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Department of Environmental Studies Program Plan: 5-Year Report and Planning Document for 2012-2017 Lynne Trulio, Chair, and the Faculty of the Department of Environmental Studies August 13, 2012 Contents Section Starts Background ----------------------------------------------------------------------- 1 Mission ----------------------------------------------------------------------------- 1 Curriculum ------------------------------------------------------------------------ 2 Students ---------------------------------------------------------------------------- 3 Faculty ------------------------------------------------------------------------------ 5 Resources --------------------------------------------------------------------------- 6 Student Learning ------------------------------------------------------------------- 7 Summary ---------------------------------------------------------------------------- 9 Appendix A: Required Data Elements

– 10 Exhibits required by the University --------------------------------- 10 Appendix B: Additional Materials—5 Tables ------------------------------------ 21 Appendix C: BA, BS and MS Degree Structures --------------------------------- 27 Appendix D: Program Assessment Plans ----------------------------------------- 31 Appendix E: 5-Year Plan for Faculty Recruitment ------------------------------ 36 Appendix F: 2011 GE Course Assessment Reports ------------------------------ 37 Appendix G: Undergraduate Program Assessment Reports, 2007-2011 ---------------------------------------------------- 43 Appendix H: Graduate Program Assessment Reports, 2007-2011 ------------- 49 Appendix I: WASC Rubric for Assessing the Quality of Academic Program Learning Outcomes --------------------------------------------- 55 Appendix J: Faculty CVs ---------------------------------------------------------- 57

Department of Environmental Studies Program Plan: 5-Year Report and Planning Document for 2012-2017 Background. The mission of the Department of Environmental Studies at San Jose State University is "To provide a rigorous, systematic, and integrated approach to the study, management, and solution of environmental problems and issues." We achieve this objective through our strengths: a) well-tested, effective interdisciplinary curriculum, b) expert faculty engaged in the community and in research that addresses today’s problems, c) strong and growing student and societal demand, d) rigorous program assessment, and e) central relevance for educating global citizens. Students in the Department of Environmental Studies engage in active, participatory learning in order to critically address sustainability problems, from local to global scales. Faculty and staff serve diverse populations both within and outside of the university. Our degrees prepare students to be valuable members of the green economy and global society by providing the intellectual and practical skills—focusing on qualitative, quantitative and content literacy—that they will need to succeed. To achieve these goals, our mission is both inter- and multidisciplinary, synthesizing natural and physical science, social science, humanities and the arts. In addition, our General Education courses and Environmental Studies minors educate SJSU students across campus in the principles of sustainability and environmental problem-solving. The number of Environment Studies majors has grown by 78%, from 132 to 235, since 2007. The reasons for this demand are clear. California leads the US in green technology and Silicon Valley is a state center for green innovation and jobs. According to Many Shades of Green (2011; http://next10.org), the Bay Area had the greatest rate of green job growth in any part of the state, a rate of 8% compared to the statewide growth rate of 3% in green jobs. The 2010 California Green Innovation Index (Collaborative Economics and Next10; http://www.next10.org) states that, for California, “Just since 2005, green job growth has continued at 10%, and business establishments at 2%. Over this period, total statewide job growth was only 1%.” Environmental Studies has provided professionals in sustainability fields for 40 years and we continue to work to meet society’s needs for graduates who can succeed in the green tech economy. This program planning report highlights the strengths and challenges we see in preparing students to promote sustainability and succeed as global citizens. While our program has great strengths, listed in the first paragraph above, we also face significant challenges. These include: providing adequate quantitative literacy as program sizes shrink, the inability to hire enough faculty to meet student and societal demand, onerous administrative and teaching loads, inadequate classrooms and office/lab space, and the increasing time needed to supplement the budget through fund-raising and other mechanisms. Building on our strengths to address these challenges, we see expanding our on-line offerings (as appropriate), developing certificate programs, increasing focus on our students’ quantitative skills through core classes, developing an advisory board, continuing to seek tenure-track hires, continuing to fund-raise, and continuing our interdisciplinary research with colleagues around campus and at other institutions. Mission. Our programs directly support the mission of the University as a whole, which is “To enrich the lives of its students, to transmit knowledge to its students along with the necessary skills for applying it in the service of our society, and to expand the base of knowledge through research and scholarship.” The totality of our department’s work specifically addresses the six University goals listed at http://www.sjsu.edu/about_sjsu/mission/. For example, our programs meet the goal for “in-depth knowledge of a major field of study” through our rigorous core courses, combined with a required concentration or minor to provide in-depth background into a specific environmental field, such as energy, water, and natural resource restoration. Students gain “active participation in professional, artistic, and ethnic communities” through our well-developed internship and service learning courses. We directly support the College of Social Sciences mission through our interdisciplinary programs which draw heavily

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on the social sciences, especially economics, policy and psychology, to develop students who think critically about feasible environmental solutions. Appendix B, Table 1 shows how our programs map onto the University and College missions. The environmental issues that face us today are of both local and global proportions and are, without doubt, some of the most important issues facing society. Thus, a central focus of Environmental Studies is to teach students to promote sustainability through local and global actions that support ecological health, economic vitality and social equity. Environmental literacy is a critical component for educating global citizens who must understand the trans-national forces shaping their lives and society. Through our courses, students learn how global environmental changes affect different societies around the world, especially vulnerable populations and low income groups. Our global reach includes our Master of Science program which routinely supports graduate students doing research in other countries. We also educate students from other nations who take what they learn back to their home nations. Faculty have or are now conducting research in Palau, China, Italy and Central America. The central mission of Environmental Studies, to promote planetary sustainability, defines the department as a member of the global community. Curriculum. The Department of Environmental Studies was established in 1970, one of the first of six such degrees in the U.S. The Department’s interdisciplinary curriculum has evolved over the years to meet the needs of our students and society, and today it focuses on key sustainability fields, including energy, water, impact assessment, climate change, and ecological restoration. We have over 20 cross-listed courses throughout the university and have interdisciplinary minors with Engineering, Meteorology and Climate Science, and West Valley Community College. We continue to develop interdisciplinary curricular collaborations such as: a) contributing courses to certificates in Urban Planning and Engineering, b) co-teaching an SJSU Studies course, EnvS 168, Global Climate Change, with other departments, and c) developing a cross-listed Area R class with Engineering. Appendix B, Table 2, lists our interdisciplinary efforts.

The Department offers Bachelor of Science (BS), a Bachelor of Arts (BA), and Master of Science (MS) degrees. The structure of all degrees is given in Appendix C and at http://www.sjsu.edu/depts/EnvStudies/undergrad/index.htm. The BS degree is 120 units (beginning in Fall 2012), composed of multidisciplinary preparation courses, interdisciplinary Environmental Studies (EnvS) core classes and EnvS elective courses. A concentration (Energy, Environmental Impact Assessment, or Environment Restoration & Resource Management) or a science-based minor in another department is required. The BA degree (120 units) has two tracks. The BA with a minor is composed of preparation, core and elective courses, with a required EnvS minor or a minor in another department. The second BA track prepares students for multiple-subjects teaching and was developed, through a lengthy process coordinated with other campus departments, to meet state guidelines and the needs of future teachers. The MS degree is a 30-unit, thesis-based program. Students must take three graduate seminars (9 units), 15 units of courses and 6 units of thesis work—all designed to help graduate students design, execute, and present their thesis research (see http://www.sjsu.edu/depts/EnvStudies/grad/index.htm ).

The Department offers 26-29 courses a semester (Appendix A - Exhibit 1), 4 of which are GE courses serving our majors as well as 68 majors and programs across the University (Exhibit 4). While the number of courses we offer has remained relatively constant, the number of sections we offer per semester has grown steadily with student demand from 50 to 57 over the past 5 years (Exhibit 1). FTES has also grown (from 183 to 217; Exhibit 3), but, we have maintained the head count at 28-30 for lectures and 15-19 for seminars (Exhibit 2). These numbers meet C-Factor requirements and allow students personal attention from faculty, which promotes student retention. Supervision courses averaged 15 per course, which is large. SFR has ranged from 18.6 to 22.3 over the last 5 years, averaging 20.5 (Exhibit 3), comparable to the University SFR average of 21.9.

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http://www.sjsu.edu/depts/EnvStudies/undergrad/index.htm

http://www.sjsu.edu/depts/EnvStudies/grad/index.htm

We have revised our undergraduate curriculum over the years, based on assessment information and other criteria, to meet university and student needs. First, we reduced the BA to 120 units and we recently reduced the BS to 120 units also (see Appendix B, Table 3). Second, we have codified topical foci in the Department into minors and concentrations when there was both student demand and a dedicated tenure-tenure track faculty member to direct the program. Because these foci are extremely valuable to students because they appear on students’ diplomas and transcripts. The last 5-year review recommended the department consider reducing our concentrations or minors, as appropriate. The department has not found the need to reduce student choices, but we will continue this discussion. Also, since our last review, we have also added more on-line classes and sections. We have four classes on-line and, when enrollments support them, we offer 6-7 on-line sections in a semester. Finally, in our 2012 retreat, we agreed to pursue adding certificates to our program, especially in fields supported by policy such as Impact Assessment and Sustainable Agriculture, as they could benefit students and assist in Department funding.

Our well-tested interdisciplinary curriculum is a major strength of our program. Its structure provides breadth, depth and flexibility and has proven effective in meeting the program objectives we seek for our graduates. Challenges facing our curriculum are our ability to hire faculty, especially tenure-track faculty, to meet increasing demand as budgets shrink and ensuring quantitative literacy as programs shrink. As we move forward, we plan to: 1) continue building interdisciplinary curriculum and research connections, 2) reinforce our students’ quantitative literacy skills through our core and elective courses, 3) identify curriculum which we could offer as certificates, and 4) offer on-line classes that benefit students. The MS program has evolved over the years to facilitate students’ effective progress toward their degree. Recently, we added a course to help students identify their research direction more quickly. A major strength of the master’s program is the dedicated, research-oriented faculty; they truly enjoy and work effectively with graduate students. A major challenge is access to research and laboratory resources. Certificate programs may help with funding for equipment and travel, and we will continue to work with the College to secure more laboratory space. Students - Recruitment, Advising, Retention, Graduation. Another major strength of Environmental Studies is our strong and growing student demand. Enrollment by Environment Studies majors has grown by 78%, from 132 to 235, since 2007 (Exhibits 6 & 7), as has FTES (183 to 217) (Exhibit 5). Our recruitment efforts include our: 1) GE courses, EnvS 001 and EnvS 010, that attract students to the major; 2) welcoming policy for students who want to become majors; 3) close connections with De Anza and West Valley Colleges, important feeders to our program; and 4) Step-to-College program with high schools, introducing students to our major.

We pride ourselves on our excellent undergraduate advising and attention to our majors. New majors are advised by the Chair who helps them develop an academic plan. Students are encouraged to see an advisor (any faculty member) once a semester. The Chair is available to all majors through email or in-person advising and advises graduating students and students with administrative issues. The Department has a detailed, up-to-date website to help students navigate their degree. As we move forward, we expect to provide more information to students on our website and participate in the College of Social Sciences student advising center, ACCESS. Our two recently-hired tenure-track faculty members will also provide more avenues for student advising.

