Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee

Date: 9/12/2022
1.

Contact person: David Fazzino
Phone:

2.

570-389-4859

Email: dfazzino@bloomu.edu

Department: Anthropology, Criminal Justice, Sociology
Program: Anthropology

3.

Tracking # (For Provost office use only)

4.

CIP# (For Provost office use only)

5.

Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration

6.

☐ Course Not Previously Offered at any campus

Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal

New University
Course Prefix

New University
Course Number

New University
Course Title

ANTH

423

Ecological Sustainability and Humanity

Current University
Course Prefix

Current University
Course Number

Current University

*Only list Current Courses that are equivalent to the New Course

BU: ANTHRO

423

Environmental Anthropology and Regional
Sustainability

LHU:

1

MU:

2

New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty, and will be available to students at all
three campuses. For face to face offering there are no additional resources need beyond current
classroom technology. For online offering there are no additional resources need. For multi-modal
offering classroom will need to be equipped with proper technology to facilitate synchronous
communications with faculty member and students in-person and those students that are
accessing the class remotely.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU

☐ LHU

☐ MU

9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No programs/departments/courses impacted by course changes. Students interested in the
natural sciences will likely be interested in taking this class.

10. Indicate Semester and Year Course will be implemented:
Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6) Evaluate the viability of diverse approaches to contemporary issues.
This course reviews the methodological and theoretical approaches to issues of sustainability
using culture as a primary lens. This course demonstrates the applicability of anthropological
studies to contribute to dealing with sustainability issues from a holistic perspective, bringing
together the natural and social sciences to consider varying cultural approaches to constructing
and living within enduring social and ecological systems.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
ECO SUST & HUMANITY

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13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Examines humanity’s relationships with the environmental cross-culturally. Explores how stories
and frameworks created by humans help shape politics, economics, and scientific knowledge
across space and time. Considers human interactions with other species, subsistence systems,
development, tourism, biodiversity, climate change, environmental disasters, environmental
contamination, and energy production, and consumption. Discussion will center on the social
construction of nature and different potential paths to achieving sustainability, sustaining our
relationships with other forms of life and earth processes.

14. Credit(s):
Clock Hours: 3

Lecture: 3 hours

Recitation: hours Lab: hours

Contract Hours: 3 Lecture: 3 hours

Recitation: hours Lab: hours

15. Prerequisites (Courses completed prior to taking this course): Student must have completed 30
credit hours of classes or permission of instructor.
16. Co-requisites (Courses which must be taken simultaneously with other courses): None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): None.

18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Course will be offered once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.

Submit a Master Course Syllabus – (see attached)

4

General_Education_Approval

5

Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option): NONE.

Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?

➢ Caution, these terms Curricular Themes and Program Goals are specific to this General Education
Program, See Ship Guide pages 6-12 for clarification
https://www.ship.edu/globalassets/gec/handbook_generaleducationship_2018_09_25.pdf
➢ [A program goal is a clear statement that expresses what our program will do for students. Each goal
is designed to prompt and guide teaching practice and program assessment. For example in the
Curricular Theme of Diversity, a Program Goal is to Guide and prompt students to evaluate the
diversity of human experience, behavior, and thought, in order to better understand ourselves and
others, to respond to the roots of inequality that undermines social justice, while developing
awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age,
social class, sexual orientation, or abilities.]

GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.

6

Course Specific Student Learning
Objectives (SLOs)

General Education Student
Learning Objectives (SLOs)

How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?

Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.

7

Signatures
Required
Signatures

Name

Date

Department
Chairperson

David Fazzino

9/20/2022

By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.

8

MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee

1.
2.
3.
4.
5.
6.
7.
8.

DATE PREPARED:
September 13, 2022
PREPARED BY:
David Fazzino
DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
COURSE PREFIX & NUMBER (without space in-between):
ANTH423
COURSE TITLE:
Environmental Sustainability and Humanity
CREDIT HOURS:
3
RECOMMENDED CLASS SIZE:
25
PREREQUISITES/CO-REQUISITES:
Student must have completed 30 credit hours of
classes or permission of instructor.

9.

COURSE DESCRIPTION FOR CATALOG: Examines humanity’s relationships with the
environmental cross-culturally. Explores how stories and frameworks created by humans
help shape politics, economics, and scientific knowledge across space and time. Considers
human interactions with other species, subsistence systems, development, tourism,
biodiversity, climate change, environmental disasters, environmental contamination, and
energy production, and consumption. Discussion will center on the social construction of
nature and different potential paths to achieving sustainability, sustaining our relationships
with other forms of life and earth processes.

