers, human impacts on rivers, and climate change. It also addresses restoration of degraded rivers, including dechannelization, dam removal, sediment transport, aquatic habitat improvements, and naturalistic design. Students learn to inspect, classify, identify, and measure river features. Quantitative analyses of river hydraulics and morphology are performed to predict river reactions to human activities and watershed change. The class includes class lectures, readings, problem sets, field labs, and a team project. A previous course in hydrology (F&ES 714b or equivalent) is recommended. Enrollment limited to twenty-four. James G. MacBroom]

[F&ES 724b, Watershed Cycles and Processes 3 credits. This course explores abiotic and biotic controls on the cycling of water and chemicals within watershed systems. Students gain an understanding of the coupled roles of climate, hydrology, and biogeochemistry in regulating the fate of nutrients, carbon, and pollutants in watersheds. The class also features six guest lectures on issues at the forefront of watershed science. Upon successful completion of the course, students have acquired scientific knowledge that is relevant to interpreting watershed-based observations and to informing watershed-management decisions. Peter A. Raymond, James E. Saiers]

F&ES 729b, Caribbean Coastal Development: Cesium and CZM 3 credits. A field-intensive seminar exploring human-ecosystem interactions at the land-sea interface in the Caribbean, with Roatan, Honduras, as the focus site. Many tropical islands are undergoing rapid, uncontrolled development, placing severe local stress on several unique and vulnerable ecosystem types. In addition, human-induced environmental changes on scales up to global also impose stresses. This course examines the normal functioning of these ecosystems, scientific methods to evaluate and characterize ecosystem condition and processes, how human activities interfere with natural cycles in biophysical systems, and what management and policy tools can be applied to reduce impacts. An organizing framework for the course is the close coupling of coastal watersheds and adjacent marine ecosystems, especially coral reefs, mangroves, and seagrass meadows. A major part of the course is a one-week field trip to the Caribbean during spring break. We also meet twice each week before the break to discuss readings and arrange logistics. Student presentations and projects. Enrollment is limited to ten, and priority is given to F&ES students, with others admitted as space permits. Students are selected during the fall term. Gaboury Benoit, Mary Beth Decker

Quantitative and Research Methods

F&ES 550a, Natural Science Research Methods 3 credits. The course prepares students to design and execute an intensive research project. It covers elementary principles and philosophy of science; research planning, including preparation, criticism, and oral presentation of study plans; communicating research findings; limitations of research techniques; the structure of research organizations; and professional scientific ethics. Oswald J. Schmitz

F&ES 551a, Qualitative Social Science Research 3 credits. This course is designed to provide a broad introduction to issues of qualitative research methods and design. The course is intended for both doctoral students who are in the beginning stage of their dissertation research, as well as master’s students developing research proposals for their thesis projects. The course covers the basic techniques of designing qualitative research and for collecting, interpreting, and analyzing qualitative data. We explore three interrelated dimensions of research: theoretical foundations of science and research, specific methods available to researchers for data collection and analysis, and the application and practice of research methods. The final product for this course is a research proposal. Amity Doolittle

F&ES 552b, Master’s Student Research Colloquium 0 credits. One of the most important aspects of scientific research involves the communication of research findings to the wider scientific community. Therefore, second-year M.E.Sc. and M.F.S. students are required to present the results of their faculty-supervised research as participants in the Master’s Student Research Colloquium, a daylong event held near the end of the spring term. Student contributors participate by delivering a fifteen-minute oral presentation to the F&ES faculty and student body or by presenting a research poster in a session open to the F&ES community. Students receive a score of satisfactory completion for this effort. James E. Saiers

F&ES 638b, Carbon Footprints—Modeling and Analysis 3 credits. Carbon footprints are important tools in climate policy making. Carbon footprints describe the greenhouse gas emissions associated with an activity, company, household, or nation and are based on a life-cycle perspective, assigning emissions of greenhouse gases to the end user. Carbon footprints are also discussed in connection with responsibility for reducing greenhouse gas emissions. This course offers an introduction to the assessment of carbon footprints using input-output techniques and life-cycle assessment, and it examines scientific, policy, and management issues associated with carbon footprinting. It also offers an introduction to the analysis and interpretation of carbon footprint results. The course is split into two parts. In the first, students learn the techniques of carbon footprint modeling and analysis using generic tools such as MatLab and Excel through both lectures and exercises. The second part of the course is dedicated to assessing and understanding carbon footprints of areas of final demand (e.g., food), specific product groups (e.g., cars), or organizations (e.g., F&ES, YNHH). Grading is based on problem sets, a midterm exam, and a final project. The students must be comfortable with quantitative analysis and prepared to acquire basic programming and modeling skills. Prior knowledge of life-cycle assessment and industrial ecology is desirable and may be gained through taking F&ES 884a. Edgar Hertwich

F&ES 720a, Introduction to R 3 credits. This seminar provides an overview and introduction to the statistical software R for the analysis and graphical presentation of natural and social science data. We follow a flipped style of teaching, with class time primarily used for working through examples and problems as a class or individually, as well as for analysis of the student’s own data. The course provides the practical training in R for theoretical courses such as F&ES 510a and 753a. They can be taken concurrently or sequentially. Simon A. Queenborough

[F&ES 725b, Remote Sensing of Land Cover and Land Use Change 3 credits. This is an advanced course on the use of satellite remote sensing to monitor land use and land cover change. The course emphasizes digital image processing techniques to detect landscape dynamics using data from NASA’s satellites. Topics include pre-processing data for change detection, accuracy assessment of change maps, and methodologies to detect changes such as urban expansion, deforestation, seasonal variations in vegetation, agricultural expansion, vegetation health, and wildfires. Prerequisite: F&ES 726b. Lecture and lab. Karen Seto]

F&ES 726b/ARCG 762b/EMD 548b/G&G 562b, Observing Earth from Space 3 credits. A practical introduction to satellite image analysis of Earth’s surface. Topics include the spectrum of electromagnetic radiation, satellite-borne radiometers, data transmission and storage, computer image analysis, the merging of satellite imagery with GIS and applications to weather and climate, oceanography, surficial geology, ecology and epidemiology, forestry, agriculture, archaeology, and watershed management. Prerequisites: college-level physics or chemistry, two courses in geology and natural science of the environment or equivalents, and computer literacy. Xuhui Lee

[F&ES 751b, Sampling Methodology and Practice 3 credits. This course is intended to provide a fundamental understanding of the principles of statistical sampling, alternative estimators of population parameters, and the design basis for inference in survey sampling. Natural, ecological, and environmental resource applications of sampling are used to exemplify numerous sampling strategies. Sample designs to be studied include simple random; systematic; unequal probability, with and without replacement; stratified sampling; sampling with fixed-radius plots; horizontal point sampling; and line intercept. The Horvitz-Thompson, ratio, regression, and other estimators are introduced and used repeatedly throughout the course. Three hours lecture. Weekly and biweekly problem sets requiring the use of a computer spreadsheet. Timothy G. Gregoire]

F&ES 753a, Regression Modeling of Ecological and Environmental Data 3 credits. This course in applied statistics assists scientific researchers in the analysis and interpretation of observational and field data. After considering the notion of a random variable, the statistical properties of linear transformations and linear combinations of random data are established. This serves as a foundation for the major topics of the course, which explore the estimation and fitting of linear and nonlinear regression models to observed data. Prerequisite: a course in introductory statistics. Three hours lecture. Statistical computing with R, weekly problem exercises. Timothy G. Gregoire

F&ES 754a, Geospatial Software Design 3 credits. This course introduces computer programming tools and techniques for the development and customization of geospatial data-processing capabilities. It relies heavily on use of the Python programming language in conjunction with ESRI’s ArcGIS, Google’s Earth Engine, and the open-source Quantum geographic information systems (GIS). Prerequisite: previous experience in GIS. Three hours lecture, problem sets. C. Dana Tomlin

F&ES 755b, Modeling Geographic Space 3 credits. An introduction to the conventions and capabilities of image-based (raster) geographic information systems (GIS) for the analysis and synthesis of spatial patterns and processes. In contrast to F&ES 756a, the course is oriented more toward the qualities of geographic space itself (e.g., proximity, density, or interspersion) than the discrete objects that may occupy such space (e.g., water bodies, land parcels, or structures). Three hours lecture, problem sets. No previous experience is required. C. Dana Tomlin

F&ES 756a, Modeling Geographic Objects 3 credits. This course offers a broad and practical introduction to the nature and use of drawing-based (vector) geographic information systems (GIS) for the preparation, interpretation, and presentation of digital cartographic data. In contrast to F&ES 755b, the course is oriented more toward discrete objects in geographical space (e.g., water bodies, land parcels, or structures) than the qualities of that space itself (e.g., proximity, density, or interspersion). Three hours lecture, problem sets. No previous experience is required. C. Dana Tomlin

[F&ES 757b, Statistical Design of Experiments 3 credits. Principles of design for planned experiments, coupled with methods of analysis of experimental data. The course is applications-oriented using the results of established theory. The nuances, strengths, and weaknesses of a number of classical designs are discussed. These include completely randomized design, block designs, and split plot designs. The analysis of data from these designs is treated at length. This course also deals with the question of sample size estimation. Students may use R or SAS for the completion of assignments. Prerequisite: a prior course in introductory statistics. Jonathan D. Reuning-Scherer or Timothy G. Gregoire]

F&ES 758b, Multivariate Statistical Analysis in the Environmental Sciences 3 credits. An introduction to the analysis of multivariate data. Topics include multivariate analysis of variance (MANOVA), principal components analysis, cluster analysis (hierarchical clustering, k-means), canonical correlation, multidimensional scaling ordination methods, discriminate analysis, and structural equations modeling. Emphasis is placed on practical application of multivariate techniques to a variety of natural and social examples in the environmental sciences. Students are required to select a dataset early in the term for use throughout the term. There are regular assignments and a final project. Extensive use of computers is required. Prerequisite: a prior course in introductory statistics. Three hours lecture/discussion. Jonathan D. Reuning-Scherer

F&ES 762a, Foundations for Measuring and Modeling Environmental and Socio-environmental Systems: Applied Math for Environmental Studies 3 credits. The language of mathematics is an important leg in the stool of interdisciplinary research and analysis, and many graduate courses at F&ES involve mathematical content. However, many graduate students have not taken a math course in years, and their math skills are rusty. Furthermore, many graduate-level mathematical concepts may be entirely new. Experience suggests that many students either opt out of taking courses they are truly interested in or muddle through, struggle with the math, and miss important concepts. AMES is meant to help students refresh or acquire new math skills and succeed in content and “toolbox” graduate-level courses. AMES provides a structured opportunity to learn a range of mathematical concepts used in environmental studies. The course assumes that, at a minimum, students took college algebra and perhaps a semester of calculus (but might not really remember it). Concepts are presented heuristically in a “how to” and “why” approach with examples from environmental studies. The goal is for students to be conversant and have intuition about (i.e., to demystify) why logs, exponents, derivatives, integrals, linear algebra, probability, optimization, stability analysis, and differential equations show up throughout environmental studies. Students learn (review) how to use these techniques. Also covered is a bit of history of math and an introduction to computer programming. Eli P. Fenichel

[F&ES 780b, Seminar in Forest Inventory 2 credits. An advanced seminar that explores the design and implementation of forest inventory. Topics are varied to meet the interest of the class, but generally include the evolution and current status of broad regional and national inventories in the United States and abroad. Each week readings are assigned from primary sources that document the development of, and motivation for, various sampling methods for forest inventory. These include fixed and variable radius plot sampling, 3P sampling, double sampling for stratification in forest inventory, sampling with partial replacement, and line intersect sampling. Time and interest permitting, there is discussion of some newer, more specialized methods such as Monte Carlo methods and randomized branch sampling. A familiarity with the precepts and vernacular of probability sampling or statistics is presumed. Prerequisite: F&ES 751b. Timothy G. Gregoire]