In Fall 2011, we had an estimated 235 majors. Approximately 33% of these were BA students who take a minor, approximately 5% are BA-Teacher Preparation students, and an estimated 62% were BS students. Considering only BS students, the distribution among our concentrations was: 11% - Energy, 2% - EIA, and 19% - Restoration, and 68% - undetermined or minors in other departments. We are pleased to

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see that the percent of undergraduate Hispanic students has grown from 10.6% in 2007 to 23% in 2011 (Appendix B, Table 4); we are proud to serve this underrepresented community. The gender distribution was 60% men and 40% women, the time to degree for native starters dropped from 7.5 to 5.5 years since 2007 (and for transfer students dropped from 4.24 to 3.09 years), and the average GPA has remained relatively constant at just under 3.0 (Table 4). We find these all to be positive trends. We also have approximately 60 students from other departments taking environmental studies minors. Undergraduate student retention rates for first and third year transfer students entering in Fall 2005 were 87.5% and 68.8%, fairly similar to the SJSU rates of 83.0% and 74.9% (Exhibit 9), which is a fine record. In addition to our pro-active student advising, we promote student retention through: 1) Participatory, active-learning courses, especially field courses; 2) Excellent and caring faculty who are evaluated in every course they teach; 3) Community-building classes, such as the Environmental Resource Center and the Center for Development of Recycling; 4) Internship and service-learning courses; 5) A manageable SFR which allows faculty to give students personal attention; 6) Student bonding in our seminar room and in clubs and centers, 7) A list-serve providing department information and jobs/internships, and 8) Supportive classroom learning environments. As participants in ACCESS, we are expecting this College center to contribute to student retention rates in the Department. Our two Department centers--Center for Development of Recycling (CDR) and the Environmental Resource Center (ERC)—are essential to retaining students and training them for their professions. Established in 1989, the CDR is economically self-sufficient. The CDR has managed 19 projects, especially the County Recycling Hotline, with a combined value of over $2 million providing more than 350 students with the service-learning opportunity. Many former CDR students are now employed as recycling program managers around California. Formed in 1967, the ERC is a student-run organization, funded by the Associated Students, devoted to promoting sustainability on campus and in the community. The ERC has served SJSU with an annual Earth Day celebration, started the campus recycling program, and founded a commute planning program that became Transportation Solutions. Approximately 50 students a year participate in this active-learning experience, contributing hundreds of hours of service to the campus and community. We have strong programs to help students transition from the university to their careers, including our well-developed internship program, our list-serve which announces career opportunities, our service-learning courses, and our strong faculty connections in the community. A survey of our alumni in Fall 2011, answered by 120 former students, found nearly 80% of respondents said their careers were related or somewhat related to their EnvS major or minor, and 92% said they were satisfied with their careers. In 2011-12, more than half the student internships held by our students were paid and one-third of them became jobs. Moving forward, we plan to build our alumni connections, cultivating potential donors and building a network of alumni that our majors can contact for information on expected skills, careers and employment opportunities. We will also launch an alumni advisory board, a recommendation from the last 5-year report, to help the faculty understand the skills students need and to provide support for our undergraduates. Since the MS program was established in 1990, we have graduated over 140 Masters of Science students. For most students, this is their terminal degree, but at least 10% have on gone on to earn Ph.Ds. At least another 10% teach or have taught at community colleges or CSUs. Our graduate program supports 37-41 students annually and we graduate 7-9 students per year. While the number of applicants remains high, our admission level has remained constant at approximately 15 new students per year. We recently hired two new faculty, who will help reduce the MS advising load for existing faculty, a positive change. However, with more MS advisors, we could serve more students. The advising for our MS program is well-developed. The Graduate Coordinator meets with all graduate students when they enter the program to

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provide clear direction on the program. In their seminars, students are again exposed to program requirements. Mandatory meetings with thesis committee chairs ensure students are receiving regular direction on their work. We recruit students for our MS program at conferences, through our website and from our top undergraduates.

Changes we have made in the MS program, all addressing recommendations in the last 5-year report, included more focus on selecting students with strongly aligning research interests, requiring more meetings with thesis advisors, and requiring signed proposals before students can sign up for research units. Faculty. The Environmental Studies faculty are a highly dedicated, interdisciplinary group of teacher-scholars who pride themselves on excellent instruction and high-quality research. Our emphasis is on experiential, interactive learning, which reduces the role of lectures and focuses on students as active participants in constructing knowledge. Key pedagogical tools include field research classes, service-learning courses, and internships to develop professional skills. Faculty and graduate students also regularly involve students in their research and community work, which provides depth of learning and promotes student achievement with respect to our PLOs.

In 2011, the Department employed 10.85 FTEF to support student demand for the program. As of Fall 2012, we will have seven tenure/tenure-track faculty members, whose expertise cover most advising needs in the department (Appendix B, Table 5). We have been fortunate enough to hire two of these faculty in the last two years, experts in energy and global climate, to manage this growing segment of our program. With these new hires, our tenure/tenure-track faculty to lecturer ratio is 60:40. In addition to their undergraduate teaching, advising, committee work, community work and research, the tenure-tenure-track faculty also advise MS students. The Department receives 0.2 assigned time per semester, which is given to the Graduate Coordinator who handles the MS admission process, advises students and coordinates thesis defenses.

Environmental Studies tenure/tenure-track faculty contributions span a wide range of activities that include scholarly books and articles, conference presentations, research and consulting grants, consulting reports and planning documents, and serving the community as members of advisory boards and commissions. The details of each faculty member’s contributions are found in their curriculum vitae in Appendix J.

Every one of the seven tenured/tenure-track faculty involves undergraduate and/or graduate students in their research as well as bringing their research, consulting and community work into the classroom as tangible examples of sustainability in action. Some lecturers also generate funds and connect students to the local community. For example:

• Dr. Gershenson recently received a $50,000, 3-year grant that supports graduate students. • Bruce Olszewski, lecturer and CDR Director, brings in ~$60,000 each year to fund the CDR

and dozens of students who work there. • Dr. Katherine Cushing’s $89,000 WateReuse grant supports at least 3 graduate students. • Dr. Trulio, Dr. O’Malley and Shannon Bane (lecturer) recently received a grant (~$70,000)

from the City of Morgan Hill; this project funded students and provided a class of students a chance to produce a professional document for the City.

• Dr. Will Russell recently received ~$30,000 in Save-the-Redwoods grants to support graduate student research on forest ecology and conservation.

The last 5 year report and external review cited the onerous work-load required of faculty as a significant challenge in the department. Since that review, we have made progress in addressing this issue. First, we have made sure that all the students we teach are captured in courses that are given to faculty; thus, in addition to larger, lecture classes, all faculty receive supervision or activity classes. Next, we work

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to ensure that one faculty a semester receives 0.2 for managing MS students enrolled in EnvS 295 and 299, since faculty do not receive courses off for advising master’s students. Third, the college continues to provide 0.2 assigned time to the graduate program coordinator. Finally, Dean Bienenfeld increased the administrative time for the EnvS chair from 0.2 (which it had been since the department was founded) to 0.4; this was a huge advance for the department. These efforts in the last five years have helped to produce a more manageable workload for faculty. However, serious challenges remain. In particular, our tenure/tenure-track faculty to lecturer ratio remains very high and administrative/academic workloads still do not permit grant-writing on a regular basis. University directives to significantly increase class sizes as well as the likely need for faculty to assist in generating Department funds are factors that threaten to increase faculty workloads. Ultimately, as a Department, we will need to find ways to generate the funds we need while still producing manageable workloads.

Forty percent of our FTEF is compose of 12-15 instructors per semester. Lecturers cover a range of courses from introductory GE courses specialty courses including recycling, law and environmental impact assessment courses, to name only a few (see Appendix B, Table 5). All our lecturers hold Master’s degrees (or equivalent) and many are local professionals who are leaders in their fields. Students benefit greatly from the real-world experience provided by these wonderful instructors and we always hope to have a diverse complement of these professionals teaching for us. However, to meet advising, administrative, service, research, master’s program, and fund-raising needs, more tenure-track faculty are required. Over the next five years, the Department will require at least three tenure-track hires (Appendix E). Our most pressing need is for an environmental science educator to direct our BA, Teacher Preparation and coordinate with science education and teacher preparation programs around campus. Next, we expect Dr. Klee to retire by 2017, which will leave an urgent need to hire a social scientist with geography/ anthropology expertise. Finally, we need a new faculty member who has expertise in a physical science such as chemistry, physics or geology to support the science background our students require. All new faculty members must be highly interdisciplinary, with expertise that will benefit other departments and who will teach cross-listed classes. With these hires, the department would have nine faculty members for a tenure/tenure-track-to-lecturer ratio of approximately 79:21, given our current FTEF of 10.85. This balance, supported by the external reviewers for the last 5-year report, is needed to meet growing student demand while providing for key aspects of department functioning, especially advising, committee work, graduate student advising, and fund-raising. Resources. Resources from SJSU supporting the Department include Continuing Education (CE) and General Fund (GF) money, office staff, equipment, and office/lab space. In 2011-2012, our CE and GF funding levels were approximately $21,000 and $6,500, respectively. GF money is expected to decrease or disappear in the future. We are planning for this by having summer sessions that are as large as possible, contributing courses to certificate programs offered by other departments, and by developing our own certificate programs. We are also working with University Advancement to identify research funding opportunities; however, large research grants are difficult to obtain and writing proposals takes incredible time and effort, resources faculty often do not have. We work closely with the College of Social Sciences Dean’s Office, which is providing excellent fund-raising support. Assistance from the College allowed us to generate our first endowed scholarship. We expect to continue fund-raising with the goals of having an endowed professorship, a fund for equipment and travel, and support for other essential department functions. The Chair and other faculty are actively fund-raising for scholarships, operating costs, travel and other departmental needs. Fund-raising is a rapidly expanding administrative duty, adding to faculty workloads.

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Our office manager is 0.75% time and we regularly have a student assistant. We require 100% coverage of the office from 9-5pm each day, and we are currently able to achieve this. However, a full-time office manager would be ideal. With respect to equipment, the College does an excellent job providing for our computer needs, including equipment and maintenance. The Department and College have been able to purchase most of the critical small equipment needed for classes, graduate students and faculty. An area of need identified in the last 5-year report that the university has not rectified is providing significant start-up research funds for new faculty. This up-front investment is critical to retaining faculty by helping new hires quickly establish their research programs given the challenging four-course per semester workload at SJSU. Overall, administrative support and administrative/academic loads do not provide the time or resources faculty need write grants and bring funds into the department.

Two other key areas of urgent need are office and laboratory space. With respect to office space, in 2009, we used Department funds to create a new office in our existing main seminar room and, in Fall 2011, the Dean provided us with an office upstairs in WSQ. Even with this, the office space allocation for Environmental Studies is the second worst in the College (see chart below). This situation inhibits faculty from working in their offices, which can reduce productivity and faculty availability to students. We also need additional laboratory space. The Department has one lab space that is used for simple lab tasks, used as a computer lab, and sometimes as an office. However, to provide the faculty with facilities they need for their research and the students the experience they require for their courses, our department desperately requires a functional wet-laboratory with running water, a functional hood and proper storage and ventilation.

Finally, classroom access and facilities are often quite inadequate. Key problems are the inability to get requested classrooms from Academic Scheduling and the lack of adequate technology in classrooms. Obviously, this is a University-level issue; classrooms need to be upgraded.

Per capita office space area by Department in the College of Social Sciences, Fall 2011 (provided by College of Social Sciences, Dean’s Office)

Student Learning--GE Assessment. A key recommendation from the last 5-year report was for the Department to develop and fully implement departmental assessment. The Department of Environmental Studies has since embraced all levels of assessment—GE, Departmental, and WASC outcomes. Since the last report, the Department fully evaluated its four GE courses as required (Appendix C). Some key changes we made to our courses based on GE assessment included aligning evaluation of GE classes with Department

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Assessment goals as appropriate, increasing the quantitative literacy elements of our Area R courses, and ensuring content in our Area B2 course adequately prepares our students the BS degree.