10. CONTENT DESCRIPTION: The following areas of study will be included:

1. Key Concepts in Environmental Anthropology
• Neofunctionalism
• Cultural Ecology
• Innovation and Adoption Studies
• Essentialism
• Unilineal evolutionary thought
• Political ecology
• Ecological concepts
• Science and Technology Studies
2. Methods
• Participant Observation
• Surveying
• Interviewing
• Time allocation studies
• Cognitive Anthropology and Ethnoscience
3. (Sustainable) Development
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•
•
•
•

Intersection With Policy
Intersection with science
Developed and other as Undeveloped
Anthropological Critiques of Development

4. Subsistence (Human-Animal Relations and Food Systems)
• Legal and Policy Support for Scaling Up and Risks
• Mixed Subsistence Economies
• Conventional vs Alternative Agriculture
• Impacts on health
5. Ethnoecology and Traditional Ecological Knowledge (TEK) – Biodiversity
• In situ vs ex situ methods for the conservation of biological diversity
• Utilitarian value
• Intellectual Property Rights
6. People and parks
• Approaches to Environment (US)
• Hardin - The Tragedy of the Commons
• People in Parks – incorporating local economy and ecology
• Indigenous peoples in parks – cultural tourism
• Conservation-based displacement
7. Economy and Ecology
• Resource curse
• Multi-centric economy
• Capitalist Mode of Production and sustainability
• Physiocrats
• Natural services – benefits of biodiversity
8. Environmental Contamination
• Bioaccumulation
• Ocean and Atmospheric Currents
• Environmental justice
• Cost-benefits of subsistence practices
• Worldview, Western vs Indigenous ways of knowing
• Media packages
• Political Ecology

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9. Climate Change
• Interactions with policy (Endangered Species Act, Human and Indigenous Rights,
disaster response)
• Public opinion on climate change
• Resilience and Adaptation – and their critique
• Social inequality in responses to climate change/variation
10. Energy Systems
• Nuclear Power – Chernobyl
• Centralized infrastructure and vulnerability

11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):

Interconnections: Global Persp.

11. Course Specific Student
Learning Objectives (SLOs)

General Education Student
Learning Objectives (Complete
this column for GE courses
only)

Students describe diverse
worldviews and anthropological
theories related to the
environmental and ecological
issues.

12. Student Assessment
(suggested)

Student will read, analyze,
interpret, and synthesize
information from peer
reviewed, cross-cultural, and
scientific sources informing
environmental and ecological
anthropology by producing
essays.
In-class discussions.

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Students demonstrate effective
communication skills.

Essay assignments.
Written exams.
Term Paper.
In-class discussions.
Students synthesize peer
reviewed, cross-cultural, and
scientific sources informing
environmental and ecological
anthropology in producing
essays.
In-class discussions.

Students evaluate the viability of
diverse approaches to framing
and addressing environmental
and ecological issues.

*Note- Rows can be added

13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with
classroom discussion, homework assignments, in-class assignments and activities, quizzes, and
exams.
In a distance education or multi-modal setting, the course makes use of available university
classroom management software, and other supplementary web-based applications. The
instructor may utilize a variety of methods including the use of discussion boards, recorded
lectures, online video and audio, group projects. Exam proctoring may be required at the
discretion of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor.
In a multi-modal setting: (1) the course is taught in a lecture format on-campus and students
can participate in person or in zoom, or (2) flex plus zoom format where in one part of the
course students can participate in person or in zoom, and the second part will be a zoom-only
class.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be