F&ES 781b/STAT 674b, Applied Spatial Statistics 3 credits. An introduction to spatial statistical techniques with computer applications. Topics include modeling spatially correlated data, quantifying spatial association and autocorrelation, interpolation methods, variograms, kriging, and spatial point patterns. Examples are drawn from ecology, sociology, public health, and subjects proposed by students. Four to five lab/homework assignments and a final project. The class makes extensive use of the R programming language as well as ArcGIS. Jonathan D. Reuning-Scherer

F&ES 794b, Confronting Models with Data 1.5 credits. We read and discuss Hilborn and Mangel’s classic book, The Ecological Detective. This book covers philosophy of science and hypothesis testing and various frameworks for confronting models with data. The book makes use of real scientific and resource management problems to communicate concepts. While it focuses on ecology, the concepts are broadly applicable to all areas of environmental studies that use data and test hypotheses. It is also useful for students interested in using scientific results for policy and decision making. Students take turns leading discussion and write a short research proposal using concepts from the book. Eli P. Fenichel

Social Sciences


F&ES 795b, Nature as Capital: Merging Ecological and Economic Models 3 credits. This course helps students understand concepts from and develop skills in natural resource economics. It is designed to familiarize students with concepts and tools for thinking about natural resources as capital assets with a specific link to quantitative measures that may be useful in assessing sustainability. Students gain a working knowledge of concepts necessary to apply capital theory to ecosystems and develop a skill set sufficient to build dynamic bioeconomic models that can help them approximate the value of changes in ecosystems. Students also learn computational tools in dynamic optimization, which are useful for forward-looking decision making. Eli P. Fenichel

F&ES 802b, Valuing the Environment 3 credits. This quantitative course demonstrates alternative methods used to value environmental services. The course covers valuing pollution, ecosystems, and other natural resources. The focus of the course is on determining the “shadow price” of nonmarket resources that have no prices but yet are considered valuable by society. Taught every other year. Three hours lecture. Robert O. Mendelsohn

F&ES 803b, Green Markets: Voluntary and Information Approaches to Environmental Management 3 credits. Two observations provide motivation for this seminar. First, voluntary and information-based approaches to environmental management are becoming increasingly common. Environmental managers should thus be familiar with the approaches, along with their advantages and limitations. Second, students, advocates, and managers are often searching for ways outside of formal regulatory contexts to promote more pro-environmental behavior. There exists a sizable academic literature on the subject, but rarely is it covered in courses on environmental management. Readings span economics, psychology, and political science. Class occasionally has a lecture format, but for the most part, we have structured discussion, rotating responsibility for presentation and critique. Matthew J. Kotchen

F&ES 804b, Economics of Natural Resource Management 3 credits. This course uses economic theory and empirical evidence to address nonrenewable resource extraction and renewable resource management. The course teaches students how to apply economics to real-world problems. The nonrenewable resource section focuses on how to consume a resource of limited size over time with applications to fossil fuels, metals, and minerals. The renewable resource section covers management of water, land, and ecosystems. Taught every other year. Robert O. Mendelsohn

F&ES 805a,b, Seminar on Environmental and Natural Resource Economics 1.5 credits. This seminar is based on outside speakers and internal student/faculty presentations oriented toward original research in the field of environmental and natural resource economics and policy. Presentations are aimed at the doctoral level, but interested master’s students may enroll with permission of the instructors. Kenneth T. Gillingham, Matthew J. Kotchen, Eli P. Fenichel

[F&ES 904a, Doctoral Seminar in Environmental Economics 3 credits. This course critically examines a set of recent and also famous papers in environmental and resource economics. The purpose of each paper, its method, results, and conclusions are all discussed. The course is intended to prepare students for a career in economic research. Offered every other year. Robert O. Mendelsohn]

F&ES 905b, Doctoral Seminar in Environmental and Energy Economics 3 credits. This course is designed to bring doctoral students up to speed on the latest developments in the literature on environmental and energy economics. Key papers are presented, and associated mathematical and empirical methods are covered. Topics to be covered include uncertainty and climate change policy, estimating energy demand, electricity markets, and behavioral economics and the environment. A focus is on identifying areas that deserve future research attention. Open to advanced master’s students with permission of the instructor. Kenneth T. Gillingham

Energy and the Environment

F&ES 617a/AMST 744a/HIST 744a/HSHM 747a, Readings and Research in Energy History 3 credits. The history of energy in the United States and the world. Readings and discussion range widely across different forms of energy: animal power, biomass, and early hydropower; coal, oil, and atomic energy; and present-day hydraulic fracturing, wind, and solar. Themes include relations between energy producers and communities, including resistance to energy projects; cultural and social change associated with dominant energy regimes; labor struggles and environmental transformations; the global quest for oil; and changing national energy policies. We explore new approaches to writing and teaching the history of energy. Open to undergraduates with permission of the instructor. Paul Sabin

F&ES 635b, Renewable Energy Project Finance 2 credits. The course is intended to be a practicum, exposing students to real-world tools of the trade as well as the theory underlying them. In place of a textbook, students are provided with approximately 400 pages of actual project documents used for a U.S. wind-energy project constructed relatively recently. While some confidential information has been redacted, the document set is largely intact and akin to what one would encounter if working for a utility project developer, project finance lender, or infrastruture equity investment firm. Faculty

[F&ES 716b, Renewable Energy 3 credits. Introduction to renewable energy, including physical principles, existing and emerging technologies, and interaction with the environment. Energy demand; transmission and storage; generation by hydroelectric, wind, solar, biofuel, and geothermal sources, as well as waves and tidal generation. Includes field trips to conventional, hydroelectric, and wind-power facilities in Connecticut. Prerequisites: high school physics, chemistry, and mathematics; college-level science, engineering, and mathematics recommended. Ronald B. Smith]

F&ES 798Eb, China’s Energy and Environmental Sustainability Challenge 3 credits. Developing solutions for global energy and climate challenges necessitates an understanding of China. This course examines China’s economic rise in the context of its energy and environment, as they relate both within China and abroad. Issues of security, the long-term sustainability of current resource consumption and growth, and the need for innovative technology and policy are all challenges China’s energy system faces. At the same time, as the world’s largest consumer of energy and emitter of greenhouse gases, China has the ability to singlehandedly shape the course of the global climate system. The environmental consequences of China’s energy consumption and growth are also critical considerations, particularly as China’s air and water pollution have become transboundary in nature. This is the first joint course offered with students at Yale-NUS College in Singapore. Angel Hsu

F&ES 800b, Energy Economics and Policy Analysis 3 credits. This course examines energy policy issues that pertain to the environment, with a focus on providing tools for analyzing these issues. A primary objective is to apply economics to particular issues of energy markets, environmental impacts, investment in renewables, and other energy issues such as transportation and energy efficiency. We cover the economic and technical considerations behind a particular energy policy issue and then discuss a related article or case study. Prerequisites: F&ES 505b (or equivalent) and at least one course on energy. Kenneth T. Gillingham

[F&ES 812b, Energy’s Impact on Freshwater Resources 3 credits. Energy development depends on freshwater. Water is consumed to mine uranium, tar sands, and coal; to recover oil and natural gas; and to grow biofuel feedstocks. More water is needed to convert these primary energy sources to useable forms of energy, such as electricity, refined fuels, and heat. Water appropriation for energy development alters stream flows and depletes aquifers, thereby exacerbating ecosystem stresses induced by freshwater demands of agriculture and other human needs. Energy development also influences freshwater quality, usually in deleterious ways. Coal-mine drainage, leaky oil and gas wells, hydraulic fracturing, and uranium processing are among the culprits tied to energy development that have been implicated in contamination of surface and subsurface waters. The burden of energy development on freshwater resources is increasing as the world’s economies grow. Changing this trajectory will not be easy, but progress will be made by those scientists and decision makers who understand the potential responses and vulnerabilities of freshwater resources to major forms of energy development. The course is intended to help students gain this understanding through analysis of the academic and professional literature on the linkages between freshwater systems and energy resource extraction, processing, and conversion. Readings focus on natural gas, oil, uranium, coal, bioenergy, and at least one other energy type chosen by student consensus. Water demand is also explored as a function of the energy sector. James E. Saiers]

F&ES 814a/MGT 563a, Energy Systems Analysis 3 credits. This lecture course offers a systems analysis approach to describe and explain the basics of energy systems, including all forms of energy (fossil and renewable), all sectors/activities of energy production/conversion, and all energy end uses, irrespective of the form of market transaction (commercial or noncommercial) or form of technology (traditional as well as novel advanced concepts) deployed. Students gain a comprehensive theoretical and empirical knowledge base from which to analyze energy-environmental issues as well as to participate effectively in policy debates. Special attention is given to introducing students to formal methods used to analyze energy systems or individual energy projects and also to discussing traditionally less-researched elements of energy systems (energy use in developing countries; energy densities and urban energy use; income, gender, and lifestyle differences in energy end-use patterns) in addition to currently dominant energy issues such as climate change. Active student participation is required, including completion of problem sets. Participation in extra-credit skill development exercises (presentations, fact-finding missions, etc.) is encouraged. Invited outside speakers complement topics covered in class. Shonali Pachauri

F&ES 816b, Electric Utilities: An Industry in Transition 3 credits. The U.S. electric utility industry is a $370 billion business with capital expenditures on the order of $100 billion per year to replace aging infrastructure, implement new technologies, and meet new regulatory requirements. A reliable electricity infrastructure is essential for the U.S. economy and the health and safety of its citizens. The electric industry also has a significant impact on the environment. In the United States, electric power generation is responsible for about 40 percent of human-caused emissions of carbon dioxide, the primary greenhouse gas. Electric utilities in the United States are at a crossroads. Technological innovations, improving economics, and regulatory incentives provide a transformational opportunity to implement demand-side resources and distributed energy technologies that will both lower emissions and improve service to customers. Such significant changes could, however, disrupt existing utility business models and therefore may not be fully supported by incumbent utilities. This course focuses on the issues, challenges, risks, and trade-offs associated with moving the U.S. utility industry toward a cleaner, more sustainable energy future. We explore how utilities are regulated and how economic factors and regulatory policies influence outcomes and opportunities to align customer, environmental, and utility shareholder interests to craft win-win-win solutions. Lawrence Reilly

[F&ES 818a/MGT 561a, Energy Technology Innovation 3 credits. This advanced seminar aims at providing essential knowledge as well as a forum for students to discuss energy technology innovation strategies and policies from a systemic perspective. The first half of the seminar provides basic knowledge on technological change in general and on energy technology innovation in particular from an interdisciplinary perspective, including history of technology, engineering, management science, systems theory, economics, and social sciences including diffusion theory. Focus is on introducing students to the main patterns, drivers, policy leverages, and constraints in energy technology innovation systems. Core theoretical concepts introduced include inter alia technological inertia and lock-in, uncertainty, knowledge accumulation (learning) and depreciation, dynamic economic feedbacks like increasing returns to adoption, and knowledge and technology spillover effects. The second part of the seminar focuses on student-led discussions of selected case studies of energy technology innovation and/or policy approaches in both energy supply and energy end use. Student proposals on case studies are welcome. In order to maximize discourse possibilities and levels, enrollment limited to twelve. Students apply for seminar admission via e-mail outlining motivation and meeting of prerequisite criteria. Prerequisite: F&ES 814a, an equivalent of 3 credits of energy courses obtained outside F&ES, or two years of professional experience in the energy industry including energy finance. Other highly motivated students, including undergraduates, can also apply for admission through a one-page motivational statement and a three-page summary of a relevant energy technology innovation publication chosen by the applicant. Arnulf Grubler]

