Syllabus: Issues in Environmental Science
Spring Semester 2026

About Your Instructor

Welcome! My name is Dr. Starr and I’m excited to be your professor for ENVR 1302 for the Spring 2026 semester. I’m passionate about environmental science and I’m equally passionate about education. My goal is to offer you a course that is both rigorous and flexible. By the end of the semester I want you to have learned plenty, but I also want you to look back and say you had fun. Let’s jump in!

About this Document 

This document is a syllabus, which is a contract between you (the student) and me (the professor) — it outlines everything you need to know to be successful in this course. Please read it carefully, as it contains important information relevant to your enrollment, grades, and what we can both expect.

About the Course

Course Objectives

In this class, you’ll learn about some of the major environmental problems facing global society, and examine how these issues impact Earth’s life support systems and generate conflict in their solutions or in the absence of solutions. We’ll discuss the interaction of science, technology and society as they apply to these issues. One objective will be to find solutions to these environmental problems.

• Demonstrate critical thinking skills including creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information. (THECB Core Objective)
• Demonstrate communication skills including effective development, interpretation, and expression of ideas through written, oral and visual communication. (THECB Core Objective)
• Demonstrate teamwork skills to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. (THECB Core Objective)
• Demonstrate personal responsibility including the ability to connect choices, actions, and consequences to ethical decision making. (THECB Core Objective)

Course Learning Outcomes and Rationale

Students will use the scientific method and ecological principles in analyzing and evaluating the solutions to environmental issues that are controversial in American society as contrasted with other cultures both past and present. Students will use critical thinking  to scientifically “resolve” these issues. Students will examine the ethical problems that arise from these issues and their possible solutions. Students will address these problems in light of the failures and successes of other civilizations and the potential success or failure of the current global civilization.

We will discuss these topics in class and in written assignments. The course outcomes will address the general education competencies of written and oral communications, critical thinking, interpersonal skills and quantitative and empirical reasoning.

Student Learning Outcomes

Students will use the scientific method and ecological principles in analyzing and evaluating the solutions to environmental problems that the country and international community faces with respect to societal values and traditions. The students will also analyze the environmental ethics that apply to these problems and their solutions. These outcomes also address the general education competencies of critical thinking and quantitative and empirical reasoning. Discussions of these issues as well as written essays include the competencies of critical thinking and written and oral communication. Our departmental learning outcomes are as follows:

1. Define the major environmental issues relevant to today’s society both domestic and abroad.
2. Describe the scientific method, and that with its use science provides a reliable, rigorous and unbiased way to gain knowledge of the natural world.
3. Apply critical thinking to evaluate environmental issues, analyze existing systems, and develop potential solutions within an ethical framework.
4. Analyze Past and present systems that influenced the major issues in environmental science today.
5. Evaluate environmental issues in order to conceptualize potential solutions.
6. Demonstrate an understanding of major environmental issues through written, oral, and other interpersonal communication.

Required Materials and Technology

Students will need access to the internet, Blackboard, and ACCmail. Students will also need access to a phone, a phone camera/digital camera, and a scanner/scanner app. If students registered for this course have any issues with access to the listed materials and technologies, it is imperative they reach out to the instructor as soon as possible at the start of the semester.

Throughout the semester, students will engage in in-class activities, assignments, and projects that may require them to source materials. For example, one project asks students to make an art project out of waste materials — please review the assignment details for each assignment to ensure you have access to things you need. If you have any trouble whatsoever, just let me know and we’ll come up with a solution.

Instructional Methodology

This class is an online course. Students will use Blackboard for assignment instructions, submitting assignments, communication, and collaboration. When handwritten assignments are required, students will hand the assignment to the professor before the end of class. Course announcements, links to online resources, and grades will be available through Blackboard. Office hours will be held in-person, virtually on Zoom, and over the phone. 

Expectations

Students are expected to spend a few hours per week reviewing course materials and completing assignments and exams. Each week, students will complete all listed assignments by Sunday at 11:59 pm CST.

Inclusivity

This course is designed to be as inclusive and representative as possible. I take my own experiences into account when delivering content, and I do my best to stay well-informed to other experiences. I’m confident this helps to enrich course content for students. That being said, I believe there is always room for improvement, so I welcome and appreciate constructive feedback in this area. 