Program Assessment. For at least 15 years, the Department has developed, tested and refined the Department Program Learning Objectives (PLOs) to assess student learning in our BA, BS and MS programs. Over the past five years, we reworked our PLOs to develop six Program Learning Outcomes for the BS and BA degrees. Four of the PLOs are in common to the two degrees; each degree also has its own specific PLO (Appendix D). These PLOs are specifically designed to develop students’ skills in written and oral communication, quantitative literacy, critical thinking, problem-solving, and collaboration skills—all essential skills for global citizens, All PLOs common to the degrees were evaluated during this review period, as were the five MS degree PLOs (Appendix G and H). The PLOs specific to BA and BS degrees were recently significantly revised and will be evaluated in 2012-2013. The skills we evaluate in our undergraduates are built through our program in a 3-tiered process. We identify “introductory” and “intermediate” competencies that students build in courses taken early in their major. These tiers prepare students for the advanced competencies that we evaluate in our high-level courses, such as Senior Seminar. By the end of their program with us, students must employ competencies for all PLOs in the preparation and presentation of research projects designed to promote sustainability.

We review our PLOs and our students’ competencies yearly at our Department Retreat and make changes based on our faculty evaluation; this is a process that works extremely well for us. This yearly assessment has helped us develop effective programs for producing global citizens of which the faculty is very proud. Key changes we have made due to Department assessment include adding a computer lab element to our quantitative core course to build quantitative literacy, revising our Senior Seminar to be a better tool for integrating our undergraduate PLOs, and revising the BA- and BS-specific PLOs to emphasize policy skills in the BA and quantitative skills in the BS. We have had a very strong focus on qualitative literacy, including information literacy, research, citation skills, and writing skills. Quantitative literacy, including numeracy and statistical skills, has become an area of focus for our department during the past few years. We plan further curricular changes in our preparation, introductory and intermediate courses to focus on quantitative literacy. In particular, we plan to develop a field/lab course specifically designed to introduce new majors to the quantitative skills required in the degrees.

To determine the quality of our PLOs, we evaluated them using the WASC Rubric for Assessing the Quality of Academic Program Learning Outcomes (See Appendix I). This evaluation showed that for four of the five criteria, our undergraduate Learning Objectives were “Developed” or “Highly Developed”. We found that the “Student Experience” criteria needed work and, based on that evaluation, we are listing our PLOs on appropriate greensheets, especially for our capstone course, and discussing these objectives with the students. We are also providing our PLOs to new students and discussing how our program works to provide students with these competencies.

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Summary (≤250 words) Strengths 1. Effective interdisciplinary program structure—flexible but durable; with breadth in the field and depth in a focus area; 2. Expert, dedicated faculty with extensive community engagement and strong research programs; 3. Strong and growing student and societal demand; 4. Successful assessment focusing on writing, quantitative, research, content and collaboration skills; and 5. Essential field for educating global citizens. Challenges 1. Providing adequate science background for students as units for degrees shrink; 2. Hiring enough faculty, especially tenure-tenure track faculty, to meet department and student demands; 3. Onerous administrative and academic loads that do not permit adequate time to write grants; 4. Inadequate classroom and office/research facilities; and 5. Decreasing funding, causing increasing workloads related to fund-raising. Key Plans Going Forward In the next five years, we expect to: 1. Continue building interdisciplinary academic and research collaborations. 2. Continue supporting new faculty with department and college resources, as available. 3. Continue working with the College and University to generate funds. 4. Develop alumni connections and an alumni advisory board. 5. Develop certificates to help fund department and reach a wider range of students. 6. Seek office and lab space and start-up funds from the College and University. 7. Hire three new faculty. 8. Work with ACCESS to continue promoting student retention. 9. Build students’ quantitative skills. 10. Offer on-line courses that benefit student learning.

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Appendix A. Required Data Elements Exhibit 1.

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Exhibit 2.

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Exhibit 3.

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Exhibit 4.

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Exhibit 4 con’t.

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Exhibit 5.

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Exhibit 6.

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Exhibit 7.

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Exhibit 8.

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Exhibit 9.

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Exhibit 10.

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Appendix B. Additional Materials Table 1. Mapping University and College Missions to Environmental Studies Program Features Goal from Mission Statement

SJSU EnvS GE

EnvS Core

EnvS Minor or Concentration

EnvS Service learning/ Internship courses

Included in Department BA/BS PLOs**

University In-depth knowledge of a major field of study

√

√

√ (PLO 3)

Broad understanding of sciences, social sciences, etc.

√

√

√ (PLO 2)

Skills in communication and critical inquiry

√

√

√

√

√ (PLO 1, 4A)

Multi-cultural and global perspectives

√

√

Active participation in professional community

√

√ (PLO 4B)

Responsible citizenship/ ethical choices

√

√ (PLO 4C)

College* Educate about human behavior in varied contexts

√

√

Develop democratic participants

√

√

√ (PLO 4C)

Solid foundation in social sciences

√

Produce analytical thinkers √ √ √ (PLO 1, 3) Prepare students for careers √ √ (PLO 4A, B) * Full mission statement: “Educate students in human behavior, in its many past and present cultural forms, in individual, group, national and international contexts, and to empower students as democratic participants in a rapidly changing world. Students develop a solid foundation in the social sciences, and understand how knowledge in the social sciences is acquired and evaluated. Students think analytically about themselves and the world in which they live. They prepare for a wide variety of careers in education, the professions, business, government, and social services. This mission is supported by a proud tradition of scholarship, creative activity, and service to the community.” ** See Appendix D, Part A, for Environmental Studies BA/BS PLOs

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Table 2. Interdisciplinary Endeavors by Environmental Studies at SJSU A. Cross-listed Courses (* EnvS is the home department)

• ENVS/ECON 107*: Introduction to Environmental Economics and Policy • ENVS/ECON 108: Topics in Cost-Benefit Analysis • ENVS 111/GEOL 111 : Geology and the Environment • ENVS/METR 113: Atmospheric Pollution • ENVS?ENGR 119*: Energy and the Environment • ENVS/GEOL 121: Population and Global Change • ENVS/URBP 123: Historic Preservation and Neighborhood Revival • ENVS/URBP/POLS 124*: Introduction to Environmental Law • ENVS/PHIL 126: Environmental Ethics and Philosophy • ENVS/METR 131: Air Pollution Meteorology • ENVS/URBP 134: Topics in Historic Preservation • ENVS/POLS 135: U.S. Environmental Policy • ENVS/URBP 136: Introduction to Land Use and Facilities Planning • ENVS/URBP 142: Introduction to Environmental Planning • ENVS/COMM 146: Communication and the Environment • ENVS/AFAM: 151: Race, Poverty and the Environment • ENVS/PKG 152*: Environmental Issues and Global Distribution of Goods • ENVS/AMS 159: Nature and World Cultures • ENVS/GEOG 165*: National Parks • ENVS/BUS 167: Managing Environmental Issues • ENVS/COMM/METR/GEOL 168: Global Climate Change • ENVS/URBP 169: Introduction to Computers in Planning • ENVS/URBP 178: Introduction to Transportation and Urban Planning • ENVS/URBP 179: Urban Geographic Information Systems

B. Joint Minors and Programs

I. Green Engineering Minor– Home Department: General Engineering Core Requirements (6 units): Engr 102 or ME 172; Engr 103 Additional Course (3 units): EnvS 107, EnvS 116, EnvS 119, EnvS 132, EnvS 148, BUS/EnvS 167 Elective Course (3 units): Additional course approved by the green engineering minor advisor.

II. Climate Change Strategies Minor– Home Department: Meteorology and Climate ChangeMeteorology Courses (9 units): METR 012 or METR 112; METR 136 and METR 163 Environmental Studies Courses (9 units): EnvS 119 and EnvS 130; EnvS 116 or EnvS 133 III. Park Ranger and Administration Minor – Home Department: Environmental Studies Core Requirements (9 units): Three 3-unit lower division (CSU-transferable) courses from A.S. degree in Park Management at West Valley College or an equivalent program. Environmental Studies Courses (6 units): EnvS 173 and EnvS 187 Additional Units (3 units): POLS 114 or SOCI 153

IV. MA in Urban Planning, Environmental Planning Track—Home Department: Urban & Regional PlanningEnvironmental Studies contributes two required courses in EIA, EnvS 185 and 190

V. Certificate in Environmental Planning— Home Department: Urban & Regional PlanningEnvironmental Studies contributes two courses in EIA, EnvS 185 and 190

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http://info.sjsu.edu/web-dbgen/catalog/courses/ENVS107.html






























V. Master of Science in Engineering (MSE), Clean Tech (PV) program—Home Department: EngineeringEnvironmental Studies provides a required course in Solar Applications (EnvS 116) to this program. VI. Master of Science, Green Technologies Emphasis—Home Department: General Engineering Environmental Studies provides 1 core (EnvS 116) and 4 electives (EnvS 107, 124, 130, and 135).

C. Some Current Research and Administrative Collaborations

Project EnvS Faculty Other Collaborators Funder Amount

Status

Climate Change and Agriculture

Dr. Alex Gershenson UC Santa Cruz Researchers

USDA $50,000

Funded, in production

Highway Cloverleaf & Solar Panel Project

Dr. Dustin Mulvaney, Dr. Lynne Trulio

Dr. Hilary Nixon, UrbP*

Mineta Transportation Institute (MTI)

Under review

Assessment of Water Programs in the US

Dr. Katherine Cushing Stanford University WateReuse $89,000


Creation of Sustainability Metrics

Dr. Dustin Mulvaney, UC Santa Cruz Researchers

NSF $161,000

Under review

Redwood Forest Recovery in the Santa Cruz Maountains

Dr. Will Russell UC Berkeley Researches

Save-the-Redwood $30,000


Sustainability Research Network

Dr. Lynne Trulio and Dr. Katherine Cushing

From Science, Business, Engineering, Social Sciences, Education & SFSU and Santa Clara U.

NSF Unsuccessful, but received good ratings. Plan to resubmit

Center on Vietnam Climate Change and Disaster Assistance

Dr. Rachel O’Malley, Dr. Alex Gershenson

Lead by Dean Bullock, CASA

USAID Under review

Sustainability Board, empowered by the Academic Senate

Dr. Lynne Trulio, Dr. Rachel O’Malley

Board members are from all Colleges, FD&O, Spartan Shops

No Funding Functioning; promote campus sustainability

Llagas Creek Restoration Plan

Dr. Lynne Trulio, Dr. Rachel O’Malley, Shannon Bane

Santa Clara Valley Water District

City of Morgan Hill $70,000

Completed

County of Santa Clara Recycling Hotline

Bruce Olszewski City of San Jose Santa Clara County $65,000 yearly

Funded, in progress

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Table 3. Program for the 120-unit Bachelor of Science Degree

Former 127-Unit Program

Units Current 120-Unit Program

Units Change in Units

Preparation courses 24 Preparation courses 20 -4 EnvS 010 3 EnvS 010 3

Econ 001B 4 Stat 095 3 Stat 095 3 Biol 1A 5 Biol 1A 5 Chem 1A 5

Chem 1A 5 Phys 2A 4 Phys 2A 4

Core Courses—Suite of 8 courses

26 Core Courses—Suite of 8 courses

26 0

Concentration or Minor 18 Concentration or Minor 18 0 EnvS Electives 24 EnvS Electives 21 -3 TOTALS 92 85 -7

Table 4. Qualities of Environmental Studies Undergraduates

Undergraduate Students Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011

HeadCount 132 150 169 185 235

Full-time 72.0% 72.7% 78.1% 81.6% 77.9%

Part-time 28.0% 27.3% 21.9% 18.4% 22.1%

New Transfers 17 12 15 34 24

Gender :

Men 44.7% 45.3% 49.1% 56.8% 60.0%

Women 55.3% 54.7% 50.9% 43.2% 40.0%

Ethnicity :

