Student Learning Outcomes

Environmental Sciences

Students completing courses in the Environmental Sciences will:

1. apply accepted understandings and principles of modern science as the primary means of     characterization and assessment of natural systems.
2. clarify and simplify the basic foundations of modern, scientific evolution theory in terms of genetics theory and ecology theory

Given a claim about the role of evolution in a biological system, students will be able to dissect the claim to reveal myths or other fallacies present in the claim.

Given a claim about the workings of a biological system such as a living individual, or whole ecosystem, the student will be able to:

▪    Critique the claim in terms of its scientific rigor

▪    Evaluate rhetoric in terms of supporting evidence

▪    Distinguish bias from objectivity.

Given a map of the world, students will be able to:

▪    Indicate locations where basic biogeochemical processes are most prevalent, and distinguish how each kind of biogeochemical process influences the global environment both physically and biologically.

▪    Indicate the distribution patterns of biodiversity, major ecosystems, make general statements about the ecological value of biodiversity, and enumerate current threats to biodiversity.

▪    Articulate the astronomical, planetary and local causes of climate, indicate global climate zones, and explain how climate influences the organization of life into the world’s major ecosystems.

▪    Predict how a warming planet could produce regional climate changes and how those changes could force reorganizations in the world’s major ecosystems.

Placed in the field at a regional wilderness area, the student will be able to:

▪    Identify 20 or more native plants and animals and infer how certain features on any given plant or animal might help it succeed in its present habitat.

▪    Identify the surrounding plant communities and justify their placement with respect to the observed mix of physical conditions.

▪    Generalize why in some communities the pursuit of water supersedes the pursuit of nutrients and sunshine – and vice versa.

▪    Place themselves on a topographic map