My personal lectures (those credited to Paepin Starr)  include trigger warnings, accessible alternative texts for screen readers (for those who identify as visually-impaired), alternative descriptive texts for images and videos (for those who identify as hearing-impaired), accessible colorings and fonts (for those who identify as visually-limited or colorblind), and thorough written definitions (to serve those with ADHD, dyslexia, or any learning disabilities).

Finally, I put forward that I am or have been involved in groups that serve LGBTQIA+ populations, indigenous populations, single parents, and people of color, as these are all groups with which I identify. I am also an ally to other underrepresented populations, and I offer a safe space in the context of my classroom, in office hours, and through any other communication we may have. Please know you are encouraged to reach out to me if you find you need support. I will be more than happy to direct you to resources, advisors, and appropriate support offices here on campus.

Assignments, Assessments, and Grades

Required Course Orientation

During the first week of the semester students must:

• Access the course Blackboard site

• Read syllabus and take the syllabus quiz

• Complete introduction post

Grading Policy

Exam 1: 10%
Exam 2: 10%
Exam 3: 10%
Exam 4: 10%
Capstone Project: 10%
Assignments: 45%
Discussion Board Assignments: 5%
 

Discussion Board Assignments

You will be asked to complete various discussion board assignments related to your module topics. Each discussion board is associated with a rubric, so please review expectations before completing your assignment. You will not be able to edit your post after you submit. Please use the in-line writing tool in Blackboard. Unless the assignment asks for a separate upload (some do), you will not receive credit for uploaded PDFs, .doc files, .docx files etc. 

Be cautious of copy-pasting into Blackboard, as the formatting is often changed by the LMS. If you need to copy-paste, be sure to use the HTML function to edit your post and ensure the formatting is correct.

Exams

There will be four exams during the course of the semester. Each test covers material within the modules outlined in the course calendar Each test contains 50 multiple choice questions. All tests are open book/open note.

Makeup exams will only be offered for students experiencing extreme circumstances and only at the discretion of the instructor. In order to be eligible for a makeup exam, the student must clearly communicate their need to miss the exam and must make every attempt to reach out to the instructor ahead of the exam day. Grades for makeup exams will be returned to the student at the convenience of the instructor, usually during the next week’s grading period.

Exams must be completed by 11:59 pm on their due date. I highly suggest students complete the exam early so that there are no issues with Blackboard submission at the deadline. Each exam question will offer a point value so that students know how much each question is worth as they complete them.

Assignment Submission

Blackboard assignment submissions are accepted in .doc, .docx, and .pdf formats. Images are accepted in .jpg, .png, and .pdf formats. Audio is accepted in .mp3 format. Videos are accepted in .mp4 format. I do not accept Google Doc files, as they violate FERPA.

Advice

When it comes to course content, if you’re having trouble or if you have any questions, seek help from me immediately. Please don't wait until the last days of the semester to reach out. Be sure you have a full understanding of the topics. Stay up-to-date on current environmental science news and events. (I don’t expect you to recite headlines, but I do expect that you have a general knowledge as to what’s going on in the world to be able to answer open-ended questions.)

ACC Policies

Withdrawals (W) and Incompletes (I)

Withdrawal and incomplete requests after the drop deadline are only permitted for emergencies and only with departmental approval. An incomplete (grade of "I") will only be given if extenuating circumstances keep a student from completing the final exam. Incompletes must be requested in writing/email with documentation of the extenuating circumstances sent to ACC. If a grade of “I” is given, the final examination must be taken by a date set by the student and professor. This date may not be later than two weeks prior to the end of the next semester.

If you drop the class you must do the paperwork and contact the administration. If you decide to drop this class, you should protect your academic record by withdrawing no later than the drop date for the semester: April 28. You must also verify that you have successfully withdrawn from the class before the final withdrawal date. You are also strongly encouraged to hang onto any paperwork should there be a problem regarding academic records.

Online Conduct

ACC expects professional conduct from faculty and students.  This also extends to distance classes.  Conduct that interferes with the ability to teach or learn will result in removal from class pending review by the Dean of Student Affairs. Inappropriate behavior includes disparaging or threatening emails. Read your student handbook, as you agreed to everything in it by registering for class. 

Prerequisites

Reading and math proficiency as proven by passing score on ACC assessment or TASP tests, or by exemption through hours from another college. One year of high school science is required.

FERPA, HIPAA, and Secure Communication

To protect your privacy, I kindly ask that you communicate with me via Blackboard, using your ACC email address, in-person, or (if scheduled) over the phone. This is meant to help keep you safe and prevent others from contacting me on your behalf without your permission. Please do not access course materials on Google Drive using an email other than your ACC email – it will not work, as I’ve set permissions to only accept institutional requests. 