AmInd 1.5% 2.0% 1.8% 0.5%

Black 5.3% 3.3% 3.0% 0.5% 1.7%

Asian 18.9% 18.0% 14.8% 19.5% 23.4%

Hisp 10.6% 14.7% 17.2% 21.6% 23.0%

White 46.2% 47.3% 46.7% 41.1% 35.3%

Foreign 3.0% 3.3% 1.8% 2.2% 3.4%

Other 14.4% 11.3% 14.8% 14.6% 13.2%

WST Pass Rate: Native Starter 78.9% 71.4% 100.0% 100.0% /0

WST Pass Rate: Transfer Starter 80.6% 76.0% 80.0% 85.7% 80.0%

Average GPA 2.95 2.92 2.96 2.92 2.93

GPA of 2.00 and higher 98.5% 98.7% 98.2% 97.3% 98.7%

Bachelor's Degrees 2006/07 2007/08 2008/09 2009/10 2010/11

HeadCount 19 33 44 30 33

Total GPA 3.20 2.95 3.02 3.08 3.02

Native Starter :

Number of Year to Deg 7.50 5.33 6.19 5.38 5.50

Total Units Earned 170.00 153.43 154.19 152.90 148.80

Transfer Starter :

Number of Year to Deg 4.24 4.52 4.29 4.24 3.09

Total Units Earned 171.19 160.25 177.50 162.87 163.23

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Table 5. Department of Environmental Studies Faculty Members, Tenure/Tenure-Track and Lecturers

A. Tenured/Tenure Track

Tenured/Tenure-Track Faculty Rank Programs in Areas of Expertise#

Areas of Expertise

Katherine Cushing, Ph.D. in Environmental Engineering and Science Stanford University

Associate Professor

*BS, Green Engineering *BA, Sustainable Water Resources

Water Resource Management, Environmental Certification Systems, Environmental Policy Implementation in China, Residential Street Livability

Alexander Gershenson Ph.D. in Environmental Science UC Santa Cruz

Assistant Professor

*BS, Energy *BS, Global Climate Strategies minor

Global Climate Change, Environmental Policy, Soil Ecology, Carbon Offset Policy

Gary Klee, Ph.D, Geography University of Oregon

Professor *BA, Park Ranger & Administration

Graduate Coordinator; Human Ecology; Coastal Wetlands; Nature and Conservation Photography, Internships

Rachel O’Malley, Ph.D, Biology UC Santa Cruz

Professor

*BS, EIA *BS, Environmental Restoration

Environmental Impact Assessment; Restoration; Sustainable Agriculture; Invertebrate Conservation

Dustin Mulvaney, Ph.D. in Environmental Studies UC Santa Cruz

Assistant Professor

*BS, Energy *BA, Energy Policy & Green Building

Energy Resources, Environmental Justice, Genetically-modified Foods

Will Russell, Ph.D. in Wildland Resource Science UC Berkeley

Associate Professor

*BS, Environmental Restoration *BA, Environmental Education;

Environmental Restoration, Environmental Education, Sustainable Forest Management, Redwood Forest Ecology

Lynne Trulio, Ph.D. in Ecology UC Davis

Professor, Chair

*BS,EIA *BS, Environmental Restoration

Environmental Restoration; Impact Assessment; Vertebrate Conservation; Wildlife and Public Access

# All faculty can advise students on all minors and concentrations; however, specific faculty, as indicated here, direct changes to programs in their areas of expertise and teach courses in those programs. All faculty advise Master of Science students.

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B. Lecturers (those teaching more than one year as of Fall 2012) Faculty Member Fields of Expertise Years with Dept Courses Taught Walter Arenstein, MS General EnvS 6 years Introduction to Environmental Studies Shannon Bane, MS Ecology,

Restoration 10 years Life on a Changing Planet,

Environmental Research and Writing, Restoration

Jessie Denver, MS General EnvS, Green Building

5 years Introduction to Environmental Studies, Green Building Design Issues

Pat Ferraro, MS Water Issues 4 years Water Policy, Water Management Philip Higgins, MS General EnvS,

Ecology 3 years Introduction to Environmental Studies,

Life on a Changing Planet Rachel Lazzeri-Aerts, MS Ecology,

Env. Education 2 years Life on a Changing Planet,

Environmental Education for Teachers Ada Marquez, MS General EnvS,

EIA ~3 years Introduction to Environmental Studies,

Environmental Impact Assessment (EIA)

Bruce Olszewski, MS General EnvS, Recycling

23 years Introduction to Environmental Studies, Globalization, Recycling/Resource Mgt

Jeannie Pfeiffer, Ph.D. Ecology, Culture and Environment

~4 years Life on a Changing Planet, Nature and World Cultures

Terry Trumbull, JD Law, Policy 14 years Environmental Law, US Environmental

Policy, Energy Policy

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Appendix C. BA, BS, MS Degree Structures

BA - Environmental Studies

The BA degree is designed to prepare students for career opportunities in coastal resource management, environmental communications, environmental product design and packaging, environmental regulation and policy, integrated and solid waste management, human ecology and environmental planning.

Course Requirements

Preparation for the Major Sequence 13ENVS 010, STAT 095, ECON 001B and CHEM 030A Requirements in the Major 72Core Sequence 25 ENVS 001, ENVS 100W, ENVS 107, ENVS 110, ENVS 117, ENVS 124, ENVS 185 and ENVS 198

Electives 29 Advisor-approved electives in environmental studies Additional Electives 18 6-8 units of field courses are required from: ENVS 144, 154, 164, 166, 187, 189, 190, 191, and 270. 3-9 units of ENVS 194 recommended.

Advisor-approved minor and/or electives

Total Units: 120

Minors - Environmental Studies (take one with the BA Degree) Energy Policy & Sustainable Water Park Ranger & Green Building Resources Administration (18 units) (16-17 units) (20 units) Required Required Required EnvS 119 EnvS 001 3 courses in Park Ranger EnvS 130 EnvS 128 program at West Valley College EnvS 132 EnvS 129 EnvS 173 EnvS 137 EnvS 144 EnvS 187 PolS 114 or Soci 153 Electives (6 units) Electives (3-4 units) EnvS 116, 118, 129, EnvS 118, 154, 187 133, or 148 or 270

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BA - Environmental Studies, Preparation for Teaching

This major is designed for students interested in teaching in elementary school or middle school. Students who wish to pursue a high school teaching career should complete a BA or BS in Environmental Studies in consultation with the department's undergraduate advisor for teaching. The following course work satisfies San José State University's requirements for a BA in Environmental Studies. In addition, this program is approved by the California Commission on Teacher Credentialing (CCTC) as subject matter preparation for diversified subject matter preparation.

Requirements in the Major 24 Core Courses 12 ENVS 001, ENVS 117, ENVS 158 and SOCS 177 Concentration 12 Energy Resources 12 ENVS 119, ENVS 132, ENVS 133 and ENVS 100W (or elective) Natural Resources 12 ENVS 128, ENVS 148, ENVS 165 and ENVS 100W (or elective) Policy and Procedures 12 ENVS 124, ENVS 187, ENVS 189 and ENVS 100W (or elective) Basic Curriculum Requirements 72-81

Reading, Language and Literature 21-24

ENGL 001A, ENGL 001B, ENGL 010, ENGL 103 and ENGL 112A; COMM 045, LING 108 and EDEL 108E or CHAD 150 and CHAD 151

History and Social Science 15 AAS 033A and AAS 033B (6) or HIST 015A and HIST 015B (6); GEOG 137, GEOG 138 and GEOG 139 (9)

Mathematics 9 MATH 012, MATH 105 and MATH 106 Science 12 CHEM 035, BIOL 021, GEOL 103 and SCI 110 Visual and Performing Arts 9 CA 177 (3); Complete two courses from: ART 039, ART 138, MUSC 010B, MUSC 185A, DANC 148, TA 131 (6)

Physical Education and Health 3-6 KIN 177 and EDTE 190 (6) or CHAD 149 (3) Human Development 3-6 CHAD 060 (3) or PSYC 082 and CHAD 067 (6) Internship 3 ENVS 194 Electives 4-13

Total Units: 120

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BS - Environmental Studies * The BS degree is designed to prepare students for career opportunities in water resources management, biological resource protection, aquatic environments, conventional and sustainable agriculture, energy resources, environmental health and safety, environmental impact assessment, environmental restoration, and wilderness open space resource management. Course Requirements

Preparation for the Major 24ENVS 010, ECON 001B, STAT 095, BIOL 001A, CHEM 001A and PHYS 002A Requirements in the Major

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Core Sequence 25 ENVS 001, ENVS 100W, ENVS 107, ENVS 110, ENVS 117, ENVS 124, ENVS 185 and ENVS 198

Concentration or Minor Choose one of the Following (a, b, c, or d): 18-19

a) Energy Concentration ENVS 116, ENVS 119, ENVS 132 and ENVS 133; ENVS 130 or ENVS 137; PHYS 002B

b) Environmental Impact Assessment Concentration ENVS 119, ENVS 129, ENVS 181, ENVS 190, and two of the following: ENVS 125, 128, 135, 140, 142, 187

c) Environmental Restoration and Resource Management Concentration ENVS 128, ENVS 144, ENVS 154 or 173, ENVS 187 and ENVS 191 d) Minor in Another Department (advisor approved) Additional Electives 246-8 units of field courses are required from ENVS 144, 154, 165, 166, 187, 189, 190, 191, 270. 3-9 units of ENVS 194 recommended.

Total Units: 126

* This degree has been reduced to 120 units. Econ 001B was eliminated and the Additional Electives reduced to 21 units.

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30

MS – Environmental Studies

Required Coursework Thirty (30) units of approved coursework are required for the Master’s degree, and must include the following:

Required Seminars (3-units each; 9-units total): Students should plan to take EnvS 250 their first Fall semester, and EnvS 200 and 297 their first Spring semester, unless conditionally classified (see clearance of conditional status below).

• EnvS 250, Environmental Thought and Philosophy - An in-depth critical analysis of significant works in the field of environmental studies. Topics covered include preservation versus conservation, biocentrism, environmental justice, eco-feminism, deep ecology, and environmental activism.

• EnvS 200, Environmental Methods – A rigorous analysis of methods used by social, physical, and natural scientists in assessing a region's natural resources and quality of environment; application of such techniques as field methods, maps, social surveys, and project evaluation.

• EnvS 297, Research and Proposal Development - Students develop their thesis topic through extensive literature research. The product will be a draft thesis proposal to .5be circulated among potential committee members.

Electives (15-units total) Electives can include any 100 or 200-level courses in Environmental Studies or related fields selected with adviser's approval within the following limits. In general, the purpose of elective courses is to help students complete their thesis research.

• Nine (9) elective units must be in the form of field analysis, research methods, laboratory work, application science, or approved internship experience. EnvS 190, 191, 260, and 270 qualify in this category, as do approved courses outside of the department in the student’s field of study.

• Eighteen (18) elective units must be in the form of graded classes (not credit /no credit). • Three (3) elective units must be taken within the Environmental Studies Department. • Students admitted as conditionally classified may be required to take additional

prerequisite courses to fulfill departmental requirements.

Thesis Units

Once a student has advanced to candidacy (see “Advancement to Candidacy” below) they are required to complete a total of six (6) thesis units (EnvS-299 Masters Thesis or Project) under the direction of the Graduate Coordinator and the Thesis Committee Chair. Students admitted as conditionally classified may be required to take additional prerequisite courses to fulfill departmental requirements.

http://www.sjsu.edu/depts/EnvStudies/grad/link

http://www.sjsu.edu/depts/EnvStudies/grad/link

Appendix D: Program Assessment Plans A. Undergraduate Program Assessment Plan

Department of Environmental Studies: Undergraduate Program Assessment PlanThis plan provides the Department plan for Assessment of our majors. It lays out the Program Learning Outcomes (PLOs)

for all undergraduate students in the BS and BA degrees, our measurable goals, the competencies we expect of students, and how students are assessed. PLOs will be assessed within each 5-year program review cycle, as listed.

