A Day in the Life of a New York Scientis
Day in the Life of a Scie
NY based scientists conduct enriching laboratory- and field-based research on a variety of topics related to environmental science. In this course we will visit various field and lab sites to learn about the different methodologies utilized by these scientists. With hands-on experiments and data collection you will experience a day in the life of a scientist, develop new skills, and explore various career paths.
- R 3 p.m.-3:50 p.m.
- 2 points
BROWNFIELDS
Prerequisites: One college level science course or permission of the instructor. Anyone who has taken EESC BC1002 Introduction to Environmental Science cannot take this course. Brownfields considers interconnections between groundwater contamination, toxics, human health, government, economics, and law using the award-winning interactive learning simulation Brownfield Action, Through a semester-long, laboratory exploration of a simulated brownfield, students engage in an environmental site assessment and development of a plan for remediation and revitalization.
- TR 10:10 a.m.-11:25 a.m.
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Instructor:
Sedelia Rodriguez
CULPA: 1 Info - 3 points
ENVIRONMENTAL MEASURMENTS
Prerequisites: Enrollment limited. Required field trip on first Friday of the semester. Hands-on approach to learning environmental methods. Students take a one-day cruise on the Hudson River to collect environmental samples. These samples are then analyzed throughout the semester to characterize the Hudson River estuary. Standard and advanced techniques to analyze water and sediment samples for nutrients and contaminants are taught.
- MW 10:10 a.m.-noon
- MW 2:10 p.m.-4 p.m.
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Instructor:
Brian Mailloux
CULPA: 10
h-index: 36
Info
- 3 points
ENVIRONMENTAL DATA ANALYSIS
Prerequisites: One year of college science or EESC V2100 or permission of the instructor. Acquisition, analysis, interpretation, and presentation of environmental data, assessment of spatial and temporal variability. Focus on water quality issues and storm surges. Uses existing and student-generated data sets. Basic principles of statistics and GIS, uses standard software packages including EXCEL and ArcGIS. Includes a half-day field trip on a Saturday or Sunday. General Education Requirement: Quantitative and Deductive Reasoning (QUA).
BIRD,PLANT &LAND-USE DYNAMICS
Prerequisites: Enrollment limited to 16 students. One year of college-level science. Primarily for Environmental Majors, Concentrators and Minors. This class looks at the response of wildlife (birds and plants) to climate change and land-use issues from the end of the last glaciation to the present. Case study topics are: (1) land-use and climate change over time: a paleoenvironmental perspective, (2) environmental transformations: impact of invasive plants and birds and pathogens on local environments and (3) migration of Neotropical songbirds between their wintering and breeding grounds: land-use, crisis and conservation. We visit wildlife refuges along a rural-suburban-urban gradient in order to observe and measure the role refuges play in conservation. Format: lecture, student presentations, short labs, data collection/analysis and field trips (some on a weekend day in April in place of the week day meeting).
- R 12:10 p.m.-2:40 p.m.
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Instructor:
Terryanne Maenza-Gmelch
CULPA: 14
h-index: 5
Info
- 3 points
Bermuda: Case Studies in Environmental S
Bermuda: Env Susdev
This course focuses on the ecology, geology, and sustainability of Bermuda. Students will explore the local flora, fauna, geology and hydrology of various habitats in the context of environmental change brought on by issues such as rising global temperatures, invasive species, and development. Students will also look into sustainability issues, such as energy, drinking water, solid waste, and wastewater issues, some of which the country addresses in unique ways. The course will also contrast some of these topics with those in the NYC area and other subtropical and tropical islands.
Classes will meet during the spring semester at Barnard in preparation for a field trip to Bermuda for five days during spring break.
Students and faculty will use the Bermuda Institute of Ocean Sciences (BIOS) field station for both lodging and laboratory facilities. BIOS will provide bus and boat-based transportation.
The excursions to caves, volcanic and pink sand beaches, outcrops, rare plant habitats and bird conservation areas in addition to engagement with the local experts at BIOS will provide an authentic opportunity to study the natural history of and environmental threats to an offshore island compared to our local environment in NYC.
Students will take detailed field notes in Bermuda. After returning from the trip, they will focus on one or two aspects of the field trip and research related issues in depth. Topics will include: transportation, energy acquisition, electricity generation, wind energy, solar power, carbon capture and storage, drinking water, waste management, sewage treatment and disposal, biological conservation, ecological restoration, social & environmental justice, economy, and food supply. Students are also encouraged to compare issues in Bermuda with NYC and other islands.
The final products of the semester will be a detailed field journal, a mini research project with an annotated bibliography and a poster summarizing the results.
- W 8:40 a.m.-9:55 a.m.
- 3 points
Urban Oceanography: Where the City Meets
New York City’s population of ~8.4 million is surrounded by a coastline that stretches 520 miles (~837 km), abutting the ocean, rivers, estuaries, bays, and inlets. Together these components make up the urban ocean system. To put this in perspective, the length of NYC’s coastline exceeds the sum of Miami’s, Boston’s, Los Angeles’, and San Francisco’s coastlines. This presents a unique interplay between nature and the human population, with all of the nuances associated with social behavior. Therefore, it is critical to combine a deep knowledge of the physical, chemical, geological, and biological properties of coastal waters with a thorough understanding of climate change, influence of policies, and the systemic and cascading impacts of environmental racism. In this class we will study the components of urban oceanography in the context of NYC with local case studies. We will collect data in the field, conduct hands-on activities, use technology, and learn from climate activists to deepen our understanding of the water that surrounds us, and our relationship to it. We will utilize a variety of technical readings, essays, and poems to catalyze written reflections and discussions.
Learning Outcomes:
Upon completion of the course, students will:
Develop, deepen, and demonstrate their knowledge base covering the physical, chemical, biological, and social components characteristic of urban oceans, globally and in New York City
Communicate the complexities that underpin urban oceanographic processes using both oral and written methods in a manner appropriate for a range of audiences
Utilize technology and generate data to ask, analyze, and answer scientific questions
Conduct field and lab work that promotes exploration of local coastal ecosystems
- TR 10:10 a.m.-noon
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Instructor:
Logan Brenner
CULPA: 5 h-index: 4 Info - 3 points
ENVIRONMENTAL LAW
Process-oriented introduction to the law and its use in environmental policy and decision-making. Origins and structure of the U.S. legal system. Emphasis on litigation process and specific cases that elucidate the common law and toxic torts, environmental administrative law, and environmental regulation through application and testing of statutory law in the courts. Emphasis also on the development of legal literacy, research skills, and writing.
- F 8:40 a.m.-11:10 a.m.
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Instructor:
Dana Neacsu
h-index: 8 Info - 3 points
ENVIR SCIENCE SENIOR SEM II
Guided, independent, in-depth research culminating in the senior thesis in the spring. Includes discussion about scientific presentations and posters, data analysis, library research methods and scientific writing. Students review work in progress and share results through oral reports. Weekly seminar to review work in progress and share results through oral and written reports. Prerequisite to EESC W3901.
- R 4:10 p.m.-6 p.m.
- 3 points
INDEPENDENT STUDY
Prerequisites: Permission of the chair required. Does not provide major credit. Advanced projects for students who have adequate backgrounds to work independently with guidance from a member of the faculty.
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Instructor:
Martin Stute
CULPA: 7 h-index: 52 Info - 1-4 points