Please do not send me any medical details that you do not wish to provide. I will never ask for a doctor’s note for an absence, but I may request that you provide documentation to the college through official channels for the purpose of accommodation. Please do not disclose personal information that you wish to keep private through any channel that is unofficial. Please do not BCC me on emails.

Statement on Scholastic Dishonesty

Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to, cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work.

Academic work submitted by students shall be the result of their thought, research or self-expression. Academic work is defined as, but not limited to, tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework.

Statement on Students with Disabilities

From ACC: “Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request accommodations through the Office of Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.”

I will do my absolute best to make sure your needs are met, and I will create alternative assignments when necessary. My goal is to make sure you have an amazing experience in this class, so I put a lot of effort into making sure the class fits each student individually.

From ACC: “Students requesting accommodation must provide the instructor with a letter of accommodation from the Office of Students with Disabilities (OSD) at the beginning of the semester. Accommodations can only be made after the instructor receives the letter of accommodation from OSD.”

Please don’t delay in sending your accommodation letter, as I’m required to have it on file in order to create alternative assignments and provide accommodations. Again, I am more than happy to do so and I look forward to making sure this class meets your needs.

Statement on Academic Freedom

From ACC: “Institutions of higher education are conducted for the common good. The common good depends upon a search for truth and upon free expression. In this course the professor and students shall strive to protect free inquiry and the open exchange of facts, ideas, and opinions. Students are free to take exception to views offered in this course and to reserve judgment about debatable issues. Grades will not be affected by personal views. With this freedom comes the responsibility of civility and a respect for a diversity of ideas and opinions. This means that students must take turns speaking, listen to others speak without interruption, and refrain from name-calling or other personal attacks.”

Student Support Services

Resources to support you are available at every campus.  Please see the links below for helpful resources:

Food pantries are available at all campus Student Life offices (https://sites.austincc.edu/sl/programs/foodpantry/). 

Assistance paying for childcare or utility bills is available at any campus Support Center (http://www.austincc.edu/students/support-center). 

For sudden, unexpected expenses that may cause you to withdraw from one or more of your courses, go to http://www.austincc.edu/SEF to request emergency assistance through the Student Emergency Fund.  

Help with budgeting for college and family life is available through the Student Money Management Office (http://sites.austincc.edu/money/).  

Counselors are available at any campus if you experience a personal or mental health concern (http://www.austincc.edu/students/counseling).  All services are free and confidential. 

Other Student Services

ACC Testing Center policies can be found at: http://www2.austincc.edu/testctr/

Student Services: Web address: http://www2.austincc.edu/resources_students/services.php

Instructional Services: Web address: http://www3.austincc.edu/evpcss/memos/reference.htm, then click “Campus Based Student Support Overview”.

25 Myths That Are Destroying the Environment by Daniel B. Botkin (Author), Alfred Runte (Foreword) (https://www.amazon.com/Myths-That-Destroying-Environment-Environmentalists/dp/1442244925)

Students will use the scientific method and ecological principles in analyzing and evaluating the solutions to environmental issues that are controversial in American society as contrasted with other cultures both past and present. Students will use critical thinking  to scientifically “resolve” these issues. Students will examine the ethical problems that arise from these issues and their possible solutions. Students will address these problems in light of the failures and successes of other civilizations and the potential success or failure of the current global civilization.

Students will use the scientific method and ecological principles in analyzing and evaluating the solutions to environmental problems that the country and international community faces with respect to societal values and traditions. The students will also analyze the environmental ethics that apply to these problems and their solutions. These outcomes also address the general education competencies of critical thinking and quantitative and empirical reasoning. Discussions of these issues as well as written essays include the competencies of critical thinking and written and oral communication. Our departmental learning outcomes are as follows:

1. Define the major environmental issues relevant to today’s society both domestic and abroad.
2. Describe the scientific method, and that with its use science provides a reliable, rigorous and unbiased way to gain knowledge of the natural world.
3. Apply critical thinking to evaluate environmental issues, analyze existing systems, and develop potential solutions within an ethical framework.
4. Analyze Past and present systems that influenced the major issues in environmental science today.
5. Evaluate environmental issues in order to conceptualize potential solutions.
6. Demonstrate an understanding of major environmental issues through written, oral, and other interpersonal communication.