F&ES 847a/LAW 20620, Decarbonizing the U.S. Power Sector: Driving U.S. Climate Policy under the Clean Air Act 2 credits. The Obama Administration’s Clean Power Plan (CPP) is the centerpiece of its efforts to drive down power-plant emissions of greenhouse gases linked to climate change. Since the final CPP was released in the summer of 2015, this seminar is well-timed to tap into the enormous interest and debate that the CPP has engendered. It unfolds against the backdrop of intensive efforts by policy makers, lawyers, and experts to understand the final rule and its implications, evaluate legal and political options, and begin implementation. Applying a multidisciplinary perspective, the seminar examines the interplay between the legal, economic, and political dimensions of the CPP. Key areas of focus are: how the CPP relates to the larger context of climate science; the relationship between the CPP and historical efforts to address climate change; the strengths and limitations of the Obama Administration’s aggressive reliance on the Clean Air Act; the effectiveness of different emission reduction tools; key criticisms of the CPP proposal and how the final rule addresses them; the energy policy and regulatory choices states must make during implementation; and the timing and likely outcome of legal challenges. The goal is to give students an understanding of the CPP’s role in climate science and policy and a nuts-and-bolts immersion in the practical realities of implementing a complex regulatory framework. Paper required. Robert Sussman

Environmental Policy

[F&ES 718a, IPCC AR5 Assessment: The Physical Science Basis 1 credit. This weekly seminar is structured to read and evaluate key chapters from the IPCC AR5 Working Group I 2013 report (www.climatechange2013.org/report/review-drafts). The report will impact environmental and economic decisions for years to come and has already received substantial public attention. The purpose of the seminar is to familiarize the next generation of international environmental leaders with the latest advances in climate science. Seminar responsibilities include active participation in weekly meetings and the leadership of one chapter discussion. Guest lectures and Skype interviews with lead authors of the report. Nadine Unger]

[F&ES 759b/MGT 697b/PLSC 727b, Capitalism: Success, Crisis, and Reform 3 credits. Examination of capitalism as it functions in practice, with extensive use of business cases. The role of capitalism in generating wealth and innovation. Survey of critical institutions in banking, regulation, taxation, and trade. Negative consequences of capitalist development such as radical inequality, disruption of the natural environment, and intermittent social crises. Consideration of strategies for shaping capitalism in future decades. Douglas Rae]

F&ES 799a, Sustainable Development Goals and Implementation 3 credits. This course has students (working alone or in a small group) design a specific implementation plan for a specific country for a specific item that is part of the Sustainable Development Goals to be adopted by the U.N. in September 2015. Students study the new post-2015 sustainable development goals and their implementation in the real world. The course focuses primarily on understanding and developing the ability to effectively apply a variety of tools and means of implementation, relying primarily on guest lecturers. The aim is for each student or group of students to combine a geographic area/region (for example, a country of key interest), a sustainable development goal, and a tool for implementation to design an effective implementation strategy to present to those at the ministerial and decision-making level. Gordon T. Geballe

F&ES 807a/LAW 20490/MGT 688a, Corporate Environmental Management and Strategy 3 credits. This survey course focuses on understanding how adroit environmental management and strategy can enhance business opportunities; reduce risk, including resource dependency; promote cooperation; and decrease environmental impact. The course combines lectures, case studies, and class discussions and debates on management theory and tools, legal and regulatory frameworks shaping the business-environment interface, and the evolving requirements for business success (including how to deal with diverse stakeholders, manage in a world of transparency, and address rising expectations related to corporate responsibility). Marian R. Chertow, Benjamin W. Cashore

F&ES 808b/LAW 21107/REL 926b, Law, Environment, and Religion: A Communion of Subjects 2–3 credits. Thomas Berry once wrote, “The universe is a communion of subjects, not a collection of objects.” One might also insist that the university is a communion of subjects, not a collection of disciplines. Perhaps no subject better illustrates this point than the environment, for to understand and appreciate the environment requires expertise from multiple intellectual traditions, including history, religion, philosophy, anthropology, aesthetics, economics, political science, and legal studies. This course focuses on the scholarship and practice of leading figures working at the intersection of law, environment, and religion, who will be brought to campus to participate in a discussion series that forms the core of the course. In preparation for these visits, teams of students are assigned to study deeply the writing and actions of a designated speaker. Class sessions during this preparatory phase resemble a traditional graduate seminar, with readings and discussion designed to stimulate engagement with the most challenging and vital questions facing the “communion” of law, environment, and religion. During the core phase of the course, speakers interact with students in multiple ways. The central activity is an in-depth interview led by members of the student team. Other students conduct a podcast interview with the speaker at Yale’s audio recording studio; these podcast interviews, which are intended to engage the speaker in a more personal conversation about his or her life history, values, and worldviews, will be posted on Yale’s iTunes University site. One of the conceits of the academy is often that such subjective elements have little bearing on one’s intellectual work. As a result, too little attention is paid within the university to the role of family, community, religion, and other critical biographical factors in shaping one’s ideas. Enrollment limited to twenty-four. Douglas A. Kysar, John Grim, Mary Evelyn Tucker

[F&ES 815a, The New Corporate Social Responsibility: Public Problems, Private Solutions, and Strategic Responses 3 credits. This seminar assesses the proliferation of policy innovations aimed at promoting and encouraging “corporate social responsibility” (CSR). We define CSR broadly to include the diverse range of self- and civil regulation, voluntary instruments, private authority, and non-state market driven (NSMD) initiatives that have emerged in the last fifteen years to engage firms directly, rather than working through traditional governmental process. Examples include firm-level initiatives, industry codes, product codes, third-party certification, ethical brands and labels, and “clean” investment funds. The course reviews the growing literature on these phenomena that now exists within political science, management, economics, sociology, environmental studies, and law. Our aim is to reflect on the broad array of scholarship on emergence and institutionalization of CSR innovations questions. While the class is interested in assessing the strategic advantage that CSR might bring firms, our emphasis is on whether, and how, CSR initiatives might address enduring policy problems where traditional governmental approaches have been ineffective. The course is organized into four components. First, we review and assess the different types of CSR or “private” policy instruments vying for firm-level support and distinguish them from traditional governmental mechanisms. Second, we discuss what is meant by “effectiveness” and the different ways of measuring success. Third, we assess the assumptions behind different theoretical frameworks about what types of CSR innovations firms are more likely to support, if any, and why. Fourth, we turn to empirical evidence to assess existing theories of support, and what this means for understanding support and effectiveness of CSR. This section draws on a variety of empirical methods including guest speakers from the world of CSR, analysis of large-N analyses on support, as well as detailed historical and comparative case studies. Benjamin W. Cashore]

F&ES 817a, Urban, Suburban, and Regional Planning Practice 3 credits. This course explores the challenges and opportunities faced by America’s suburban communities and urban centers as they work to become more sustainable and livable. Land use plans, private development, and public infrastructure shape our communities and determine where and how development occurs. The form of our cities and towns dictates our ability to meet the nation’s housing demand and grow our employment while reducing greenhouse gas emissions, improving the environment, and enhancing quality of life. Planners play a key role in understanding trends, crafting policy solutions, and generating support for action through stakeholder engagement. While most land use decision making is local, the majority of the challenges and opportunities we face cross political boundaries. New regional policies and partnerships, coupled with consensus-building across diverse constituencies, will be necessary to realize a new way to build our communities for the twenty-first century. This course delves into the planning techniques, zoning tools, and other land use regulations that are the principal mechanisms employed to achieve safe, livable, and sustainable communities. This course is part of the concentration in land use and planning, a subset of classes under the specialization in sustainable land management. This subset is for students interested in the interface of environmental issues with land use, planning, and development. The other courses in the subset are F&ES 820b and 835a. Enrollment limited to twenty-five. David Kooris

F&ES 819b, Strategies for Land Conservation 3 credits (or audit). This is a professional seminar on private land conservation strategies and techniques, with particular emphasis on the legal, financial, and management tools used in the United States. The seminar is built around presentations by guest speakers from land conservation organizations. Speakers are assigned topics across the land conservation spectrum, from identification of target sites, through the acquisition process, to ongoing stewardship of the land after the deal is done. The tools used to protect land are discussed, including the basics of real estate law, conservation finance, and project/organizational management. Students are required to undertake a clinical project with a local land conservation organization. Enrollment limited to twenty-five; preference to second-year students if limit reached. Bradford S. Gentry

F&ES 820b, Land Use Law and Environmental Planning 3 credits. This course explores the regulation by local governments of land uses in urban, rural, and suburban areas and the effect of development on the natural environment. The course helps students understand, in a practical way, how the environment can be protected through effective regulation at the local level. It introduces students to federal, state, and regional laws and programs that affect watershed protection and to the laws that delegate to local governments primary responsibility for decision making in the land use field. Theories of federalism, regionalism, states’ rights, and localism are studied. The history of the delegation of planning and land use authority to local governments is traced, leading to an examination of local land use practices particularly as they relate to controlling development in and around watershed areas as well as regulatory response to sea-level rise and climate change. Course participants engage in empirical research working to identify, catalogue, and evaluate innovative local laws that successfully protect environmental functions and natural resources, and the manner in which towns, particularly on the coast, incorporate climate change into their planning and regulations. Nearby watersheds are used as a context for the students’ understanding of the strengths and weaknesses of local planning and regulation. Attention is paid, in detail, to how the development of the land adversely affects natural resources and how these impacts can be mitigated through local planning and subsequent adoption of environmental regulations and regulations designed to promote sustainable development in a climate-changing world. The course includes examination of the state and local response to climate change, sea-level rise, growth management, alternatives to Euclidean zoning, low-impact development, brownfields redevelopment, energy conservation, and innovative land use strategies. Marjorie Shansky

F&ES 821b, Private Investment and the Environment: Legal Foundations and Tools 3 credits. As environmental problems become harder to regulate and public funds available for environmental protection decline, more people are looking to private investment as a tool for helping to improve environmental performance. This course explores the legal aspects of these initiatives, both opportunities and limits. It starts with an analysis of the goals of private investors—as a way to target efforts to change their decisions. It then moves to a review of the legal frameworks within which investors operate (property and tax law), as well as the legal tools that investors use to order their activities (contract law) and that governments use to address market failures (liability, regulation, information, and market mechanisms). The course concludes by examining efforts to use combinations of these legal tools to expand private investment in environmentally superior goods, services, and operations. Students are asked to choose an issue about which they care as the focus for their class deliverables. Offered every other year. Mark DeAngelis

F&ES 824b/LAW 21033, Environmental Law and Policy 3 credits. Introduction to the legal requirements and policy underpinnings of the basic U.S. environmental laws, including the Clean Water Act, Clean Air Act, and various statutes governing waste, food safety, and toxic substances. This course examines and evaluates current approaches to pollution control and resource management as well as the “next generation” of regulatory strategies, including economic incentives and other market mechanisms, voluntary emissions reductions, and information disclosure requirements. Mechanisms for addressing environmental issues at the local, regional, and global levels are also considered. Daniel C. Esty