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conducted in coordination with and/or upon the request of the Office of Institutional Effectiveness and
other relevant bodies.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Adams, William M., and Jon Hutton. "People, parks and poverty: political ecology and
biodiversity conservation." Conservation and society 5, no. 2 (2007): 147.
Antrosio, Jason. "Inverting development discourse in Colombia: transforming Andean
hearths." American Anthropologist 104, no. 4 (2002): 1110-1122.
Argetsinger, Timothy, and Colin Thor West. "Notes from the Field Yupiit Subsistence in
Western Alaska: The Intersection of Formal and Local Institutions." (2009).
Auvinen, Anssi, Mikko Vahteristo, Hannu Arvela, Matti Suomela, Tua Rahola, Matti
Hakama, and Tapio Rytömaa. "Chernobyl fallout and outcome of pregnancy in
Finland." Environmental Health Perspectives 109, no. 2 (2001): 179.
Ayantunde, Augustine A., J. De Leeuw, M. D. Turner, and M. Said. "Challenges of assessing
the sustainability of (agro)-pastoral systems." Livestock Science 139, no. 1 (2011):
30-43.
Benz, Bruce F., Judith Cevallos, Francisco Santana, Jesus Rosales, and Sergio Graf. "Losing
knowledge about plant use in the Sierra de Manantlan biosphere reserve, Mexico."
Economic Botany 54, no. 2 (2000): 183-191.
Berlin, Elois Ann, and Brent Berlin. "Some field methods in medical ethnobiology." Field
Methods 17, no. 3 (2005): 235-268.
Bohannan, Paul. "Some principles of exchange and investment among the Tiv." American
Anthropologist 57, no. 1 (1955): 60-70.
Borré, Kristen. "The healing power of the seal: the meaning of Intuit health practice and
belief." Arctic Anthropology (1994): 1-15.
Boster, James S. "Exchange of varieties and information between Aguaruna manioc
cultivators." American Anthropologist 88, no. 2 (1986): 428-436.
Bronen, Robin. "Climate-induced community relocations: creating an adaptive governance
framework based in human rights doctrine." NYU Rev. L. & Soc. Change 35 (2011):
357.
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Bunten, Alexis Celeste. "Sharing culture or selling out? Developing the commodified
persona in the heritage industry." American Ethnologist 35, no. 3 (2008): 380-395.
Butt, Bilal. "Commoditizing the safari and making space for conflict: Place, identity and
parks in East Africa." Political Geography 31, no. 2 (2012): 104-113.
Callaway, Don. "A Changing Climate: Consequences for Subsistence Communities." Alaska
Park Science, Spring (2007).
Cassady, Joslyn. "State calculations of cultural survival in environmental risk assessment:
consequences for Alaska Natives." Medical anthropology quarterly 24, no. 4 (2010):
451-471.
Cruikshank, Julie. "Glaciers and climate change: perspectives from oral tradition." Arctic
(2001): 377-393.
Diamond, Jared. "Evolution, consequences and future of plant and animal domestication."
Nature 418, no. 6898 (2002): 700-707.
Doane, Molly. "The political economy of the ecological native." American Anthropologist
109, no. 3 (2007): 452-462.
* Dove, Michael R., and Carol Carpenter (eds). "Environmental anthropology: A historical
reader." (2008) Malden, Massachusetts: Blackwell.
Escobar, Arturo. "Anthropology and the development encounter: the making and
marketing of development anthropology." American Ethnologist 18, no. 4 (1991):
658-682.
Fazzino II, David V. "The Will to end Hunger in the Age of Security." In Governing Cultures,
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Ferguson, James. "Seeing like an oil company: space, security, and global capital in
neoliberal Africa." American anthropologist 107, no. 3 (2005): 377-382.
Fernandez-Gimenez, Maria, John Hays Jr, Henry Huntington, Regis Andrew, and Willie
Goodwin. "Ambivalence toward formalizing customary resource management
norms among Alaska native beluga whale hunters and Tohono O'odham livestock
owners." Human Organization 67, no. 2 (2008): 137-150.
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Fienup-Riordan, Ann. "Yaqulget qaillun pilartat (what the birds do): Yup'ik Eskimo
understanding of geese and those who study them." Arctic (1999): 1-22.
Fienup-Riordan, Ann. Boundaries and passages: rule and ritual in Yup'ik Eskimo oral
tradition. Vol. 212. University of Oklahoma Press, 1995.
Ford, Jesse. "The relevance of indigenous knowledge to contemporary sustainability."
(2001).
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and on their use of renewable natural resources." Annu. Rev. Anthropol. 34 (2005):
121-138.
Gómez‐Baggethun, E. R. I. K., Sara Mingorria, V. I. C. T. O. R. I. A. Reyes‐García, Laura
Calvet, and Carlos Montes. "Traditional ecological knowledge trends in the transition
to a market economy: empirical study in the Doñana natural areas." Conservation
Biology 24, no. 3 (2010): 721-729.
Greenough, Karen Marie. "Development Agents And Nomadic Agency: Four Perspectives in
the Development “Market”." NAPA Bulletin 27, no. 1 (2007): 110-128.
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of anthropology 13, no. 1 (1984): 519-558.
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(1980): 240-258.
* Haenn, N., Harnish, A. & Wilk, R. (2016). The Environment in Anthropology (Second
Edition): A Reader in Ecology, Culture, and Sustainable Living. New York, USA: New
York University Press. https://doi.org/10.18574/9781479862689
Harris, Marvin, Nirmal K. Bose, Morton Klass, Joan P. Mencher, Kalervo Oberg, Marvin K.
Opler, Wayne Suttles, and Andrew P. Vayda. "The Cultural Ecology of India's Sacred
Cattle [and Comments and Replies]." Current Anthropology 7, no. 1 (1966): 51-66.

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Havinga, Reinout M., Anna Hartl, Johanna Putscher, Sarah Prehsler, Christine Buchmann,
and Christian R. Vogl. "Tamarindus indica L.(Fabaceae): patterns of use in traditional
African medicine." Journal of ethnopharmacology 127, no. 3 (2010): 573-588.
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38, no. 4 (1997): 605-630.
Heatherington, Tracey. "Rumpelstiltskin's Deliverables: Grimm Inspiration for Humanism in
Development." Anthropology and Humanism 35, no. 1 (2010): 66-80.
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Multicentric"." Culture & agriculture 29, no. 2 (2007): 63-69.
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* Kopnina, Helen, and Eleanor Shoreman-Ouimet, eds. Routledge handbook of
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(1999): 23-35.

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Kuhnlein, Harriet V., and Hing Man Chan. "Environment and contaminants in traditional
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Murphy, Robert F., and Julian H. Steward. "Tappers and trappers: Parallel process in
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Veteto, James R., and Joshua Lockyer. "Environmental anthropology engaging
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* Indicates possible recommended texts for the course.

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