- Highlighted levels of achievement are for Department use only in evaluating progress toward meeting the LO Measurable Goal * Student performance evaluated as follows: Exceeds expectations = A or B; Meets Expectations = C; Below Expectations = <C

Program Learning Objective Measurable Goal* Student Competencies Specific to Goal

Tools to Assess Effectiveness

Courses for Evaluation

Evaluation Date

Introductory: Achieve basic to good level of research and writing in a 5-page paper

Assignments will require students: 1) understand and summarize material in relevant scholarly/technical articles and 2) identify basic solutions from an interdisciplinary standpoint. Writing assignments EnvS 001, EnvS 010

Intermediate: Achieve basic to good level of research and writing in an 8-page paper.

Assignments will require students: 1) perform a basic literature review and find 3-5 relevant scholarly/technical articles on an assigned topic and 2) analyze and evaluate 2 solutions against each other. Writing assignments EnvS 100W

PLO 1 - Qualitative Environmental Literacy: Students are able to write a logical analytical paper using good writing style and construction supported by appropriate research.

Goal: Achieve good to excellent level of environmental research, writing and analysis in a 15-page paper.

Assignments will require students: 1) perform independent literature review on a self-chosen topic using 10-20 relevant scholarly/technical articles with little assistance and 2) perform critical interdisciplinary evaluations using criteria discussed in the course and provide recommendations for sustainable solutions. Writing assignments

EnvS 117, EnvS 185, EnvS 198 March 2014

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Program Learning Objective

Measurable Goal*

Student Competencies Specific to Goal



Evaluation Date

Introductory: Articulate and test hypotheses; read and understand graphs

Course material will require students read and understand basic statistics, such as t-tests, regression and ANOVA, or other analytical methods and complete simple analyses Exams, Practicals Stat 95, EnvS 010

Intermediate: Be able to determine correct test to use for a given research design

Students will be given study designs and data and will run and interpret different analytical tests; students will interpret analyses in journal articles Exams, Practicals

EnvS 107, EnvS 110, EnvS 116, EnvS 152

PLO 2 - Quantitative Environmental Literacy: Students are able to determine, apply and interpret appropriate basic statistical or other quantitative analyses to environmental data (Chi-square, ANOVA, Regression) Goal: Use and interpret

numerical manipulations and statistics correctly in study designed test a hypothesis or specific research question

Students will be able design their own study to test a hypothesis or research question, collect data, run appropriate analyses (numerical, statistical, etc.) and interpret them; they will be able to read scholarly papers and be able to understand basic analytical methods, graphs and results.

Write up of methods and research analyses; tests, practicals

EnvS 198, Field Courses (except EnvS 118, 144 & 166) and Energy Courses March 2015

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Evaluation Date

Introductory: Students know key sustainability terminology and principles, and important environmental challenges facing the planet.

Assignments will require students: 1) know core sustainability issues, 2) know key environrmental challenges, and 3) know basic science and social science information about those issues

Writing assignments and exams EnvS 001, EnvS 124

Intermediate: Students know basic natural science and social science information about important environmental challenges and are able to find and apply additional relevant information to analyze causes of environmental dilemmas.

Assignments will require students to: 1) to identify varying perspectives on key environmental issues, and 2) to find a range of information relevant to the issue, and 3) interpret that information to develop feasible solutions.

Writing assignments and exams

EnvS 100W, EnvS 107, EnvS 110

PLO 3 - Content Environmental Literacy: Students will develop proficiency in the interdisciplinary sustainability principles that are the foundation of environmental studies; they will know the key environmental challenges facing the planet, know relevant interdisciplinary information about these challenges, and be able to develop/identify feasible solutions

Goal: Students develop expertise in identifying complex environmental issues, find accurate natural science and social science information on all key aspects of those issues and are able to develop feasible, sustainable solutions using central principles of sustainability.

Assignments will require students: 1) master sustainability terminology, 2) identify subtle/complex environmental problems; 3) provide thorough information on all sides of the issue, 4) develop a considered, logical analysis with feasible solutions, and 5) clearly convey the issue, information and solutions in both written and verbal form.

Writing assignments, research projects, and exams


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Evaluation Date

PLO 4 - Professional Skills: 4A) Students are able to productively conduct group/team work to deliver professional quality presentations and reports

4A Goal: Be able to work productively in a group work by dividing tasks and completing work which results in a high quality presentation and/or report

Students will be given or design complex projects in which they work in a team to complete the goals of the project including literature research, information collection, analysis, report writing and presentation. Students will demonstrate basic skills in word processing, spreadsheet, and presentation software, as well as an ability to locate and interpret data from a variety of sources.

Project quality; group evaluations


4B) Students demonstrate professional work skills

4B Goal: Demonstrate professional work skills and apply knowledge gained in the degree in a career setting

Students will find internships or other professional work opportunities that give them experience in a work environment and allow them to apply knowledge gained in their academic program.

Supervisor evaluations of work EnvS 193, EnvS 194 March 2016

4C) Students engage in community service and democratic participation

4C Goal: Build local environmental sustainability and democratic participation through community service

Students will undertake community service projects or participate in events, either on- or off-campus, that contribute to democratic institutions and promotes sustainability

Instructor evaluations of work

EnvS 185, EnvS 140, EnvS 181, EnvS 190, EnvS 191, EnvS 193 March 2016

PLO 5 - BS Competency: Students demonstrate in-depth knowledge and skills in a science or technical field

Students will complete an Environmental Studies Concentration or minor in a science or technical field

Students will successfully complete the course of study in the chosen minor or concentration

Completion of minor or concentration

All courses in the minor or concentration March 2013

PLO 6 - BA Competency: Students demonstrate in-depth knowledge and skills in a non-science field

Students will complete an Environmental Studies minor or minor in a non-science field

Students will successfully complete the course of study in the chosen EnvS or non-EnvS minor Completion of minor

All courses in the minor March 2014

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B. Master of Science Program Assessment Plan

Degree Program(s): Master of Science Program Department: Environmental Studies

Graduate Coordinator:

Will Russell Phone: 4-5450 (Office)

Department Chair: Lynne Trulio Phone: 4-5450 (Office)

Report Prepared by: Lynne Trulio Phone: 4-5445 (Chair)

Program Learning Outcomes and Their Evaluation

PLO Description Evaluation

Method Evaluation Schedule

1

Literature Review Skills: Able to thoroughly review literature and research in a specific area of environmental studies and able to formulate original research questions based on critical analysis of aforementioned review.

EnvS 297 Fall 2011-Spring 2012

2 Methods Development: Able to develop appropriate and feasible methods for original research project

EnvS 200

Fall 2010-Spring 2011

3 Knowledge of Environmental Thought: Possess thorough knowledge of the history of environmental thought

EnvS 250


4 Execute Research: Able to carry out original research plan and write a high quality scholarly thesis or professional report

Thesis

Completion


5

Present Original Results: Able to present original research results in a public oral defense

Thesis

Defense


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Appendix E. 5-Year Plan for Faculty Recruitment a Using the following formula, calculate the percentage of equivalent full-time faculty positions

filled by tenure-track and tenured faculty if recruitment is successful.

(1) Number of full-time tenured faculty (include the faculty fraction for the Chair; do not count administrators with full-time assignments outside the department/school.) ___4.6___ (2) Number of Pre-Retirement faculty (PRTB)—total FTEF ___0____

(3) Number of tenure-track faculty ___2____

(4) Number of tenure-track searches proposed ___2____

(5) Number of 3 year entitlement 1.0 temporary faculty ___0____

(6) State supported faculty positions (Prior year total AY FTEF used, minus temporary faculty hired via soft money) __10.85___

(7) [(1) through (5)] divided by (6) ___0.61___

b. Identify other factors affecting actual or potential use of allocation.

(1) Number of faculty in FERP ______0______

(2) Number of full-time administrators with retreat rights ______0______

(3) Number of faculty regularly teaching outside the department/ School (note time fraction and department) ______0______

(4) Number of 1.0 unconditional temporary faculty (w/out a 3 year entitlement) ______0______

(5) Amount of administrative time and assigned time currently

Allocated to department chair/school director ______0.4____

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Appendix F. 2011 GE Course Assessment Reports for EnvS 001, EnvS 010, EnvS 100W and EnvS 152

General Education Annual Course Assessment Form

Course Number/Title: EnvS 001: Introduction to Environmental Issues GE Area: D3

Results reported for: AY 2010‐2011 # of sections: 9 # of instructors: 3

Course Coordinator: Lynne Trulio E‐mail: [email protected]

Department Chair: Lynne Trulio College: Social Sciences

Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of the following academic year. Part 1 To be completed by the course coordinator: (1) What SLO(s) were assessed for the course during the AY? We evaluated these two SLOs: SLO 2 - Students will be able to place contemporary developments in cultural, historical, environmental,

and spatial contexts. SLO 5 - Students will be able to apply multidisciplinary material to a topic relevant to policy and social

action at the local, national, and/or international levels.

(2) What were the results of the assessment of this course? What were the lessons learned from the assessment? SLO 2 was assessed primarily with an ecological footprint assignment in which students evaluate the factors resulting in the current unsustainable level of resource use by humans. One instructor used News Analysis assignments to assess this SLO. In AY 2010-2011, 376 students took this course in 9 sections. An average of 63% received an ‘A’ or a ‘B’ on the relevant assignments. Another 15% received a ‘C’. These results show a majority of students are performing adequately or very well on this assignment. Instructors found that, overall, students understood the material, but had trouble communicating well in writing. One instructor found that creating and using a clear rubric for each essay, given with the written instructions, helped students. But, “although students had the instructions and the rubric, many students had a difficult time following the paper requirements.” Allowing students to rewrite the paper provided improved results. One instructor, who taught on-line, found that the students that submitted papers did well, but compared to in-person courses, more students in the on-line course did not submit papers.

Instructors evaluated SLO 5 with several different tools including final exam questions, a paper that required the objective analysis of environmental views on an assigned country, and/or an energy policy analysis/essay that evaluates US energy "policy" and considers possibilities for the present and the future. An average of 58% of students in 9 sections received an ‘A’ or a ‘B’ on the relevant

38

assignments. Another 16% received a ‘C’. These results show the majority of the students are performing adequately or very well on this assignment. One instructor evaluated this SLO on the final exam but found that many students had missed the in-class writing assignments which would have allowed them to do well on the SLO 5 exam questions. Another instructor, who evaluated this SLO with papers, found students struggled with their writing skills, and, while some students have the potential to write well, they did not allow enough time to write a good paper.

(3) What modifications to the course, or its assessment activities or schedule, are planned for

the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) Both these SLOs require the synthesis of a wide array of material, the analysis of that information from multiple perspectives, and the communication of the material in a coherent form. These are all difficult tasks for lower-division students and the instructors have worked hard over time to improve student performance by providing rubrics, hands-on experience, and preparatory assignments. Still, instructors felt students could improve and they plan these changes: SLO2: For papers, require an outline or a draft and use peer review exercises during class time. For the on-line course, give more reminders of due dates and use the carbon/ecological footprint assignment used by other EnvS 001 instructors. SLO 5: Add in-class exercises which include in-text citations and review other writing requirements.

For hands-on experience, add a mandatory field trip to provide an active learning experience and an associated writing assignment to provide students practice in applying multidisciplinary material to a relevant Environmental Studies topic and to connect the field experience with lecture material.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate): (4) Are all sections of the course still aligned with the area Goals, Student Learning Objectives

(SLOs), Content, Support, and Assessment? If they are not, what actions are planned? Yes, all sections of EnvS 001 are aligned with the GE D3 SLOs and course assessment procedures.

