Syllabus
CDAE 195/ESCI 430: Sustainable Development Project-Based
Service-Learning Course Belize
Spring, 2007, January 5-April 28, 2007
Location: Galen University and onsite,
Time: Tue, Thurs 1-2:30,(Fri 1:30-2:30)
Instructor: Gary Flomenhoft
Office hours: TBA
Telephone: TBA
E-mail: gary.flo@uvm.edu
Service-Learning Teaching assistant: Conor Casey
Course Summary
This course is a general introduction to the problems of sustainable
development in a developing state utilizing the case study of Belize,
Central America. Projects will be done working with local partners to
solve pressing problems which they have identified. During weekly
meetings during the semester, we will go over critical background
information about the country, do preparatory work for our field
projects, and conduct our field workshops.
Problem solving courses are different from traditional courses for
several reasons. While academics in universities study
disciplines, people in the real world study problems. That is,
problems do not respect the artificial boundaries of disciplines, and
complex problems can rarely be understood from within the narrow
framework of a single discipline. In addition to the skills of
disciplinary analysis, this course will focus on the skills of
interdisciplinary synthesis, and the communication of research results
to decision makers who can use them.
Course Objectives
Our overall objective for this course is to learn about the sustainable
development problems confronting Belize, potential solutions, and the
relevance of both to understanding problems of sustainability at larger
scales.
Specific objectives required to achieve this include:
1. Understand the system in which the specific problem occurs,
i.e. learn about Belize
2. Developing interdisciplinary problem solving skills
3. Understanding the interconnections between ecosystems, urban
systems and agricultural systems
4. Contributing to solving a real life problem
5. Learning effective communication skills to help translate
research into action.
Topics to Be Covered
As we stated above, in this course we will study a specific problem,
then decide what we need to learn to solve it. We will however
study the following topics to better understand the system in which the
problem occurs.
1. Political, social, economic and ecological
background to Belize
2. Systems thinking
3. Influence of Globalization and trade agreements.
4. Influence of social and economic norms on
development
5. The distribution of wealth and resources
6. Agricultural Issues and Policies
7. Resource/Environmental Issues and Policies
8. Community Development Issues and Policies
9. Rainforest to reef field trip
Resources:
Local Partners
We will be working closely with Galen University Applied Research
and Development for Sustainability (GUARDS) Institute, local NGOs,
Peace Corps, and possibly local and national government officials.
Reading
Workbook
In Applied Problem Solving Approaches To Ecological Economics,
Farley, Dale, Erickson.
It lays out an approach to applied problem solving projects intended to
help set up a problem, analyze it, synthesize the elements of analysis
into a more complete understanding of the whole, then communicate
results to those who can act on the information.
Helping
People Help Themselves, by David Ellerman
Course Requirements
During the semester, attendance at the weekly class will be mandatory.
Students will be responsible for initiating their research under the
guidance of the professor, but our approach will be more 'guide by the
side' than 'sage on the stage.' We will stress communication
skills, and there will be at least 3 oral presentations in front of the
class.
We expect there will be a final presentation in Belize for
stakeholders, and we expect our project partners to be in the audience.
It must be a professional quality presentation. We are going to
Belize to learn and contribute to solving real life problems, and
expect students to be conscientiously devoted to this pursuit, which
will require significant additional time commitments.
Tentative Grading Scheme
The bulk of grade will be determined by course project
Class Participation: 20%
Project proposals: 15%
Other assignments: 12.5%
Final
Project:
25%
Presentations:
20%
Peer evaluations: 2.5%
Class Policies:
Possible Field Projects
1. Development issues and cultural preservation in
the Mayan Toledo district
2. Tumul K'in community radio station
3. Tumul K'in community business: honey, jams from
local fruits, livestock, photographs, restaurant, internet café,
bottled water.
4. Renewable energy installation project
5. AguaCaliente Watershed rapid ecological assessment
6. Construction for bagasse plant in northern
district to generate electricity from sugar cane waste
7. Oil drilling: US corporation has proposal to drill
in south near national parks as well as offshore cayes
8. Sustainable tourism issues at village adjacent to
very large Mayan site, river
9. Cruise ship tourism
10. Women’s crafts groups
11. Development program analysis
12. The Upper Moho River Alliance projects
13. Blue Creek development projects: clean drinking
water, community programs to raise livestock, building gardens,
production and sale of local crafts, bringing of electricity to the
village, Aids/HIV & malaria awareness
14. Community tourism: In the Toledo district
is a community tourism project called the Toledo Ecotourism Association
(TEA)
15. The AguaCaliente Nature Reserve is a beautiful
estuary being developed to become a sustainable tourist site