[F&ES 825a, International Environmental Law 3 credits. An introduction to public international law that both governs the global commons—atmosphere, climate, oceans, and stratospheric ozone layer—and guides the national obligations for ensuring transnational public health, advancing sustainable development, and managing the Earth’s shared resources: sources of energy and renewable stocks of plants and animals, biodiversity, and ecosystems services. The course explores how environmental law builds upon general principles of international law; the evolving norms of humanitarian law, human rights, environmental rights, and the rights of nature; and the substantive and procedural treaty obligations of nations. The principal multilateral environmental agreements (MEAs) are studied, with attention to how states enact environmental law regimes to implement the MEAs. Decision-making procedures of United Nations agencies and other international and regional bodies are critically examined. The main texts are a law school casebook, D. Hunter, D. Zaelke, and J. Salzman, International Environmental Law and Policy (Foundation Press, 2002), and the UN Environment Programme’s commissioned restatement of this body of law, N.A. Robinson and L. Kurukulasuriya, Manual on International Environmental Law (UNEP, 2006). The course concludes with a written final examination. Nicholas A. Robinson]

F&ES 826a, Foundations of Natural Resource Policy and Management 3 credits. This course offers an explicit interdisciplinary (integrative) framework that is genuinely effective in practical problem solving. This unique skill set overcomes the routine ways of thinking and solving conservation problems common to many NGOs and government organizations by explicitly developing more rigorous and effective critical-thinking, observation, and management skills. It is genuinely interdisciplinary. By simultaneously addressing rational, political, and practical aspects of real-world problem solving, the course helps students gain skills, understand, and offer solutions to the policy problems of managing natural resources. The approach we use requires several things of students (or any problem solvers): that they be contextual in terms of social and decision-making processes; that they use multiple methods and epistemologies from any field that helps in understanding problems; that they strive to be both procedurally and substantively rational in their work; and, finally, that they be clear about their own standpoint relative to the problems at hand. The approach used in this course draws on the oldest and most comprehensive part of the modern policy analytic movement—the policy sciences (interdisciplinary method)—which is growing in its applications worldwide today. The course includes a mix of critical thinking, philosophical issues, history, as well as issues that students bring in. Among the topics covered are human rights, scientific management, decision making, community-based approaches, governance, common interest, sustainability, professionalism, and allied thought and literature. In their course work students apply the basic concepts and tools to a problem of their choice, circulating drafts of their papers to other seminar participants and lecturing on and leading discussions of their topics in class sessions. Papers of sufficient quality may be collected in a volume for publication. Active participation, reading, discussion, lectures, guests, and projects make up the course. The seminar supports and complements other courses in the School and at the University. Enrollment limited to sixteen; application required. Susan G. Clark

F&ES 828b, Comparative Environmental Law in Global Legal Systems 3 credits. This course examines environmental law in the various legal systems of the world—from the common and civil law traditions to socialist law, customary law, and Islamic law. In particular, environmental law and case studies from a number of countries are examined, including Australia, Canada, China, Europe, New Zealand, the United States, Singapore, and the states of Southeast Asia. The objective is to understand the scope and evolution of national environmental law through the patterns of legislative, administrative, and judicial decision making in the various legal regimes. The systems of central/unitary governments are contrasted with those of federal systems. As corporations engage in the same manufacturing activities around the world, it is important that corporate managers and their legal advisers understand how these activities are regulated in the different legal systems. Additionally, as earth’s natural systems are integrated throughout the biosphere, the effectiveness of one nation’s environmental laws is complemented or undermined by the efficacy of another nation’s comparable laws. Students are examined by a written paper that is a comparative study of some aspect of environmental law, involving at least two jurisdictions. Lin-Heng Lye

[F&ES 829b, International Environmental Policy and Governance 3 credits. The development of international environmental policy and the functioning of global environmental governance. Critical evaluation of theoretical claims in the literature and the reasoning of policy makers. Introduction of analytical and theoretical tools used to assess environmental problems. Case studies emphasize climate, forestry, and fisheries. Benjamin W. Cashore]

F&ES 835a, Seminar on Land Use Planning 1 credit. Land use control exercised by state and local governments determines where development occurs on the American landscape, the preservation of natural resources, the emission of greenhouse gases, the conservation of energy, and the shape and livability of cities and towns. The exercise of legal authority to plan and regulate the development and conservation of privately owned land plays a key role in meeting the needs of the nation’s growing population for housing and nonresidential development and in ensuring that critical environmental functions are protected from the adverse impacts of land development. This course explores the multifaceted discipline of land use planning and its associated ecological implications. Numerous land use strategies are discussed that provide practical tools for professionals to use to create sustainable buildings, neighborhoods, and communities. The focus of this seminar is to expose students to the basics of land use planning in the United States and to serve as an introduction for the F&ES curricular concentration in land use. Guest speakers are professionals involved in sustainable development, land conservation, smart growth, and climate-change management. Classes include discussions on the trajectory for professional careers. Jessica Bacher

F&ES 835Ea,b, Seminar on Land Use Planning 1 credit. This is an online course. Land use control exercised by state and local governments determines where development occurs on the American landscape, the preservation of natural resources, the emission of greenhouse gases, the conservation of energy, and the shape and livability of cities and towns. The exercise of legal authority to plan and regulate the development and conservation of privately owned land plays a key role in meeting the needs of the nation’s growing population for housing and nonresidential development and in ensuring that critical environmental functions are protected from the adverse impacts of land development. This course explores the multifaceted discipline of land use planning and its associated ecological implications. Numerous land use strategies are discussed that provide practical tools for professionals to use to create sustainable buildings, neighborhoods, and communities. The focus of this seminar is to expose students to the basics of land use planning in the United States and to serve as an introduction for the F&ES curricular concentration in land use. Guest speakers are professionals involved in sustainable development, land conservation, smart growth, and climate-change management. Classes include discussions on the trajectory for professional careers. Jessica Bacher

F&ES 837b, Seminar on Leadership in Natural Resources and the Environment 3 credits. This seminar explores the qualities, characteristics, and behaviors of leaders in the fields of natural resources, science, and management. Through lectures, guest speakers, and individual and team projects, students analyze the attributes of leadership in individuals and organizations. They examine leaders and organizations and develop skills and techniques for leading and for assessing various organizations’ leadership strengths and weaknesses. The class travels to Washington, D.C., and meets with leaders in the policy, environmental, industry, and information segments. Through this experience, students have the opportunity to assess their own leadership capabilities and identify means to improve them. Enrollment limited to fifteen. Chadwick D. Oliver

[F&ES 840b/LAW 21754, Climate Change and Clean Energy 3 credits. This course examines the scientific, economic, legal, political, institutional, and historic underpinnings of climate change and the related policy challenge of developing the energy system needed to support a prosperous and sustainable modern society. Particular attention is given to analyzing the existing framework of treaties, law, regulations, and policy—and the incentives they have created—which have done little over the past several decades to change the world’s trajectory with regard to the build-up of greenhouse gas emissions in the atmosphere. What would a twenty-first-century policy framework that is designed to deliver a sustainable energy future and a successful response to climate change look like? How would such a framework address issues of equity? How might incentives be structured to engage the business community and deliver the innovation needed in many domains? While designed as a lecture course, class sessions are highly interactive. Self-scheduled examination or paper option. Daniel C. Esty]

[F&ES 843b/AMST 839b/HIST 743b/HSHM 744b, Readings in Environmental History 2 credits. Reading and discussion of key works in environmental history. The course explores major forces shaping human-environment relationships, such as markets, politics, and ecological dynamics, and compares different approaches to writing about social and environmental change. Paul Sabin]

F&ES 845b/LAW 21508, Law and Globalization 2 units. The Law and Globalization seminar is an ongoing Yale Law School colloquium series for the discussion of recent scholarly research on law and policy aspects of globalization broadly conceived. The focus of the spring 2017 seminar is new research on sustainability issues including energy, environment, the United Nations’ Sustainable Development Goals, and the tensions between trade liberalization and sustainability. We host five scholars who will present works-in-progress on the law, policy, and politics of various issues at the globalization-sustainability interface. On off-weeks, we read and discuss texts selected by these scholars in preparation for their visits. Requirements include: (1) full participation in the seminar, including circulating two short (two-page) discussion papers on the scholarly works being presented; and (2) the writing of either one 25-to-30-page research paper on a topic relevant to globalization and sustainability or three 8-to-10-page essays responding to the papers being presented in the seminar. Students may earn additional credit if they wish to produce a major research paper. Enrollment limited to fifteen. Daniel C. Esty

F&ES 849b, Natural Resource Policy Practicum 3 credits. This practicum provides opportunities for students to participate in the analysis and development of current issues/policies affecting natural resources in the United States and to learn about contemporary issues affecting natural resources and the environment. Students are organized into teams and assigned a number of current policy issues for analysis and discussion. The identified issues originate from discussions with staff of national environmental organizations, Congressional offices, and federal natural resource agencies that serve as “clients” for the purposes of this practicum. Students are required to communicate directly with the organizations and individuals seeking policy analysis assistance, to conduct research and interdisciplinary analysis of the subject, to prepare a report and recommendations for the identified client, and to brief the client on the product of their analysis. Each team is responsible for a minimum of two policy analysis projects during the term. Following an initial organizational meeting, student teams meet with the instructor once a week to provide updates on projects and to discuss current national and international issues and concerns affecting natural resources and the environment. James R. Lyons

[F&ES 850b, International Organizations and Conferences 3 credits. This course focuses on an international environmental conference or symposium and the organization that sponsors the event. Both theoretical and clinical approaches are used. The course studies the mission of the organization and the role of the conference. Students prepare individual and group papers suitable for presentation at the conference. Every attempt is made to have the students participate in the conference, even if it occurs in the next term, but attendance is not guaranteed. The class has studied and participated in the 5th World Parks Congress, Durban, South Africa, 2003; the World Conservation Congress in Bangkok, Thailand, 2004, and in Barcelona, Spain, 2008; and the UNEP Council Meeting, Nairobi, Kenya, 2005. Since 2009, students have participated in the climate COP. This course is co-taught with an advanced doctoral student or visiting faculty member who brings knowledge of the specific organization and subject matter being studied. Enrollment limited to sixteen. Gordon T. Geballe]

F&ES 851b, Environmental Diplomacy Practicum 3 credits. This course aims to provide experiential learning of environmental and sustainable development issues at the international level. Students read, discuss, observe UN meetings, and interact with UN diplomats, officials of international agencies, and civil society representatives. The objective is to enable students to develop a better understanding and realistic assessment of multilateral decision-making processes on the substantive issues. Students demonstrate this development in an end-of-term paper. Roy S. Lee

[F&ES 855a, Climate Change Mitigation in Urban Areas 3 credits. This class provides an in-depth assessment of the relationships between urbanization and climate change, and the central ways in which urban areas, cities, and other human settlements can mitigate climate change. The course explores two major themes: (1) the ways in which cities and urban areas contribute to greenhouse gas emissions and climate change; and (2) the ways in which urban areas can mitigate greenhouse gas emissions and climate change. Class topics parallel the IPCC 5th Assessment Report, Chapter 12, Human Settlements, Infrastructure, and Spatial Planning, and include spatial form and energy use, land use planning for climate mitigation, urban metabolism, and local climate action plans. The class format is reading-, writing-, and discussion-intensive. Students are taught how to synthesize scientific literature, write policy memos, and develop effective oral presentations on the science of climate change mitigation in urban areas. Enrollment limited to sixteen. Karen Seto]