The instructors teaching the course work together on lectures and assignments and they also work with Dr. Trulio on assessment to ensure the course meets the SLOs and to ensure SLOs are effectively measured. Instructors meet with the course coordinator at least twice a year.


Course Number/Title: EnvS 010: Life on a Changing Planet GE Area: B2




Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of the following academic year.

39

Part 1 To be completed by the course coordinator: (1) What SLO(s) were assessed for the course during the AY? We evaluated SLO 2: “Students should be able to demonstrate ways in which science influences and is

influenced by complex societies, including political and moral issues.” We also evaluated the Diversity Objective, to incorporate discussions of diversity in the course.

(2) What were the results of the assessment of this course? What were the lessons learned

from the assessment? SLO 2 was evaluated with case study assignments, video analysis and/or papers in which students evaluated the interaction of social dimension and values with issues such as protecting rare species or determining the balance between human desires and environmental impacts. For example, in one assignment, students evaluate the role of public interests and policy with respect to measures to contain the cane toad, an invasive species in Australia that has had major cultural and ecological impacts since its introduction. There were 410 students taking the course in 10 sections in AY 2010-2011. One instructor found that, averaging the results for six relevant assignments, 89% of 190 students received an ‘A’ or ‘B’ and 7% a ‘C’. The other instructor found 82.5% of 165 received a ‘C’ or better. These results show the great majority of students are performing adequately or very well on assignments assessing this SLO. The interaction of science and society is a topic students find very engaging. One instructor notes, “Students are highly motivated to connect the knowledge gained in class with societal issues, and these connections reinforce class material.” We have learned that linking biological principles and society is an excellent technique for active learning.

With respect to the Diversity Objective, students must consider how human impacts on the environment can be affected by different moral perspectives and how environmental change can differentially harm people of diverse backgrounds and cultures. For example, in one assignment, students evaluate the connection between current market economies and environmental justice, especially with respect to the exploitation people in developing nations through resource extraction, exposure to toxic chemicals, and low-paying jobs. In another assignment, students must write a paper analyzing the connection between industrial food production and one of these topics: animal rights, worker’s rights, consumer’s rights, food safety, and universal access to healthy food.

(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) The students are doing very well with respect to SLO 2 and, as noted above, are very engaged with this topic. This SLO is inherent to the teaching of Environmental Studies and is a central theme in all our courses. Thus, this SLO is addressed very well and no changes are planned. The diversity objective is covered directly in issues of environmental equity and justice, also a central theme in Environmental Studies. No changes are needed.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate): (5) Are all sections of the course still aligned with the area Goals, Student Learning Objectives

(SLOs), Content, Support, and Assessment? If they are not, what actions are planned? Yes, all sections of EnvS 010 are aligned with the GE B2 SLOs and course assessment procedures.

The instructors teaching the course work together on lectures and assignments and they also work

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with Dr. Trulio on assessment to ensure the course meets the SLOs and to ensure SLOs are effectively measured. Instructors meet with the course coordinator at least twice a year.


Course Number/Title: EnvS 100W: Environmental Research and Writing GE Area: Z




Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of the following academic year. Part 1 To be completed by the course coordinator: (1) What SLO(s) were assessed for the course during the AY?

We evaluated SLO-1B: "Locate/evaluate supporting materials, identify key terms/concepts, select effective/efficient methods for information retrieval, synthesize ideas from multiple readings, construct effective arguments". We also assessed the Reading Objective—Models of Excellence.

(2) What were the results of the assessment of this course? What were the lessons learned from the assessment? This SLO was evaluated in three sections of EnvS 100W, with a combined total of 66 students. The SLO was assessed with a final research paper that requires students to locate, read, analyze, and synthesize information from at least eight peer-reviewed academic journal articles to support persuasive arguments on the environmental issues of their choosing. A number of writing assignments, presentations, and/or in-class quizzes prepared students for the final paper. Of the 66 students taking the course, 67% received an ‘A’ or ‘B’ and 30% received a ‘C’ on the culminating assignment. These results show the great majority of students are performing adequately or very well on this assignment.

One instructor found, “A sizable minority of students entering 100W continue to struggle with correctly identifying peer-reviewed journal articles despite having been introduced to this concept in prior ENVS classes. They are competent in this area by the time they successfully complete 100W, however if this skill were mastered earlier in their college careers, we would be able to focus on more advanced research-writing skills in 100W.” The other instructor reported that the assignments well supported the assessment goals, and adequately addressed the goals of the course. This instructor used in-class writings and quizzes based on required readings emphasizing literature analysis to promote SLO 1B achievement.

With respect to the reading material objective to provide models of excellence, all instructors required that students read from a variety of sources. Models of excellence in research and writing were peer-reviewed journal articles; students also read chapters from Rachel Carson's Silent Spring as a model of excellence in research and science writing geared at a general, not professional,

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audience. All students are required to effectively cite peer-reviewed or other credible sources and avoid plagiarism. Instructors assigned a range of other instructive and/or seminal environmental texts, such as Desert Solitaire (Edward Abbey) and A Sand County Almanac (Aldo Leopold), so that students would become familiar with several different styles of writing.

(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, indicate this.) This course has been developed over time to promote student improvement of writing and research skills. Instructors of this course have students build up to the final paper with numerous smaller assignments. Through as many as 10 formal assignments, students get practice writing and receive feedback on key elements of writing style, research and citation style. Because the course is designed as a process to develop the skills in SLO 1A and B (among others), students show improvement in their writing skills over the semester and perform better on their final research paper assignment than they do on earlier assignments. This step-by-step approach has proven very successful and we do not plan any major changes in this course. However, based on the results of this review, the Department Chair will be reviewing the rigor with which students are taught how to locate and recognize peer-reviewed articles in introductory Environmental Studies classes. This is a skill we want students to bring to EnvS 100W.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate): (6) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned?

Yes, all sections of EnvS 100W are aligned with the Area Z SLOs and course assessment procedures. The instructors teaching the course communicate with each other on lectures and assignments and they also work with Dr. Trulio on assessment to ensure the course meets the SLOs and to ensure SLOs are effectively measured. Instructors typically meet with the course coordinator twice a year.


Course Number/Title: EnvS 152: Global Distribution of Goods and the Environment

GE Area: R

Results reported for AY 2010‐2011 # of sections: 4 # of instructors: 2



Instructions: Each year, the department will prepare a brief (two page maximum) report that documents the assessment of the course during the year. This report will be electronically submitted, by the department chair, to the Office of Undergraduate Studies, with an electronic copy to the home college by September 1 of the following academic year.

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Part 1 To be completed by the course coordinator:

(1) What SLO(s) were assessed for the course during the AY? We evaluated SLO 1 – “Students will be able to demonstrate an understanding of the methods and limits of scientific investigation” (2) What were the results of the assessment of this course? What were the lessons learned from the assessment? This SLO was evaluated primarily with assignments in which students evaluated the strengths and weaknesses of an experimental design and in which students reviewed the literature for what is known on particular scientific topics. Of 154 students in taking the course in four sections in AY 2010-2011, 37% received an ‘A’ (57/154) and 30% a ‘B’ (46/154) on these assignments, which was 67% of the students. Another 21% received a ‘C’ (32/154). These results show the great majority of students are performing adequately or very well on this assignment. We are pleased with this result, but find that this is a difficult SLO for students to grasp and for instructors to assess. This course provides a week of instruction on scientific method and requires students undertake their own research, which helps them understand the strengths and limits of scientific knowledge. However, the instructors believe providing the students more experience and discussion during the course on the limitations of scientific knowledge could be helpful.

(3) What modifications to the course, or its assessment activities or schedule, are planned for the upcoming year? (If no modifications are planned, the course coordinator should indicate this.) While the current assignments are quite effective for helping students meet SLO1, we would like students to have more experience evaluating the limitations of research. We plan to include an in-class or on-line assignment in which students must specifically evaluate the limitations of a study and design a follow up study to address either scope or methodological limitations. This assignment will provide student experience with methods and limitations in science as well as an opportunity for assessment of this SLO.

Part 2 To be completed by the department chair (with input from course coordinator as appropriate):

(7) Are all sections of the course still aligned with the area Goals, Student Learning Objectives (SLOs), Content, Support, and Assessment? If they are not, what actions are planned? Yes, all sections of EnvS 152 are aligned with the Area R SLOs, Area R objectives and course assessment procedures. The two instructors who regularly teach the course work together on lectures, assignments and assessment to ensure the course meets the SLOs and to ensure that assessment tools effectively measure student progress toward SLOs. One challenge is ensuring both in-class and on-line sections address SLOs in comparable ways, since not all assignments that work in one format, work for the other. Thus, assignments assessing SLOs may differ by format, but we are active in ensure they are comparable in achieving and assessing SLOs.

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Appendix G. Undergraduate Program Assessment, 2007-2011

UNDERGRADUATE PROGRAM INFORMATION Date Submitted: March 2012

Degree Program(s): BS, BA, BA Teacher Preparation Department: Environmental Studies



Next Self-Study due : Spring 2012 E-mail: [email protected]

Note: Schedule is posted at: http://www.sjsu.edu/ugs/programplanning/

ARCHIVAL INFORMATION Location: WSQ 118 Person to

C t t Lynne Trulio 4-5445

Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see, http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated?

__Yes √ No If yes, please submit changes to [email protected]

SCHEDULE OF ASSESSMENT ACTIVITIES

When will data be collected? (at least once each program planning cycle)

Semesters the PLO is the focus of department assessment

PLOs 1 Qualitative Environmental Literacy Fall 2009-Spring 2010 2 Quantitative Environmental Literacy Fall 2010-Spring 2011 3 Content Environmental Literacy Fall 2011-Spring 2012

4A Professional Skills (A) Fall 2010-Spring 2011 4B Professional Skills (B) Fall 2011-Spring 2012

1. Qualitative Environmental Literacy: Students are able to write a logical analytical paper using good writing style and construction supported by appropriate research. (Fall 2009-Spring 2010)

http://www.sjsu.edu/ugs/assessment/programs/

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Evidence of Need (Spring 2010):

Since our Departmental Assessment in 2009, the Environmental Studies faculty has restructured its PLOs. We felt our 11 PLOs were piece-mealing our overall objectives, dividing them such that related competencies were isolated each other. This led us to consolidate the original PLOs into 4 PLOs that are more comprehensive and integrative. For this cycle, we evaluated PLO 1, Qualitative Environmental Literacy, which requires students integrate research and analysis into well-written papers.

Previous department assessments as well as discussions at the Summer 2009 Environmental Studies Department retreat (and previous retreats) indicated that students require more direction and practice in developing well-researched, well-analyzed, and well-written reports. Our consensus was that students at all writing levels were not skilled in researching peer-reviewed literature and were not able to collate information from multiple sources to support environmental analysis. We have been working for several years to improve our students’ writing and research competencies and we wanted to use this evaluation to assess our effectiveness.

Change(s) to Curriculum or Pedagogy (Spring 2010):

Since 2007, we have worked with our MLK Library liaisons to ensure students in our introductory courses (EnvS 001 and EnvS 010) and intermediate writing courses (EnvS 100W and EnvS 152) receive training in literature research methods. By Fall 2008, all these courses included library research training.

In 2008, we set up introductory and intermediate course student competencies that we hoped would ramp students up to achieving the PLO goal given above. For example, in introductory courses, we ask that instructors assign students a 5-page assignment that requires students to: 1) understand and summarize material in relevant scholarly/technical articles and 2) identify basic solutions from an interdisciplinary standpoint. In intermediate classes, we ask instructors to give an 8-page assignment that requires students: 1) perform a basic literature review and find 3-5 relevant scholarly/technical articles on an assigned topic and 2) analyze and evaluate 2 solutions against each other.

