PSYC 0170 - Environmental Psychology
http://catalog.sierracollege.edu/course-outlines/psyc-0170/
Catalog Description Course Student Learning Outcomes CSLO #1: Analyze the history of American attitudes and ethics towards wilderness, and the history of Western notions of human nature. CSLO #2: Evaluate the interdependent nature of the human/environment relationship. CSLO #3: Evaluate models of environmental degradation and psychological pathology. CSLO #4: Apply multi-theoretical perspectives in psychology (cognitive, behaviorist, biopsychology, humanistic, psychoanalytic, evolutionary, and Social Learning Theory) to issues inherent in the human-environment relationship. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. History, Systems and Contemporary Perspectives: A. Define environmental psychology. B. Discuss the basic tension between people and "nature". C. Briefly describe different philosophical perspectives relative to "human nature". D. Describe historical psychological viewpoints related to "nature". E. Evaluate and contrast urban and rural environmental psychologies. F. Compare and contrast contemporary perspectives on human behavior and environmental degradation. 2. Research Methods: A. Explain benefits and drawbacks of types of research methodology in exploring environmental psychology. B. Describe purpose of "operationalizing variables". C. Apply scientific standards of measurement to an environmental issue and justify your choice of measurement. D. Elucidate reasons for the consideration of economics in research design. E. Demonstrate an understanding of the problem of bias in research. F. Evaluate "ecological footprint" as a measurement tool. G. Define "environmental hysteria" and discuss the issue of backlash. H. Compare and contrast the benefits and limitations of science in ecopsychology. 3. Developmental Perspective: A. Compare and contrast children's experiences in natural and constructed environments. B. Discuss children's relationship with animals. C. Describe examples of life experience and environmentalism. D. Compare and contrast moral reasoning theories. E. Evaluate the role of "nature" in children's identity formation. F. Discuss IQ, behavior and environmental toxicity research. 4. Learning: A. Describe Skinner's perspective on "green behaviors". B. Compare and contrast efficacy of rewards versus punishers in creating behavior change. C. Evaluate social learning theory and environmental behaviors. D. Develop a plan using behavioral shaping model to teach a simple pro-environment behavior outcome. 5. Relation of human pathology to environmental pathology: A. Describe DSM definitions of: Depression, Anxiety, Autism, Schizophrenia, Dissociative Disorders, etc. B. Describe major environmental issues: Climate change, Dependence on fossil fuels, waste management, air/water/soil/light pollution. C. Discuss the relationship between A. and B. D. Trace the development of US consumption and standard of living changes alongside the development of technology. 6. The Human/Animal Connection A. Compare and contrast theories of emotion relative to human and animal "minds". B. Evaluate the merits and drawbacks of the evolutionary psychological perspective. C. Identify the strengths of biodiversity and the multiplicity of the psyche. D. Describe the repercussions of extinction. E. Describe the repercussions of overdomestication. F. Examine the food production system. 7. The Human/Environment Connection: A. Evaluate efficacy of persuasion techniques to change group behavior. B. Construct a plan to alter an environmentally destructive behavior using social influence. C. Describe and contrast institutional power versus individual power. D. Expound on the role of media in both pro and anti environmental behaviors. 8. Models of Health-Sustainability: A. Discuss the role of reciprocity in human-earth relationship. B. Define mindfulness and discuss examples of its application to behavioral choices. C. Compare and contrast models of consumption behavior. D. Evaluate the branding of "green" and the advantages and disadvantages of a "brand". E. Define, compare and contrast the ecofeminist perspective with other ecological movements relative to social identity formation. F. Describe the relationship between social justice, economic justice and efficacy in ecopsychological progress. G. Explain how construction of "sense of place" contributes to ecological behavior choices. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D9 Psychology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: History, Systems, and Contemporary Perspectives. 1. In an essay, student's will Explicitly discuss how social justice, economics and environmentalism factor into inequality in resource distribution worldwide. Rubric Grading. Objective Examinations Example: Students will take a multiple-choice test on The Human/Earth Connection. Standard Grading. Example Question: Which of the following should create the MOST cognitive dissonance? a) you buy a new pair of shoes made in China b) you fly to Chicago for your cousin's wedding c) you eat swordfish two days after reading about their near extinct status d) you drive an SUV up to Tahoe during December holidays. Projects Example: The Human/Animal Connection: Research the production of one animal product (i.e., butter, eggs, hot dogs, etc.) and present findings to the class. Rubric Grading. Reports Example: History, Systems and Contemporary Perspectives: For well over one-hundred-years, psychologists have written about the need for humans to "conquer nature." Considering the variety of ways in which this human/nature divide has been theorized, choose at least three major historical perspectives and explore ways in which contemporary psychologists have approached the quandary. In particular, emphasize how this divide may be minimized. Rubric Grading. Repeatable No Methods of Instruction Lecture/Discussion Lecture: The Human/Earth Connection: In class, Instructor presents the short documentary "Water Women" and asks each student to create a flow chart of the daily use of water in these women's lives and how it has been affected by private interest and climate change. The class, as a whole, creates a diagram that best describes the issues as well as labels the psychological processes that influence the daily lives of the women. Students are assigned an issue such as "How do you encourage people to use the stairs instead of the elevator?" or "How do you promote energy efficiency in light usage in the dorms?" and they must use known behavioral techniques and social learning theory to develop potential solutions to changing the behavior. Typical Out of Class Assignments Reading Assignments 1. Read Shapiro's "Restoring Habitats, Communities, and Souls" from Ecopsychology. Describe how this author is suggesting that humans and nature may exist in synergy. 2. Read Kanner and Gomes "The All Consuming Self" from Ecopsychology. In what ways has consumerism become a matter of personal and cultural identity? Writing, Problem Solving or Performance 1. Explain the environmental impact and health implications of producing an assigned product (i.e., diet coke, candles, air fresheners, lipstick, cell phones). Using images, and at least two outside, cited references present findings to the class. 2. After watching the movie "Food, Inc." write a two page paper describing how food production and consumption is a reflection of our cultural values. 3. Contemplate your own patterns of consumption and write a brief essay on the ways in which feelings of "relative depravation" or "zero-sum game" may have influenced your decision to obtain an object that exceeded your needs. Other (Term projects, research papers, portfolios, etc.) Major Research Paper For well over one-hundred-years, psychologists have written about the need for humans to "conquer nature." Considering the variety of ways in which this human/nature divide has been theorized, choose at least three major historical perspectives and explore ways in which contemporary psychologists have approached the quandary. In particular, emphasize how this divide may be minimized. Required Materials Psychology for Sustainability Author: Scott, Britrain Publisher: Routlege Publication Date: 2016 Text Edition: 4th Classic Textbook?: OER Link: OER: Ecopsychology Author: Roszak, Theodore (ed.) Publisher: Sierra Club Books Publication Date: 1995 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