F&ES 860b, Learning to Lead from Leaders: Creating Change in Policies and Company Practices 3 credits. F&ES graduates lead projects and organizations whose goal is to change the world. This course takes a systematic approach to understanding how change comes about from speakers who have made a difference on topics as diverse as climate change, forest protection, and reducing the impact of the oil palm industry. Role playing, weekly feedback on short written assignments, and designing your own change-focused project are central to the course and becoming a future leader of change. Faculty

F&ES 862b/HPM 601b/LAW 21141/PSYC 601b, The Science of Science Communication 2 credits. The simple dissemination of valid scientific knowledge does not guarantee it will be recognized by non-experts to whom it is of consequence. The science of science communication is an emerging, multidisciplinary field that investigates the processes that enable ordinary citizens to form beliefs consistent with the best available scientific evidence, the conditions that impede the formation of such beliefs, and the strategies that can be employed to avoid or ameliorate such conditions. This course surveys, and makes a modest attempt to systematize, the growing body of work in this area. Special attention is paid to identifying the distinctive communication dynamics of the diverse contexts in which non-experts engage scientific information, including electoral politics, governmental policy making, and personal health decision making. Paper required. Permission of the instructor required. Dan Kahan

[F&ES 866b/LAW 21566, [The] Law of Climate Change 3 credits. This course explores legal and policy developments pertaining to climate change and the regulation of greenhouse gas emissions. Approaches considered range in scale (state, regional, national, international), temporal scope (incremental measures, multi-decade emissions goals, constitutional amendments), policy orientation (voluntary initiatives, disclosures rules, subsidization, tort litigation, command-and-control regulation, cap-and-trade schemes, emissions taxes), regulatory target (industry and manufacturing, commercial and retail firms, financial and insurance companies, consumers and workers), and regulatory objective (stabilization of greenhouse gas concentrations, reduction of emissions levels or intensity, energy security, optimal balancing of costs and benefits, adaption to unavoidable impacts). Although course readings and discussion focus on existing and actual proposed legal responses to climate change, the overarching aim of the course is to anticipate how the climate change conundrum will affect our laws and our lives in the long run. No prerequisites. Self-scheduled examination or paper option. Douglas A. Kysar]

F&ES 874a/MGT 862a, Introduction to Responsible Business: Oil and Wine 3 credits. What is “sustainable” or “responsible” business? This is an introductory course in the principles and tools of responsible business (including the concepts of sustainability, corporate responsibility, corporate social responsibility, and corporate citizenship). We first use the oil sector to introduce the key aspects of corporate responsibility (CR): strategy, management systems, governance structures, stakeholder engagement, metrics, and assurance. Here we define CR to include environmental as well as social and socioeconomic considerations. We then use the wine sector to explore the gray areas of responsible business, broadening the perception of CR toward sustainability by exploring the interaction between the environment and human society—including culture, religion, and the social utility of business. We take a deeper look at the value chain (growing grapes, producing wine, responsible consumption) to test the boundary of CR (where does a company’s responsibility to environment and society begin and end?). Finally, we explore the scope of social and environmental impacts from the micro-scale (e.g., terroir impacts) to the global scale (e.g., climate change and socioeconomic megatrends). Although we use the oil and wine sectors to explore these concepts, the learning from this course is applicable to any corporate sustainability endeavor as well as to more applied sustainability courses. Todd Cort

F&ES 875Ea/MGMT 955a, Urban Resilience: Complexity, Collaborative Structures, and Leadership Challenges 3 credits. A Small Network Online Course (SNOC) through the Global Network for Advanced Management (GNAM). The world continues to urbanize. In the one hundred years since 1913, the proportion of the world’s population that lives in cities grew fivefold from 10 to 50 percent, and estimates suggest that 75 percent of the world’s population will do so in 2050. Though history reveals that urbanization has always been an accelerator of growth and development, it also poses profound challenges for residents, communities, corporations, cities, regions, and countries. A 2015 McKinsey report succinctly notes: “Cities are where most of the world’s population live, work, and play, and they are important to everyone else, too. They are the world’s economic engine, consuming the majority of global power and resources, while generating 80 percent of GDP and 70 percent of greenhouse-gas emissions. Making cities great is the critical infrastructure challenge of this century.” This online course is a collaborative offering to students across the GNAM network schools. It brings together the 100 Resilient Cities (100RC) network, the Rockefeller Foundation, schools across the GNAM (with faculty from Yale, as well as the University of British Columbia, EGADE Business School, Ghana Business School, and the Indian Institute of Management-Bangalore), and practitioners from business, government, and civil society to engage with the topic of urban resilience. For the purposes of this course, we draw on the view of urban resilience articulated by 100RC as the ability of individuals, communities, businesses, institutions, and systems within a city to survive, adapt, and thrive in response to the acute shocks and chronic stresses they may experience. The purposes of the course are to help students: (1) articulate resilience challenges and opportunities facing global cities; (2) describe the holistic and integrated nature of resiliency and its key drivers; and (3) work in virtual global teams to design collaborative approaches to addressing urban resilience challenges involving business, government, and civil society. F&ES faculty host: Bradford S. Gentry

Social and Political Ecology

F&ES 628b, Understanding and Building Resistance in Developing Countries 3 credits. Resilience in the past decade has moved from a peripheral ecological idea to a central concept in major world debates: e.g., sustainable development goals, climate change adaptation, resilient infrastructure and ecosystems. What makes a person or a community resilient to the impacts of climate change? How has the resilience approach been operationalized in the fields of sustainability, disaster risk reduction, and climate change adaptation? What are the limitations and critiques of resilience thinking, and how might this concept evolve in the future? As development and government agencies increasingly adopt the resilience approach, students interested in pursuing careers across a range of business, environmental, and development sectors will increasingly find themselves faced with these questions. This course prepares students to understand the theory of resilience and operationalize it in a given context. Alark Saxena

F&ES 645b, Global Public Goods and Cooperation in International Politics 3 credits. Some of the most urgent and difficult challenges in international politics can be understood as “global public goods.” All countries, peoples, and generations need clean air, international security, and freedom of air and sea navigation worldwide. In either their harmful (public “bads”) or beneficial (public goods) form, these needs demand action on behalf of societies worldwide. From managing global warming and international financial crises to preventing global epidemics or widespread disruption of the Internet, global public goods require actors to bargain, coordinate, and collaborate in efforts to implement effective responses. In most cases this involves governments, international organizations, civil society, and considerable tough bargaining to solve collection action problems. This seminar investigates the nature of public goods and collective action in order to help understand these pressing challenges, possible responses to them, and how politics both limits and opens opportunities for policy formation. It begins with prevalent theories about the production of public goods, from the local to transnational and global, and analysis of their governance. It then studies in depth three case studies—providing international financial stability, eliminating or containing infectious diseases, and mitigating global climate disruption. It concludes by examining the implications of rising socioeconomic inequality in major countries worldwide. The final two weeks are dedicated to presentations and discussion of each student’s research project. David A. Deese

F&ES 738Eb, Himalayan Diversities: Environment, Livelihood, and Culture 2 credits. A six-week online introductory course that showcases Himalayan diversities from the perspective of three broad themes: environment, livelihood, and culture. The course is geared toward students and scholars interested in developing a broad understanding of the Himalayan region. Using subject experts in the region, the course provides insights on biological, cultural, and livelihood diversity within the vast region of the Eastern, Central, and Western Himalayas. It further engages the students to look at the impact of climate change in the region and what a sustainable future can look like for the Himalayas. The course also provides supplementary material for students who are interested in developing a more nuanced understanding of the region and provides direction to where they can find more information. Students gain a well-rounded understanding of the importance of Himalayan issues, current challenges, and how we can create long-term sustainability in the region. Alark Saxena

F&ES 760b, Conservation in Practice: An International Perspective 3 credits. This seminar focuses on the practice of wildlife and wildlands conservation, examining key topics from the dual perspectives of academic literature and actual field experiences; bringing together interdisciplinary thinking; and drawing on examples from Africa, Asia, Latin America, and the United States. The thematic outline of the seminar is organized around three fundamental questions in nature conservation: What are we trying to save—and why? How is this being done—and how has it changed over time? What lessons are we learning—and what overarching issues remain problematic? Specific topics include how different players define and value wildness; selection and prioritization of conservation targets; comparisons of various species and landscape conservation approaches; and governance and decision making in conservation, including ties between conservation and development and community-based conservation. Student participation and leadership are key, as the seminar is discussion-based and approximately half the sessions are student-led. Evaluation is based on participation and a final paper. Amy Vedder

[F&ES 763b, Translating the Science of Wildlife Conservation into Practice 2 credits (successful completion of all discussion-based work), 3 credits (final paper). Focusing on the application of wildlife science to ongoing conservation initiatives, this advanced seminar examines selected, in-depth topics on wildlife conservation across the globe. It draws on students’ strong background in ecology (including concurrent registration in F&ES 744b) and prior examination of international conservation issues. Topics include determination of wildlife objectives, complications of temporal and geographical scales, wildlife in the context of culture, and the economics and financing of wildlife conservation. Each seminar session includes examination of case studies, and each general topic includes structured debate and/or role-playing to enhance the emphasis on applied conservation. Student participation and leadership are key, as sessions are discussion-based, center on the sharing of ideas and experiences, demand challenging current thinking, and are frequently student-led. Prerequisite: F&ES 760b. Enrollment limited to ten. Amy Vedder]

[F&ES 764a, The American West as an Environmental, Cultural, and Political Case Study 3 credits. The social and environmental context of the North American West provides fertile ground to examine important issues pertaining to culture, politics, social movements, and institutional structures. This course equips students to think critically and imaginatively about the social aspects of natural landscapes and the communities who inhabit them. This is not a history course, but it does examine stability and change across time. The course draws on empirical cases dealing with a range of interrelated issues, including economic change, environmental values, energy and water conflicts, native experiences, religion, American mythologies, gender, race, and the culture of individualism. Engaging with important theories, debates, and scholarly work around these exciting cultural and political issues is the primary goal of this course. In addition, there are three secondary outcomes of this course that are invaluable both inside and outside of academia. The first is for students to develop the capacity to think about the connectedness of social life and apply social network concepts creatively to solve problems arising in human and environmental social systems. The second is for students to become more efficient readers, improving their ability to process and synthesize large amounts of information in short amounts of time—a skill especially useful in today’s world of information technology. The third is for students to become more confident and dynamic speaking in front of others. Justin Farrell]

F&ES 767b, Building a Conservation Toolkit: From Project Design to Evaluation 3 credits. As wildlife and wildland conservation programs have multiplied and grown in size, conservation organizations have sought methods to improve strategic project planning, assessment of progress, cross-project comparison, learning of lessons, and transparency for donors. To address these challenges, major nonprofit organizations have collaboratively designed a set of decision-support tools for planning field projects and programs and for monitoring their progress, summarized in the “Open Standards for the Practice of Conservation” (http://cmp-openstandards.org). Use of these tools has allowed organizations to more clearly articulate strategies, define priority actions, critically assess success, manage adaptively, and derive lessons—all of which help to improve effectiveness and respond to donor interests. Students in this course explore a mutually reinforcing suite of these project tools: their underlying principles are introduced, students practice the techniques, and current case studies from field conservation are examined to explore tool utility. Students synthesize use of these design tools in a final project or program proposal focused on a single case study of their choice. The suite of decision-support tools covered includes conceptual models for project design, situational and stakeholder assessments, threats and opportunities analysis, conservation target identification (particularly landscape species selection), and monitoring frameworks. Students gain experience in design of projects and their monitoring, as well as familiarity with budgeting. Enrollment limited to twelve. Amy Vedder, A. William Weber