To demonstrate that they are achieving the Qualitative Environmental Literacy PLO, students must achieve good to excellent levels of environmental research, writing and analysis in a 15-page paper including: 1) independent literature review on a self-chosen topic using 10-20 relevant scholarly/technical articles with little assistance, and 2) critical evaluations using criteria discussed in the course and recommendations for sustainable solutions.

Evidence of Impact (Spring 2010): We collected data from EnvS 117, Human Ecology, and EnvS 198, Senior Seminar, for Fall 2009 and compared them to 2008 data. For EnvS 117, the major paper in the course was an excellent evaluation of the PLO and the competencies we expect of students. In EnvS 198, the final grade in the course was the best indicator of student performance with respect to the PLO. We found these results for students earning B- or better: 2008……………………. 2009…………………….. EnvS 117 = 15/19 (79%) EnvS 117 = 14/16 (88%) EnvS 198 = 12/16 (75%) EnvS 198 = 20/20 (100%) In 2008, before we completely implemented our pedagogical changes, approximately 75-79% of students were meeting the Qualitative Environmental Literacy PLO. This level was similar to outcomes reported in the 2006-2007 Assessment report (71-75% of students meeting the writing PLO). The 2009 data suggest we may be seeing some improvement in this PLO, although more data are needed to truly assess our effectiveness. Anecdotal information from students in the intermediate classes (EnvS 100W and 152) suggests that students are being trained multiple times to do literature research. We feel that such reinforcement of skills, from one level to the next, is essential to producing students with skills that meet this PLO.

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In reviewing data for this PLO, we found that some of the assignments in these classes were good indicators of other PLOs. For example, we have an PLO for effective group/team work; assignments in EnvS 117 and 198 indicated that many students were challenged by group work. We plan to discuss our “group work” PLO at our summer 2010 retreat and implement some measures to build this important skill in our students.

2. Quantitative Environmental Literacy: Students are able to determine, apply and interpret appropriate basic statistical or other quantitative analyses to environmental data (Chi-square, ANOVA, Regression) (Fall 2010-Spring 2011)

Evidence of Need (Summer 2009):

Discussions at the Summer 2009 Environmental Studies Department retreat (and previous retreats) strongly indicated that students require more direction and practice in applying the scientific method as well as in interpreting statistical information. Our consensus was that students required much more direction in developing quantitative skills and numerical literacy. Our quantitative methods core course for majors, EnvS 110 (Resource Analysis), is meant to provide students with these skills. In Fall 2009, we began to make changes to this course to improve our students’ quantitative skills and research design abilities.

Change(s) to Curriculum or Pedagogy (Fall 2009):

EnvS 110 was restructured to provide a semester-long research experience in which students develop a research topic, design data collection methods, collect and analyze the data, and then interpret and present the findings. The primary tool in the course for assessing this PLO is the Research Project, in which each student gathers, analyzes, and presents a data set they collected in the field. The project includes three steps: 1) A proposal is submitted and approved by the instructor before beginning data collection. The proposal includes a background section (giving a context for the research question), a thesis statement, and a methods section (describing how data will be collected and analyzed). 2) A presentation is given by each group of researchers during class time. The presentation should be 10-15 minutes in length, and should be professional in quality. 3) Each student produces a written report. The report is 10-15 pages and includes an abstract, introduction, methods section, results, conclusions, and literature cited.

A second assessment tool for this course is student performance on analyses of peer-reviewed articles. These article analyses include a synopsis of the research question, hypotheses, methods, and results described. This tool is designed to assess students’ abilities to understand and interpret primary literature.

Evidence of Impact (Spring and Fall 2010):

As evidence of student success for this PLO, students should be able to develop a study designed to use particular statistical analyses to test a hypothesis or specific research question. Table 1 shows that for the three primary sections of the Research Project--proposal, presentation and written report—an average of 71%, 82% and 83%, respectively, received a B or better in three sections of the course in 2010. We also expect students to understand and interpret peer-reviewed articles, and found an average of 72% and 80% received a B or better on the two analysis assignments. These results indicate that between 20-30% of students are underperforming with respect to this PLO.

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Faculty will discuss these results and the quantitative abilities of our students at our Summer 2011 retreat and we will determine changes needed to EnvS 110, other courses, or the program to improve student performance. One change we are already planning to implement (for Fall 2012) is to make EnvS 110 a 4-unit course with a computer lab section. The lab will allow the students more practice with data manipulation, numeric skills (such as conversions), and statistical tests. We expect adding the lab will give a number of students the extra assistance they need to meet this PLO. Table 1. Student performance in completing the Research Project

Proposal Presentation Written Report Fall 2010 (sec 1) A=16%; B=47% A=42%; B=42% A=31%; B=42% Fall 2010 (sec 2) A=31%; B=32% A=30%; B=60% A=45%; B=55% Spring 2010 (sec 1) A=30%; B=56% A=52%; B=30% A=25%; B=51% Average of 3 sections 71% 82% 83%

Table 2. Student performance in analysis of peer-reviewed articles

Article 1 Article 2 Fall 2010 (sec 1) A=15%; B=52% A=32%; B=47% Fall 2010 (sec 2) A=35%; B=40% A=30%; B=50% Spring 2010 (sec 1) A=27%; B=46% A=31%; B=50% Average of 3 sections 72% 80%

3. Content Environmental Literacy: Students will know sustainability principles that are the foundation of environmental studies, know the key environmental challenges facing the planet, know basic interdisciplinary information about these challenges, and be able to develop/identify feasible solutions. (Fall 2011-Spring 2012)


Discussions at our Summer 2011 Department Retreat continued to highlight the importance of our students knowing and applying sustainability principles and interdisciplinary information to the environmental challenges before us. These precepts are the basis of all environmental fields. We identified three of our courses as ideal for assessing this Program Learning Objective: EnvS 117: Human Ecology, EnvS 185: Environmental Impact Assessment, and EnvS 198: Senior Seminar. All three of these courses require assignments that require students to: 1) master sustainability terminology, 2) identify subtle/complex environmental problems; 3) provide thorough information on all sides of the issue, 4) develop a considered, logical analysis with feasible solutions, and 5) clearly convey the issue, information and solutions in both written and verbal form.

Change(s) to Curriculum or Pedagogy (Summer 2011):

At our Summer 2011 Department Retreat, we did not identify any changes to the curriculum needed to ensure our students master this PLO. We require students to build the competencies required for this PLO at introductory, intermediate and final stages of their program in environmental studies. In addition, we found we have at least three classes that build students to the mastery level and which are excellent vehicles for assessing students’ ability to master this objective.

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In each course used to evaluate this PLO, students were required to write a culminating paper in which they demonstrated their expertise in identifying complex environmental issues, find accurate natural science and social science information on all key aspects of those issues, and be able to develop feasible, sustainable solutions using central principles of sustainability. Their scores on these projects directly reflect their mastery of this PLO. The results from the three courses are quite consistent; an average of 82% (range=74% to 88%) of the students in these three courses received an A or B, grades that show expertise for this PLO. Students are doing well with respect to this PLO and instructors found students especially good at conveying human and urban aspects of sustainability. Instructors suggest that students could have a stronger grasp of natural science principles. As we always do, we will discuss these results at our next Department Retreat (Summer 2012) to determine changes the faculty believe should be implemented to improve student mastery of this PLO. Table 1. Assessment of Student Mastery of Content Literacy in Environmental Studies

Course # Sections # of Students % Receiving A or B EnvS 117 4 72 74% (A=49%; B=25%) EnvS 185 3 69 88% (A=52%; B=36%) EnvS 198 2 28 86% (A=43%; B=43%) Total of Courses 9 169 Means: 82% (A=49%; B= 33%)

4A. Professional Skills: Be able to work productively in a group work by dividing tasks and completing work which results in a high quality presentation and/or report (Fall 2010-Spring 2011)

Evidence of Need (Fall 2009):

Working effectively in a group to produce high quality products is an essential skill for environmental professionals. A number of Environmental Studies courses require extensive group work. This PLO was evaluated for this round based on the results in EnvS 152, Globalization of Goods and the Environment, an Area R SJSU studies course. In Fall 2009, students were required to work in groups to give a presentation on a relevant topic. In a class of 45 students, 85% of students received a B or better on the group presentation. This group work was a relatively short-term project and could be improved by providing a longer-term and more complex assignment. We used this course as a pilot to test a student self-assessment tool.


In Fall 2010, we implemented a detailed semester-long research project in which teams worked in groups to develop methods, collect data and present the results as a group. In addition to faculty evaluation of student performance, to gain further insight into student’s individual performance, each student was asked to rate the performance of their team members as “excellent”, “fair” or “poor” for 10 different group skill qualities. This self-assessment provided another angle from which to view each student’s performance as a group member.

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Evidence of Impact (Fall 2010):

In Fall 2010, based on the student’s internal ratings and the instructor’s evaluation of student performance in groups, 22% of the students did not achieve adequate team member performance, a rating of “excellent” on 6 or more categories and “excellent” in overall performance. Considering Environmental Studies and non-Environmental Studies students separate, only 12.5% of Environmental Studies students did not perform adequately, compared to 24% of non-majors. These results show that EnvS majors did well in this course as team members. However, we are in the formative stages of evaluating this PLO. At the Summer 2011 retreat, the Environmental Studies faculty will discuss how to evaluate this PLO in key EnvS core classes that require group projects and we will determine assessment tools that expected to effectively measure student performance. When this PLO is evaluated again, we expect to add more courses and, potentially, more assessment tools.

4B. Professional Skills: Demonstrate professional work skills and apply knowledge gained in the degree in a career setting (Fall 2011-Spring 2012)


For many decades, the Environmental Studies Department has required that students demonstrate professional skills and show that they can contribute constructively in a career setting. Most students gain their experience with and demonstrate their master of this PLO through the Environmental Internship (EnvS 194). For internships, students must work as a professional at an appropriate agency, for-profit company or non-profit entity. Faculty in the Environmental Studies Department assist students in finding internships, track their progress and receive assessments of student performance from employers. We have found the internship not only contributes to preparing students well to be environmental professionals, but helps them to find employment in their field.

Change(s) to Curriculum or Pedagogy (Summer 2011):

The Environmental Studies internship program has been refined and well-developed over the many years of its operation in the Department. At the Department Retreat in Summer 2011, the faculty did not find any changes were needed to this program as a tool to help students meet this PLO or as a vehicle to assess this PLO.


During Spring and Fall 2011, 29 students enrolled in the Environmental Internship program. Of these, 27 completed the hours required for the internship and all supervisors for these 27 students stated they were very pleased to have these students as interns. Thus, over 90% of students in this program were successful in achieving this PLO.

Students showed they were very good at finding an internship on their own and successful at pleasing their supervisor. A number of supervisors stated they wished students had more technical expertise. This may require that we be more selective in what internships we allow our students to take, or that we consider helping students obtain more tools and techniques. This will be a topic for faculty discussion that could potentially result in curricular changes.

Appendix H. Graduate Program Assessment, 2007-2011

MASTER OF SCIENCE PROGRAM INFORMATION Date Submitted: March 2012

Degree Program(s): Master of Science Program Department: Environmental Studies



Next Self-Study due : Spring 2012 E-mail: [email protected]

Note: Schedule is posted at: http://www.sjsu.edu/ugs/programplanning/

ARCHIVAL INFORMATION Location: WSQ 118 Person to

C t t Lynne Trulio 4-5445

Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see, http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated?

