Introduces students to short-term interactions between the atmosphere, oceans, and land, and how these interactions produce weather. The course covers various meteorological topics, including atmospheric structure and circulation, fronts and air masses, extreme events such as thunderstorms, tornadoes, and hurricanes, and forecasting. The associated lab focuses on practical weather forecasting, measurement techniques, mapping protocols, and includes site visits to interact with operational meteorologists.

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Introduces basic ecological concepts before taking up human interactions with the earth and how science is a tool for environmental problem-solving. Includes discussion of models of population growth, the concept of the commons, thermodynamics, and complex policy issues such as biodiversity, logging, grazing, risk-assessment, climate change and energy. An interdisciplinary course with special emphasis on developing critical thinking skills. Concurrent enrollment in ENV 36 (laboratory) available. Fulfills three credits toward Global Perspectives requirements.

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Hands-on lab and field exercises designed to enhance understanding of concepts discussed in ENV 35. Includes making estimates of population sizes, conducting a biodiversity survey, identifying local bird species, learning about geologic materials, using digital mapping software, analyzing water chemistry, and visiting nearby natural areas and environmental facilities. Required for ENSP majors; optional to others. Concurrent enrollment in ENV 35 required.

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A study of present and future energy resources, technologies and their environmental consequences. Topics include the automobile, solar energy and electricity produced by conventional and nuclear power plants. Three hours of lecture per week.

A forum for new, introductory-level academic inquiries into environmental science and policy. See Drake's course schedule or contact the ENSP director for details.

Citizenship is increasingly mediated by digital communication. Political parties interact with members online; interest groups use Web sites and electronic mail to woo the public; media organizations perpetually update the news on their information-rich sites; government makes vital information and documents available via the World Wide Web. Through a combination of lectures, lab-based discussions, and required service-learning lab interventions with community members (ENV 53), this class explores the impact of these and other aspects of the emerging digital citizenship.

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In this lab class students will receive instruction on how to teach computer skills and then those students will lead service-learning sessions involving digitally under-served populations in the Des Moines area. Students will refine their own computer skills through various Web-based sources, explore methods of pedagogy suitable for various age groups, design learning strategies for various populations and then analyze the effectiveness of the service-learning interventions.

Introduction to Geographic Information Systems: This course is designed for students who wish to learn the basics or increase their knowledge of introductory concepts of this rapidly expanding field. GIS concepts and applications are discussed in a multidisciplinary context. Students explore ESRI's ArcView software including the tools used to input, manage, analyze, and display geographic information.

Teaches advanced field observational skills using problems in plant biology, animal ecology, and physical geology in conjunction with an exploration of American environmental literature by Annie Dillard, Aldo Leopold, Henry Thoreau and John Muir. Students are challenged to develop new scientific and outdoor skills and make deeper, personal connections to the land. Involves out-of-state travel to a wilderness setting, short hikes, stays in group cabins, journal keeping, and a 24-hour solo camping experience.

Students explore environmental learning experiences at the Neal Smith (formally Walnut Creek) National Wildlife Refuge, the site of a large-scale, Federally-funded tallgrass prairie restoration project.  The course focuses on the development of skills in theoretical and applied ecology through participation in a hands-on project in the laboratories of the Prairie Learning Center, at the refuge, and / or at a refuge restoration site.  This class will require commitment to on-going field activities, lectures and discussions at Drake, and a public presentation at Drake.  Prereqs.: BIO 2, ENV 35-36, and consent of director. BIO 8 or BIO 117-118 are recommended.

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The primary objective is to get students first-hand experience in federal agencies that have significant environmental policy responsibilities, such as the Environmental Protection Agency, the United States Department of Agriculture, or the Department of Justice. Half-day seminars with agency personnel are also presented as valuable networking opportunities for students who may be seeking summer internship opportunities in a federal agency. A second objective is to introduce and study in a classroom setting the process of rulemaking in federal agencies. A third objective is to expose students to a National Science Foundation-funded research community that is emerging in connection with my research. Finally, the course includes a number of guided and unguided trips to monuments and federal buildings, such as the Whitehouse and the Korean and Vietnam war memorials.