F&ES 769a/REL 969a, Christianity and Ecology 3 credits. This course explores the ways in which Christianity is responding to environmental degradation from an interdisciplinary perspective. Drawing upon insights from theology, ethics, the history of religion, the sociology of religion, and philosophy, we examine the role that religious ideas and values play in shaping Christian attitudes and actions toward the environment; we also consider the lived experiences of Christians facing environmental problems. Students are introduced to the major theologies and strategies for action that Christians are creating while simultaneously assessing the effectiveness of such strategies and examining the growth of pragmatic, on-the-ground responses. This is an introduction to a broad spectrum of issues residing at the intersection of Christianity and ecology. No prior experience is necessary. Matthew Riley

F&ES 772a, Social Justice in the Sustainable Food System 3 credits. This course explores social justice dimensions of today’s globalized food system and considers sustainability in terms of social, in addition to environmental, indicators. We develop an understanding of the food system that includes farmers and agroecological systems; farm and industry workers; business owners and policy makers; as well as all who consume food. Based on this understanding, we examine how phenomena such as racism, gender discrimination, structural violence, and neoliberalization surface within the food system in the United States and globally, drawing examples from such diverse sectors as agriculture, labor, public health, and international policy. We discuss conceptual frameworks—such as food justice and food sovereignty—that farmers, activists, critical food scholars, humanitarian agencies, and policy makers are using to create food systems that are both sustainable and just. We also investigate how current ideological debates about the intersections of food, agriculture, and social justice shape policy making and advocacy at multiple scales. Throughout the term we explore our own position(s) as university-based stakeholders in the food system. The course includes guest speakers, and students are encouraged to integrate aspects of their own scholarly and/or activist projects into one or more course assignments. Kristin Reynolds

[F&ES 774a/NELC 774a, Agriculture: Origins, Evolution, Crises 3 credits. Analysis of the societal and environmental causes and effects of plant and animal domestication, the intensification of agro-production, and the crises of agro-production: population pressure, land degradation, societal collapses, technological innovation, transformed social relations of production, sustainability, and biodiversity. From the global field, the best-documented eastern and western hemisphere trajectories are selected for analysis. Harvey Weiss]

[F&ES 783b, Field Course in Culture, Environmental Politics, and Social Change 3 credits. This course provides students with the opportunity to engage environmental politics and social change through experiential field-based learning and immersive research. Using a case-study approach, the course emphasizes active learning and independent research about broad theoretical issues pertaining to culture, politics, values, social movements, and institutional structures. The central component of the course is a major field trip to Western Wyoming, which is an especially salient context for examining these theoretical issues through the lens of water scarcity, population growth, income inequality, energy development, local knowledge, and indigenous perspectives. The course meets throughout the term for instruction and discussion in preparation for the spring break trip, and it concludes with sessions where students present their research. Due to high demand, the course requires a short application. Justin Farrell]

F&ES 783Ea/REL 903Ha, Introduction to Religions and Ecology 2 credits. This six-week hybrid course introduces the newly emerging field of religion and ecology and traces its development over the past several decades. It explores human relations to the natural world as differentiated in religious and cultural traditions. In particular, it investigates the symbolic and lived expressions of these interconnections in diverse religious texts, ethics, and practices. In addition, the course draws on the scientific field of ecology for an understanding of the dynamic processes of Earth’s ecosystems. The course explores parallel developments in human-Earth relations defined as religious ecologies. Similarly, it identifies narratives that orient humans to the cosmos, namely, religious cosmologies. This is an online hybrid course; no shopping period. John Grim, Mary Evelyn Tucker

[F&ES 784Ea, Western Religions and Ecology 2 credits. This six-week hybrid course explores views of nature in the Abrahamic religions of Judaism, Christianity, and Islam. Students examine historical examples of human-Earth interactions expressed in scriptures, traditions, and ritual practices. In particular, they explore the meaning of “dominion” in Judaism, “stewardship” in Christianity, and “trusteeship” in Islam. Having retrieved these examples, they evaluate them in light of present environmental insights and challenges. Students also explore contemporary examples of how these religions are engaged in environmental projects within their different communities. In these ways students come to reflect upon values inherent in these religions that have helped to shape and inform cultural interactions with nature in the West. This is an online hybrid course; no shopping period. Prerequisite: F&ES 783E. John Grim, Mary Evelyn Tucker]

F&ES 785Eb/REL 917Hb, East Asian Religions and Ecology 2 credits. This six-week hybrid course explores views of nature in the East Asian religions of Confucianism, Daoism, and Buddhism. Students examine historical examples of human-Earth interactions expressed in scriptures, traditions, and ritual practices. In particular, they explore the meaning of “harmony” in Confucianism, “the Way” in Daoism, and “interdependence” in Buddhism. Having retrieved these examples, they evaluate them in light of present environmental insights and challenges. Students also explore contemporary examples of how these religions are engaged in environmental projects within their different communities. In these ways students come to reflect upon values inherent in these religions that have helped to shape and inform cultural interactions with nature in East Asia. This is an online hybrid course; no shopping period. Prerequisite: F&ES 783E. John Grim, Mary Evelyn Tucker

F&ES 786Ea/REL 918Ha, Native American Religions and Ecology 2 credits. This six-week hybrid course explores a diversity of Native American peoples and examines their ecological interactions with place, biodiversity, and celestial bodies as religious realities. The dynamic interactions of First Nations’ cultures and bioregions provide a lens for understanding lifeways, namely, a weave of thought and practice in traditional Native American life. Through symbolic languages, subsistence practices, and traditional rituals, lifeways give expression to living cosmologies, namely, communal life lived in relation to a sacred universe. This is an online hybrid course; no shopping period. John Grim, Mary Evelyn Tucker

[F&ES 787E/REL 911Ha, Thomas Berry: Life and Thought 2 credits. This six-week hybrid course investigates the life and thought of Thomas Berry in relation to the field of religion and ecology as well as the Journey of the Universe project. Berry (1914–2009) was a historian of religions and a significant voice awakening religious sensibilities to the environmental crisis. He is particularly well known for articulating a “Universe Story” that explores the world-changing implication of evolutionary sciences. As an overview this course draws on his books, articles, and recorded lectures to examine such ideas as the Universe Story, the Great Work, and the Ecozoic era. In addition, the course explores his studies in world religions including Buddhism, Confucianism, and indigenous traditions. Finally the course highlights his challenge to Christianity to articulate theologies of not only divine-human relations, but also human-Earth relations. This is an online hybrid course; no shopping period. John Grim, Mary Evelyn Tucker]

[F&ES 789E/REL 912Ha, Journey of the Universe 2 credits. This six-week hybrid course draws on the resources created in the Journey of the Universe project—a film, a book, and a series of twenty interviews with scientists and environmentalists. Journey of the Universe weaves together the discoveries of evolutionary science with cosmological understandings found in the religious traditions of the world. The authors explore cosmic evolution as a creative process based on connection, interdependence, and emergence. The Journey project also presents an opportunity to investigate the daunting ecological and social challenges of our times. This course examines a range of dynamic interactions and interdependencies in the emergence of galaxies, Earth, life, and human communities. It brings the sciences and humanities into dialogue to explore the ways in which we understand evolutionary processes and the implications for humans and our ecological future. This is an online hybrid course; no shopping period. John Grim, Mary Evelyn Tucker]

F&ES 792Eb/REL 928Hb, South Asian Religions and Ecology 2 credits. This six-week hybrid course introduces the South Asian religious traditions of Hinduism and Buddhism and, briefly, Jainism, in relation to the emerging field of religion and ecology. This overview course identifies developments in the traditions that highlight their ecological implications in the contemporary period. In particular, it relates religious concepts, textual analysis, ritual activities, and institutional formations to engaged, on-the-ground environmental projects. It investigates the symbolic and lived expressions in religious ethics and practices that can be defined as religious ecologies. Similarly, it identifies narratives in Hinduism, Buddhism, and Jainism that orient humans to the cosmos, namely, religious cosmologies. This interrelationship of narratives and religious environmentalism provides pathways into the study of religion and ecology. This is an online hybrid course; no shopping period. John Grim, Mary Evelyn Tucker

F&ES 793b/ANTH 773b/ARCG 773b/NELC 588b, Abrupt Climate Change and Societal Collapse 2 credits. Collapse documented in the archaeological and early historical records of the Old and New Worlds, including Mesopotamia, Mesoamerica, the Andes, and Europe. Analysis of politicoeconomic vulnerabilities, resiliencies, and adaptations in the face of abrupt climate change, anthropogenic environmental degradation, resource depletion, “barbarian” incursions, or class conflict. Harvey Weiss

F&ES 797b/REL 906b, Christianity and Environmental Ethics 3 credits. The purpose of this course is to provide an introduction to core questions and moral frameworks in environmental ethics as they relate to Christianity. Special attention is given to understanding, critically assessing, and applying the fundamental methodology and environmental philosophy that undergird environmental ethics as read through the lens of Christian theology and religious moral reasoning. This course simultaneously allows students to take stock of contemporary issues including but not limited to: global climate change; the moral status of ecosystems; biodiversity loss; the relationship between race, gender, poverty, and the environment; and intersections with other issues such as animal welfare, economics, and agriculture. No prior experience in theology, environmental ethics, or religious ethics is required. Students are encouraged to be exploratory, inquisitive, and interactive in their learning. Matthew Riley

F&ES 831b, Society and Natural Resources 1–3 credits. This research seminar explores the relationship between society and natural resources in a genuinely interdisciplinary manner. This session focuses on the foundations (philosophic, methodological, and pragmatic) of social and integrative/interdisciplinary sciences/approaches to understanding and policy. We demonstrate a major case application. Although the specific topic of the seminar varies from year to year, the consistent underlying theme is an examination of how societies organize themselves, use natural resources, and affect their environment. In past years, the seminar focused on energy and the environment, interdisciplinary problem solving, and environmental psychology and sociology. We focus on leadership (the lead and leader’s relationships), too. Guests and students make presentations and participate in discussions each week. Readings, active participation, and student papers are required. The seminar overall looks at people seeking values using natural resources through institutions. This relationship (people, values, natural resources, and institutions) has been extensively written about and discussed in diverse fields. A few years ago, the seminar examined the relationship of human dignity as a universal value goal, professionalism and practice, and sustainability as an applied notion. Other versions of the seminar have looked at conceptual (theoretical) models about society and natural resources from policy sciences, social ecology, political ecology, and other knowledge areas. Still other seminars focused on “Bridging Local and Professional Knowledge in Environmental Sustainability” and “War and the Environment.” Topic for this year’s seminar to be determined. Susan G. Clark

F&ES 836a/ANTH 541a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development 3 credits. An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformation of rural society. Four hours lecture plus discussion sections. Peter Perdue, James C. Scott, Kalyanakrishnan Sivaramakrishnan

F&ES 839a/ANTH 597a, Social Science of Conservation and Development 3 credits. This course is designed to provide a fundamental understanding of the social aspects involved in implementing conservation and sustainable development and conservation. Social science makes two contributions to the practice of conservation and development. First, it provides ways of thinking about, researching, and working with social groupings—including rural households and communities, but also development and conservation institutions, states, and NGOs. This aspect includes relations between groups at all these levels, and especially the role of politics and power in these relations. Second, social science tackles the analysis of the knowledge systems that implicitly shape conservation and development policy and impinge on practice. In other words, we analyze communities but also our own ideas of what communities are. The emphasis throughout is on how these things shape the practice of sustainable development and conservation. Case studies used in the course have been balanced as much as possible between Southeast Asia, South Asia, Africa, and Latin America; most are rural and Third World. The course includes readings from all noneconomic social sciences. The goal of the course is to stimulate students to apply informed and critical thinking (which means not criticizing others, but questioning our own underlying assumptions) to whatever roles they may come to play in sustainable development and conservation, in order to move toward more environmentally and socially sustainable projects and policies. The course is also designed to help students shape future research by learning to ask questions that build on, but are unanswered by, the social science theory of conservation and development. No prerequisites. This is a requirement for the joint F&ES/Anthropology doctoral degree program and a prerequisite for some advanced F&ES courses. Open to advanced undergraduates. Three hours lecture/seminar. Carol Carpenter

[F&ES 846b, Perspectives on Environmental Injustices 3 credits. In this seminar we explore global environmental issues from a perspective that foregrounds questions of social justice. This course is based on three fundamental premises: (1) all individuals and communities, regardless of their social or economic conditions, have the right to a clean and healthy environment; (2) there is a connection between environmental exploitation, human exploitation, and social justice; and (3) many environmental and social injustices are rooted in larger structural issues in society that must be understood. With these premises as a starting point, we turn to more difficult questions such as, Why and through what political, social, and economic processes are some people denied this basic right to a clean and safe environment? The course draws on both international and domestic case studies. Amity Doolittle]

F&ES 854b, Institutions and the Environment 3 credits. One of the most critically important questions facing those seeking to promote environmental stewardship of the world’s biosphere is to understand better what types of local, domestic, global, and non-state institutions might best promote meaningful and enduring environmental problem solving. The purpose of this seminar is to review key works in political science and related disciplines on institutions to assess their direct or indirect implications for environmental governance and effectiveness. The course assesses perspectives from rational choice, historical, and sociological institutionalism that have permeated comparative public scholarship; the treatment of institutions with international relations literature; the attention that common property scholars have placed on understanding the development of local institutions; and the emergence and proliferation of private governance institutions. We are curious about understanding the theoretical underpinnings and scholarly debates about how support for such systems occurs. We also assess the various theories against empirical evidence that assess their support and influence ameliorating key resource and environmental problems. Benjamin W. Cashore

[F&ES 857b, Urbanization, Global Change, and Sustainability 3 credits. The conversion of land surface to urban uses is one of the most profound human impacts on the global biosphere. Urban growth and associated changes in human activities on the land and in the physical attributes of Earth’s surface have profound environmental consequences, including local and regional climate change, loss of wildlife habitat and biodiversity, soil erosion, and a decline in ecosystem services. This seminar examines the interactions and relationships between urbanization and global change at local, regional, and global scales. Topics include urban land-cover change, cities and local climate, urban vulnerability, urban diets and the challenges for agriculture, and urban biodiversity. Karen Seto]

F&ES 869b/ANTH 572b, Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change 3 credits. An advanced seminar on the tradition of social science scholarship on environmental perception, perturbation, and disaster. The contents evolve from year to year in keeping with current scholarship. Section I, introduction. Section II, central questions and debates in the field: social dimensions of natural disasters; discursive dimensions of environmental degradation; asymmetries between political power and resource wealth; and anthropological approaches to the study of climate and society. Section III, historic and comparative view of different ways of understanding the environment: the twenty-first-century development of a posthumanist, multispecies ethnography; and the half-millennium tradition of natural history studies. Section IV, classroom presentation of work by the students and teaching fellow. One class is also devoted to student “picks” of the most influential works in the current literature, and there are two or three guest lectures by prominent scholars in the field. Prerequisite: F&ES 520a/ANTH 581a, F&ES 838a/ANTH 517a, or F&ES 839a/ANTH 597a. Three hours lecture/seminar. Enrollment limited to twenty. Michael R. Dove

F&ES 877b/ANTH 561b, Anthropology of the Global Economy for Conservation and Development 3 credits. This seminar explores topics in the anthropology of the global economy that are relevant to conservation and development policy and practice. Anthropologists are often assumed to focus on micro- or local-level research, and thus to have limited usefulness in the contemporary, global world of conservation and development policy. In fact, however, they have been examining global topics since at least the 1980s, and little current anthropological research is limited to the village level. More importantly, the anthropological perspective on the global economy is unique and important. This course examines the topics that make up this perspective, including using a single commodity to study the global economy, world system, and other 1970s theories of the world economy; the moral relation between economy and society, models for thinking about power in the global economy, articulations between rural households and the global economy, rural-urban relations in the global economy; the process of becoming a commodity, the commons debate, credit and debt, contracting and flexible accumulation; and the metrics and mobiles of globalization. Readings for the course come from the subfields of environmental anthropology, economic anthropology, the anthropology of development, and the anthropology of conservation. This class is a prerequisite for F&ES 965b. Though designed for master’s and doctoral students, it is open to advanced undergraduates. Three hours lecture/seminar. Carol Carpenter

F&ES 878a, Climate and Society 3 credits. Seminar on the major traditions of thought, historic and contemporary, regarding climate, climate change, and society, drawing on the social sciences and anthropology in particular. Section I, introduction. Section II, continuities from past to present: How have differences in climate been used since the classical era to explain differences in people? How does this vary between Western and non-Western intellectual traditions? What role has the ethnographic study of folk knowledge played in this? Section III, societal and environmental change: What shape did environmental determinism take in the nineteenth and twentieth centuries? Can historic cases of societal “collapse” be attributed to extreme climatic events? Can such events play a constructive as well as destructive role in the development of a society? Section IV, vulnerability and control: What are the means by which societies attempt to cope with extreme climatic events? How do such events reflect, reveal, and reproduce socioeconomic fault lines? Section V, knowledge and its circulation: How is knowledge of climate and its extremes constituted? How does such knowledge become an object of contestation between central and local authorities, as well as between the global North and South? The main texts, The Anthropology of Climate Change (Dove, ed., 2014, Wiley-Blackwell) and Climate Cultures (Barnes and Dove 2015, Yale) were written especially for this course. No prerequisites. Graduate students may enroll with the instructor’s permission. Two-hour lecture/seminar. Taught in alternate years. Michael R. Dove

[F&ES 882a/ANTH 582a, The Black Box of Implementation: Households, Communities, Gender 3 credits. The implementation of development projects has been described as existing in a “black box”: development and conservation policy (even participatory policy) is often not defined to inform effective implementation (Mosse 2004), and data on actual implementation is rarely incorporated into policy. This course examines the invisibility of implementation, and the common, mistaken assumptions about implementation targets (like households, communities, and gender) that take the place of absent data in policy. The course also makes an effort to use anthropology to shed light into this black box, to allow students to think more critically about the varied and dynamic social field in which project implementation occurs. Political and economic aspects of relations within households and communities, particularly gender relations, are examined in all of their complexity, variation, and dynamism. The real focus of the course, however, is not the contents of the black box, but the political and economic relations between households, communities, and gender, on the one hand, and the world of development and conservation, on the other. How do households and communities respond to the differential opportunities and restrictions that development and conservation introduce? What are the implications of the fact that those responses are often invisible to policy makers? Three hours lecture/seminar. Carol Carpenter]

F&ES 892a/ARCH 4021a, Introduction to Planning and Development 3 credits. This course demonstrates the ways in which financial and political feasibility determine the design of buildings and the character of the built environment. Students propose projects and then adjust them to the conflicting interests of the financial institutions, real estate developers, civic organizations, community groups, public officials, and the widest variety of participants in the planning process. Subjects covered include housing, commercial development, zoning, historic preservation, parks and public open space, suburban subdivisions, planned communities, and comprehensive plans. Alexander Garvin

Health and Environment

F&ES 727a, The Future of Food 3 credits. This seminar explores significant challenges posed by the global food supply to environmental quality and human health. The primary obligation is a research paper, dissertation chapter, master’s project, or senior essay draft. We read critically 150–200 pages per week, and students should be prepared to discuss or present analyses. Challenges examined include fresh vs. processed foods, nutritional sufficiency and excess, radionuclides, pesticides, pharmaceuticals, fertilizers, animal feeds, plastics, flame retardants, flavors, fragrances, ingredient fraud, genetic modification, waste, energy input and yield, locality, processing technologies, packaging, and carbon emissions. Corporate case histories are considered in a number of sessions. Private innovations in the production and management of food are analyzed, including trends in certification and labeling initiatives. Most sessions examine one or several foods. Examples include cow’s milk, human milk, infant formula, grapes, wine, corn, bananas, tomatoes, salmon, cod, tuna, sodas, fruit juice, water, coffee, and olive oil. John P. Wargo

F&ES 736Eb, Environmental Ethics 2 credits. Environmental issues are closely tied to ethical considerations such as the impacts on public health, future generations, less industrialized nations, and nonhuman entities. This course is designed to provide a broad overview of topics related to ethics and the environment including perspectives of environmental ethics (e.g., anthropocentrism), environmental justice, environmental economics, and climate change. The intersection of ethics and the environment could be studied from multiple disciplines such as philosophy, history, anthropology, medicine, or environmental science. All perspectives and backgrounds are welcome in this course. The purpose of this class is not to distinguish “right” from “wrong” but to encourage critical thinking and discussion on the ethical consequences of environmental decisions and to provide a better understanding of key topics on ethics and the environment. This course is conducted as a combination in-person/online class over a six-week period. Graded credit/fail for graduate students. Michelle L. Bell

F&ES 765b, Technological and Social Innovation in Global Food Systems 1–3 credits. This course examines a range of solutions that address the impacts of agriculture, focusing primarily on the environment (air, soil, water, land use, climate change, biodiversity), although social justice and human health issues are also touched upon. Examined mitigation strategies include agro-ecosystem best management practices, new technologies, and supply chain relationships, among others. Lectures focus on specific case studies as much as possible. The course is divided into four modules, each focused on a single commodity that represents a different set of impacts and mitigation strategies: e.g., beef, aqua-cultured salmon, palm oil, and fresh-sold tomatoes. Brief contextual reference to the economic and social importance of each commodity is made at the beginning of each module. Students gain a significant appreciation for the mitigation strategy opportunities available in the production, processing, and distribution specific to an agricultural resource type. Gordon T. Geballe

F&ES 893b/EHS 511b, Principles of Risk Assessment 3 credits. This course introduces students to the nomenclature, concepts, and basic skills of quantitative risk assessment (QRA). The goal is to provide an understanding necessary to read and critically evaluate QRA. Emphasis is on the intellectual and conceptual basis of risk assessment, particularly its dependence on toxicology and epidemiology, rather than its mathematical constructs and statistical models. Specific cases consider the use of risk assessment for setting occupational exposure limits, establishing community exposure limits, and quantifying the hazards of environmental exposures to chemicals in air and drinking water. Jonathan Borak, Cheryl Fields

F&ES 896b/EHS 503b, Public Health Toxicology 3 credits. This course introduces students to the concepts and nomenclature of toxicology. Emphasis is placed on the absorption, distribution, metabolism, and elimination of foreign toxic substances. The goal is to provide a fundamental understanding of important toxicological principles and their relevance to the more general study of human health. The course utilizes case studies that require students to apply their knowledge of toxicologic concepts and processes to refine issues and solve problems in epidemiology and public health. Vasilis Vasiliou

[F&ES 897b/EHS 508b, Assessing Exposures to Environmental Stressors 3 credits. This course examines human exposure to environmental stressors as it applies to environmental epidemiology and risk assessment. Indirect and direct methods of assessing exposures are reviewed and case studies are presented. Brian P. Leaderer]