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Extended outdoor experience on an environmental topic (varies). See Drake's course schedule and ENSP director for details.

Application of ecological theory to managing earth's biodiversity. Includes consideration of ethical and political frameworks, definitions of species, population genetics, landscape ecology, design of parks and preserves, species recovery plans, current efforts in restoration ecology, and sustainable development. Features case study approach, student-led discussions of primary literature, lab and field experiences including a required weekend trip. Prereqs.: BIO 2, BIO 117-118, or consent of instructor.

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An interdisciplinary investigation of anthropogenic global change, using "global warming" as a semester-long case study. Students learn an effective approach to investigating a major environmental issue by first obtaining a strong scientific background in the issue, building computer and conceptual models to test scenarios, and finally investigating various policy options. Climate physics, paleoclimatology, biology, uncertainty analylisis, economics, and risk assessment are some of the tools we will learn to apply to this issue.

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A forum for new, advanced-level academic inquiries into environmental science and policy. See Drake's latest course schedule or ENSP director for details.

In this course, students will take a look at some of the most widespread quantitative techniques for environmental decisionmaking, including dynamic modeling, cost-benefit analysis, contingent valuation, risk/uncertainty analysis, and optimization. We will construct simple computer models and analyses to get a good sense of what these tools can do for us, and where they break down. Students will learn how to use these tools and how to be a skeptical consumer of information provided by others.

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The objectives in this course are to present theoretical models and case studies that familiarize students with the fundamental processes that produce environmental policy. Environmental Politics and Policy provides an analytical framework for making sense of the origin and limitations of landmark legislation.

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ENV 157 Environmental Justice - 3 Credit Hours. Environmental justice explores the hypothesis that hazardous industrial activity occurs disproportionately in lower income and/or minority neighborhoods. We will look first at the way that knowledge about toxic hazards enters the public sphere, as well as the role of experts and citizens interpreting that information. Then we examine the history of the environmental justice movement, current policy choices, and numerous case studies.

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Applications of Geographic Information Systems: This course acquaints students to "real world" GIS solutions by taking a project from concept to completion; this includes generating project proposals, acquiring and creating data, performing spatial analysis, project presentation, and product delivery. Students learn to identify issues at all phases of project a GIS project and work with the client and fellow team members to creatively solve problems. Client and consultant relationships are established by working with Central Iowa agencies and organizations. Students are exposed to internship opportunities and are able to network with professionals in a variety of fields.

A seminar that brings aspects of biology, chemistry, geology and physics to bear on a contemporary environmental topic such as energy, soil conservation, hydrology, climate change, land use planning, sustainability or ecosystem ecology. May involve construction of models, performance of simulations or empirical tests Open as an elective to all Drake seniors; required capstone for ENSP seniors.

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Directed experience in laboratory instruction. May involve helping staff with set-up, conduct and evaluation of lab and field experiences. In preparing to help students learn material, assistants have the opportunity to re-examine their knowledge and acquire practical experience alongside a teaching mentor. By invitation or approval of instructor for specific ENV offerings.

Extended, usually off-campus experience involving an environmental theme. May include work in local or state government, with law or consulting firms, conservation groups, nature centers or news agencies. Written report, public oral presentation upon completion. Prereqs.: BIO 2, CHEM 2, ENV 35-36, and consent of director.

Extended experience developing a particular scientific question concerned with the environment. May be of independent design or part of larger projects mentored by academic, government or industry scientists. Collaborative, but student must take the lead in acquisition and analysis of data Written report, public oral presentation upon completion. Prereqs.: BIO 2, CHEM 2, ENV 35-36, and consent of director.

Involves student-led inquiry into an environmental topic of interest as approved by the director and in association with at least one faculty mentor. Culminates in written report; other details arranged.