[F&ES 898a/EHS 585a, The Environment and Human Health 3 credits. This course provides an overview of the critical relationships between the environment and human health. The class explores the interaction between health and different parts of the environmental system including air pollution, assessment of environmental exposures, environmental justice, and occupational health. Other topics include case studies of environmental health disasters, links between climate change and health, and integration of scientific evidence on environmental health. Students learn about current key topics in environmental health and how to critique and understand scientific studies. The course incorporates lectures and discussion. Enrollment limited to twenty-five. Michelle L. Bell]

[F&ES 899b, Sustainable Development in Post-Disaster Context: Haiti 3 credits. Sustainable development is studied using the case of Haiti. Haiti suffers from chronic environmental disasters, most notably deforestation that leads to mudslides and therefore crop loss during the rainy season, and acute disasters, for example the earthquake of 2010. F&ES has been asked by L’Hôpital Albert Schweitzer in the Artibonite Valley (north of Port-au-Prince) to provide assistance to projects in villages surrounding the hospital. This course uses lectures, student presentations of scholarly work, project development, and field studies to explore our knowledge of sustainable development and to apply this knowledge. Enrollment limited to sixteen. Gordon T. Geballe, Gary Desir]

Industrial Ecology, Environmental Planning, and Technology

F&ES 782a/ARCH 4216a, Globalization Space: International Infrastructure and Extrastatecraft 3 credits. The course researches global infrastructure space as a medium of polity. It considers networks of trade, energy, communication, transportation, spatial products, finance, management, and labor as well as new strains of political opportunity that reside within their spatial disposition. Case studies include free zones and automated ports around the world, satellite urbanism in South Asia, high-speed rail in Japan and the Middle East, agripoles in Southern Spain, fiber optic submarine cable and mobile telephony in East Africa, spatial products of tourism in the DPRK, and the standards and management platforms of ISO. Keller Easterling

F&ES 788b, Applied Urban Ecology 3 credits. Ecology is being transformed from a field historically disengaged from the human built environment to one that can provide insight into the understanding, design, and management of the constructed world. Urban ecology is central in this transformation. Urban ecologists are expanding their focus from “ecology in cities,” where they studied urban flora and fauna, to the “ecology of cities,” where they study human-biological interactions while also increasing their attention to the complex interplay among people, society, and environment. This reorientation has also catalyzed action-oriented initiatives. This course examines the current developments in urban ecology and looks at the transformative role it can play in shaping and managing urban environments. To this end, we examine fundamental issues in theory and practice that challenge the current understanding of urban ecosystems and that question the relationship between science and action in urban ecology. We also look at limitations and opportunities for conducting urban ecological research as well as methods specific to urban sites. The course includes fieldwork augmented with an overview of current literature in urban ecology, focusing on issues relating to science, application, advocacy, and contemporary concepts of stewardship. The final project includes an urban ecological design proposal and supporting research paper. Alexander J. Felson

F&ES 872b, Introduction to Green Chemistry 3 credits. Overview of the basic concepts and methods needed to design processes and synthesize materials in an environmentally benign way. Related issues of global sustainability. Case studies that suggest possible solutions for the serious environmental and toxicological issues currently facing industry and society. Paul T. Anastas

[F&ES 881a, FT: Field Experience in Industrial Operations 1 credit. A series of one-day field trips designed to expose students to the various aspects of industrial ecology. In previous years, students have visited waste management facilities, utility providers, product manufacturers, clean tech start-ups, and green consultancies in New England and the surrounding regions. The field trips allow students to gain a better understanding of the concepts and themes of industrial ecology (such as material and process flows, life-cycle assessment, and closed-loop systems) in the context of existing operations. Marian R. Chertow and members of the Industrial Environmental Management and Energy Special Interest Group]

F&ES 884a/ENAS 645a, Industrial Ecology 3 credits. Industrial ecology studies (1) the flows of materials and energy in industrial and consumer activities, (2) the effects of these flows on the environment, and (3) the influences of economic, political, regulatory, and social factors on the flow, use, and transformation of resources. The goals of the course are to define and describe industrial ecology; to demonstrate the relationships among production, consumption, sustainability, and industrial ecology in diverse settings, from firms to cities to international trade flows; to show how industrial ecology serves as a framework for the consideration of environmental and sustainability-related aspects of science, technology, and policy; and to define and describe tools, applications, and implications of industrial ecology. Marian R. Chertow, Edgar Hertwich

F&ES 885b/ENAS 660b, Green Engineering and Sustainability 3 credits. This hands-on course highlights the key approaches to advancing sustainability through engineering design. The class begins with discussions on sustainability, metrics, general design processes, and challenges to sustainability. The current approach to design, manufacturing, and disposal is discussed in the context of examples and case studies from various sectors. This provides a basis for what and how to consider when designing products, processes, and systems to contribute to furthering sustainability. The fundamental engineering design topics to be addressed include toxicity and benign alternatives, pollution prevention and source reduction, separations and disassembly, material and energy efficiencies and flows, systems analysis, biomimicry, and life cycle design, management, and analysis. Students tackle current engineering and product design challenges in a series of class exercises and a final design project. Enrollment limited to thirty-two. Julie B. Zimmerman

[F&ES 888a/ARCH 4226a, Ecological Urban Design 3 credits. This course lays the groundwork for students from the School of Architecture and the School of Forestry & Environmental Studies to collaboratively explore and define ecologically driven urban design. The goal is to work as an interdisciplinary group to cultivate a perspective on the developing field of urban ecology and approaches to implementing urban ecological design. The transformation of urban ecology from a role in studying a system to studying and shaping urban ecosystems is a primary focus for the course. The course concentrates on the following questions: How do we define urban ecosystems? How do we combine science, design, and planning to shape and manage urban ecosystems? How do we implement effective and adaptable experimental and monitoring methods specific to urban sites and human subjects in order to conduct viable urban ecological research? The course uses the Earth Stewardship Initiative, a large land-planning project developed for the Ecological Society of America in Sacramento, Calif., to create a real-world project where interdisciplinary teams can work to combine ecological applications and design with the goal of shaping urban systems to improve the ecological, social, and infrastructural function of city components. Limited enrollment. Alexander J. Felson]

F&ES 894a, Green Building: Issues and Perspectives 3 credits. Our built environment shapes the planet, our communities, and each of us. Green building seeks to minimize environmental impacts, strengthen the fabric of our cities and towns, and make our work and home lives more productive and fulfilling. This course is an applied course, exploring both the technical and the social-business-political aspects of buildings. Topics range from building science (hygrothermal performance of building enclosures) to indoor environmental quality; from product certifications to resilience (robust buildings and communities in the face of disasters and extended service outages). The purpose of this course is to build a solid background in the processes and issues related to green buildings, equipping students with practical knowledge about the built environment. Extensive use is made of resources from BuildingGreen, Inc., one of the leading information companies supporting green building and green building professionals. The course is primarily a lecture-discussion one with some fieldwork, substantial emphasis on research and group project work, and online individual testing. The course is strengthened by several guest lectures by leading green building professionals from across the country and across many disciplines: from architecture to material science, from engineering to green building business. The class meets once a week, with the instructor available to students during that same day. Enrollment limited to twenty-four. Peter Yost

F&ES 895a, Green Building Intensive: How Buildings Work 1 credit. This course is designed to introduce students, through hands-on experience and site visits, to how buildings work: their design, their materials selections, their construction, and their operation. Content includes: (1) history of building design and construction; (2) professions and skills involved in the design and construction of buildings; (3) components and functions of buildings; (4) the science behind building performance; and (5) green certification programs. This course is a standalone half-term lab/practical course that is designed to also be a companion course with F&ES 894a. F&ES 895a can be taken prior to, with, or after F&ES 894a. Enrollment limited to twelve. Peter Yost

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F&ES Undergraduate Courses


Ecosystem Ecology

[F&ES 221/E&EB 230/EVST 221, Field Ecology A field-based introduction to ecological research. Experimental and descriptive approaches, comparative analysis, and modeling are explored through field and small-group projects.]

Wildlife Ecology and Conservation Biology

[F&ES 315a/E&EB 115a, Conservation Biology An introduction to the basic ecological and evolutionary principles underpinning efforts to conserve the earth’s biodiversity. Efforts to halt the rapid increase in disappearance of both plants and animals. Discussion of sociological and economic issues. Jeffrey Powell]

[F&ES 365a/E&EB 365a, Landscape Ecology See F&ES 500a for description.]

[F&ES 370a/E&EB 370a, Aquatic Ecology See F&ES 738a for description.]

Physical Sciences

Environmental Chemistry

F&ES 261a/G&G 261a/EVST 404a, Minerals and Human Health Study of the interrelationships between Earth materials and processes and personal and public health. The transposition from the environment of the chemical elements essential for life. Prerequisite: one year of college-level chemistry or permission of the instructor; G&G 110 recommended. Ruth Blake

F&ES 307a/EVST 307a, Organic Pollutants in the Environment See F&ES 706a for description.

[F&ES 327a/ENVE 327a/G&G 327a, Atmospheric Chemistry See F&ES 711a for description.]

F&ES 344b, Aquatic Chemistry See F&ES 707b for description.

Water Resources

[F&ES 367b/EVST 367b, Water Resources and Environmental Change The effects of variations in the hydrologic cycle on the global distribution of freshwater. The role of environmental change in regulating freshwater supply and quality. The influences of agriculture, industry, mining, urbanization, climate change, and energy-production alternatives on freshwater resources in the United States and abroad. James E. Saiers]

[F&ES 440b/EVST 440b, Environmental Hydrology See F&ES 714b for description.]

Quantitative and Research Methods

[F&ES 290a/EVST 290a, Geographic Information Systems 3 credits. A practical introduction to the nature and use of both image-based (raster) and drawing-based (vector) geographic information systems (GIS) in environmental science and management. Applied techniques for the acquisition, creation, storage, management, visualization, animation, transformation, analysis, and synthesis of cartographic data in digital form. Two hours lecture, problem sets, one major class project. No previous experience required. Dana Tomlin]

[F&ES 441a or b/EVST 441a or b/G&G 440a or b/MCDB 441a or b, Methods in Geomicrobiology A laboratory-based course providing interdisciplinary practical training in geomicrobiological methods including microbial enrichment and cultivation techniques; light, epifluorescence, and electron microscopy; and molecular methods (DNA extraction, PCR, T-RFLP, FISH). Prerequisite: college-level chemistry. Ruth Blake]

G&G 362b/ARCG 362b/EVST 362b, Observing Earth from Space See F&ES 726b for description.

Social Sciences

Environmental Policy

[F&ES 245b/EVST 245b/PLSC 146b, International Environmental Policy and Governance See F&ES 829b for description.]

[F&ES 255b/EVST 255b/PLSC 215b, Environmental Politics and Law Exploration of the politics, policy, and law associated with attempts to manage environmental quality and natural resources. Themes of democracy, liberty, power, property, equality, causation, and risk are examined. Case histories include air quality, water quality and quantity, pesticides and toxic substances, land use, agriculture and food, parks and protected area, and energy. John P. Wargo]

Social and Political Ecology

[F&ES 285b/EVST 285b, Political Ecology: Nature, Culture, and Power Study of the relationship between society and the environment. Global processes of environmental conservation, development, and conflicts over natural resource use; political-economic contexts of environmental change; ways in which understandings of nature are discursively bound up with notions of culture and identity. Amity Doolittle]

[F&ES 384a/ANTH 382a/EVST 345a, Environmental Anthropology History of the anthropological study of the environment: nature-culture dichotomy, ecology and social organization, methodological debates, politics of the environment, and knowing the environment. Graduate students may enroll with the instructor’s permission. Taught in alternate years. Michael R. Dove, Carol Carpenter]

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