Yes

√ No If yes, please submit changes to [email protected]

SCHEDULE OF ASSESSMENT ACTIVITIES

When will data be collected? (at least once each program planning cycle)

Semester the SLO is the Focus of Program Assessment

SLOs 1 Literature Review Skills Fall 2011-Spring 2012 2 Methods Development Fall 2010-Spring 2011 3 Knowledge of Environmental Fall 2010-Spring 2011 4 Execute Research Plan (A) Fall 2011-Spring 2012 5 Present Original Results Fall 2011-Spring 2012

1. Able to thoroughly review literature and research in a specific area of the environmental studies and able to formulate original research questions based on critical analysis of aforementioned review (Fall 2011-Spring 2012)

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http://www.sjsu.edu/ugs/assessment/programs/

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SLO 1 assesses an important component of the Master of Science (MS) experience for students in the Environmental Studies graduate program—the ability to thoroughly review literature in the student’s focus area in order to formulate original research questions based on critical analysis of that review. The primary assessment tool for this SLO was the successful completion of the course requirements for EnvS 297, Research and Proposal Development, a mandatory seminar for all MS students in our program. This seminar requires students complete a proposal with these elements: introduction (motivation/scope, background), literature review (theoretical basis, related research, similar research methods), problem statement (objectives, hypotheses), methods (study site/sample frame, study design, data collection, data analysis), and references cited (full bibliography). After the proposal is completed, students can only move forward with their research if their three committee members sign the proposal.

The faculty viewed the successful completion of a proposal in EnvS 297 as an indicator of each student’s ability to transition from coursework to independent research on a thesis topic. While an average of 95% passed this course from 2004-2010, we found that only approximately 50% of students who joined the MS program were successful in getting their thesis proposal signed by their three committee members as part of EnvS 297.

Change(s) to Curriculum or Pedagogy (Spring 2011):

To get more students to produce signed proposals in EnvS 297, as part of the grading structure of this course (beginning in Spring 2011) students could only receive the highest mark (A+) if all three committee members signed their thesis proposal before the end of the semester; and an (A) was reserved for those students who have their thesis signed by their thesis chair. Students unable to gather signatures on their thesis proposal by the end of the semester are limited to a maximum grade of (A-).

Evidence of Impact (Spring 2011):

Results from the EnvS 297 course taught in Spring 2011 indicate that, while only 14% of the enrolled students were able to gather the signatures of their full committees during the semester, 71% were able to secure a signature from their thesis adviser; only14% were unable to secure any signatures. Further evidence of the success of this change in the grading structure of EnvS 297 is that, less than a year after taking EnvS 297 in Spring 2011, a full 70% of students have submitted thesis proposals signed by their full committees, as compared to an average of 50% from the six years prior. These recent results are encouraging. The faculty will review these results at the Department Retreat in summer 2012 to determine if changes to the program are warranted.

2. Able to develop appropriate and feasible methods for original research project (Fall 2010-Spring 2011)


This SLO assesses a critical component of the Master of Science (MS) experience for students in the Environmental Studies graduate program—the ability to develop feasible, defensible methods to test a hypothesis or research question. The primary assessment tool for this SLO was the successful completion of the course requirements for EnvS 200, Environmental Methods, a seminar required of all MS students in our program, as follows:

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Methods Outline and Literature Review: Each student prepares an outline of the methods they plan to use for their thesis; includes a minimum of 10 primary references. Methods Paper: Each student writes a detailed paper describing the methods that they will use in their thesis research, 10-15 pages in length and including a discussion of the hypotheses to be tested, data gathering methods, and data analysis methods. Methods Presentation: Each student gives a 20-30 minute presentation on the methods they will use in their thesis research; the presentation must be hands-on and interactive.

This course is an excellent indicator of a student’s likely success in the MS program as a whole. In 2008, only 79% of the students adequately completed the course requirements, i.e. obtained a B- or better. Of the students that did not adequately complete the requirements of EnvS 200 within the period 2008-2010, 1/3 dropped out of the program, while the other 2/3 are still enrolled but have not completed their Master’s Thesis projects.


Student success in developing effective research methods is tied to the articulation of clear research objectives. The faculty felt that the 2008 results for this SLO were due, at least in part, to students not having clear hypotheses or research questions when coming to EnvS 200. In order to improve the percent of students successfully achieving this SLO, we took two actions. First, we developed a course for new graduate students to introduce them to literature in the field as well as important research questions; the course gives students guidance in the process of developing relevant and testable research questions. Second, we introduced more rigorous review of the qualifications and research focus of potential masters students prior to program admission. We took this measure help ensure that students entering our program would not change their research topics to ones outside the research expertise of the faculty.


Student success in the requirements for EnvS 200 increased substantially from 2008 (Table 2). Students in 2009 had the highest overall success rate at 100% and, in 2010, had a relatively high overall success rate at 86%. Table 2. The percent of registered students adequately meeting the requirements of EnvS 200 from 2008-2010 (n=43). Adequate completion of requirements indicates a grade of B- or better.

Outline Paper Presentation Course Completion Spring 2010 93% 86% 93% 86% Spring 2009 92% 100% 100% 100% Spring 2008 71% 79% 79% 79%

The measures we have instituted seem to be producing results; but, we are going farther. We have also begun to institute earlier placement of admitted graduate students with a thesis advisor. Many graduate students lose focus during the transition from coursework to thesis work; we believe remedies to this challenge are a clear research focus and a close relationship with a thesis advisor.

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3. Possess thorough knowledge of the history of environmental thought (Fall 2010-Spring 2011)


Students entering the Environmental Studies graduate program need grounding in environmental thought and experience reviewing and translating the literature in diverse environmental fields before they are able to develop their research topic. The primary assessment tool for achieving this SLO is the successful completion of the major course requirements of EnvS 250, History of Environmental Thought. Key course requirements are:

Reaction Papers: A 500-word reaction paper on each week’s assigned readings. Each reaction paper includes an analysis of the thesis and arguments put forth by the author and a synthesis of the reading’s main points in the context of the course content.

Discussion Leader: Each student will choose one of the books listed under supplemental texts (or any other instructor approved book) and summarize the concepts and philosophy presented by the author; also give a brief biography of the author in the context of the environmental movement.

Research Project and Presentation: Each student writes a 25 to 30-page research paper on a topic of their choosing that relates to the theme of the course. The paper is based on a review of primary literature and is developed around a thesis statement. Each student presents their research paper in class, in a professional but creative nature.

Data from 2008 (Table 3) showed that 89% of the students completed the course, which is a very respectable percentage.


No changes were made to EnvS 250, as students appeared to be effectively learning and conveying their knowledge of topics in environmental history and thought.

Evidence of Impact (Fall 2010): Student success for the course requirements have remained high and varied little in the 2008-2010 period (Table 4). Between 84% and 93% of the students enrolled adequately completed the requirements of EnvS 250, by achieving a grade of B- or better. No major changes are required in fostering student success for this SLO. Table 3. The percent of registered students adequately meeting the requirements of ENVS-250 from 2008-2010 (n=37). Adequate completion of requirements indicates a grade of B- or better.

Reaction Papers Discussion Leader

Research Project Course Completion

Spring 2010 84% 84% 84% 84% Spring 2009 93% 87% 93% 93% Spring 2008 N/A 100% 89% 89%

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4. Able to carry out original research plan and write a high quality scholarly thesis or professional report (Fall 2011-2012)

Evidence of Need (2004-2005):

An important method of gauging the overall success of the Environmental Studies MS program is the percent of students admitted into the program who complete their thesis project. Key components of success are:

Thesis proposal – Successful completion is indicated by the submission of a proposal signed by all thesis committee members. Thesis – Completion and acceptance of the Master’s thesis by the SJSU office of Graduate Studies.

Students who entered the Environmental Studies master’s program from in 2004 and 2005 were used to assess SLO 4 as they are currently (as of 2012) at the end of their ordinary 7-year maximum tenure as graduate students in the MS program. We assumed that if a thesis has not been successfully finished within this time frame, that it will likely never be completed. Of the 34 students accepted within this time frame 17 (50%) were able to complete their thesis proposals and 14 (41%) had their thesis accepted by the Graduate Studies office (Table 4). Table 4. Completion rates of students accepted to the MS program in ENVS in 2004-2005.

Year of Admission Proposal signed

Thesis accepted

2004 (n=14) 42% 35% 2005 (n=20) 55% 50%


Several changes have been made beginning in 2010 to the Department admissions policy and the expectations of student progress within the Environmental Studies graduate program to increase the percent of students completing their thesis. These changes include: 1) Requiring all applicants to indicate potential thesis advisors prior to admission; 2) Tacit agreement to advise new students by one or more faculty members prior to a student’s admission; 3) Clearly informing EnvS 297 students of the required elements and grading implications of producing a signed proposal in EnvS 297 (see SLO 1).


It is difficult to assess the effectiveness of the changes within the time frame described above as most graduate students take a minimum of 2-3 years to complete the program. However, the rate of completion of thesis proposals has increased from an average of 50% from 2004-2010 to a rate of 70% for 2011. Whether this increase in successful proposals translates into an increase in successful thesis will need to be addressed by future assessments. However, the faculty will review the results of this SLO assessment at the Department Retreat in summer 2012 to determine if changes to the program are necessary.

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5. Able to present original research results in a public oral defense (Fall 2011-Spring 2012)

Evidence of Need (2004-2005):

In addition to completing their thesis, an important method of gauging the overall success of the Environmental Studies MS program is the percent of students admitted into the program who successfully complete their Oral Thesis Defense.

In a similar manner to SLO 4, we used students who entered the Environmental Studies master’s program in 2004 and 2005 to assess SLO 5 as they are currently (as of 2012) at the end of their ordinary 7-year maximum tenure as graduate students in the program. We assumed that, if an oral defense is to take place at all, it will occur within this time frame. Of the 34 students accepted within this time frame 17 (50%) were able to complete their thesis proposals and 14 (41%) successfully competed their Oral Thesis Defense (Table 5). We found a 1:1 ratio between students who completed their thesis and those passing the Oral Thesis Defense. Our Department policy is to schedule thesis defenses only after the entire thesis committee approves a student’s thesis, resulting in a 100% success rate in thesis defenses for those who reach this point. Table 5. Completion rates, and successful passing rates, of students accepted to the MS program in ENVS in 2004-2005.

Year of Admission Proposal signed Thesis accepted Oral Presentation

2004 (n=14) 42% 35% 35% 2005 (n=20) 55% 50% 50%


The same changes described for SLO 4 can be applied to SLO 5 as success with the Oral Defense is closely linked to success with the thesis overall: 1) Requirement that all applicants indicate potential thesis advisors prior to admission; 2) Tacit agreement to advise by one or more faculty members prior to admission; 3) Including proposal signing requirements for MS students taking EnvS 297 (see SLO 1).


As with SLO 4, we will need to assess the effectiveness of these new policies in future years as the current student cohorts move through the program. However, the faculty will review these results at the Department Retreat in summer 2012 to determine if changes are warranted.

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Appendix I. WASC Rubric for Assessing the Quality of Academic Program Learning Outcomes – Undergraduate Programs and Graduate Program I. Undergraduate WASC Criterion Rating Rationale Actions Comprehensive List

Developed PLOs are well-reasoned, focus on knowledge and skills; include SJSU goals for writing literacy, critical thinking, and quantitative skills. PLOs align with elements of the National Science Education Standards (NRCl, 1996) and other research on turning content knowledge into action (MacDonald and Dominguez, 2005).

Develop rubrics for quantitative and content literacy as we have done for qualitative literacy.

Assessable Outcomes

Developed For each outcome we clearly state, under “Student Competencies”, how students demonstrate mastery

Faculty will share examples of different levels of student performance for each PLO. Develop a suite of examples for faculty to use as a reference

Alignment Highly Developed

The BA and BS programs are explicitly aligned with our PLOs. Core courses are intentionally mapped to PLOs 1, 2, and 3; core courses and service-learning/internship courses align with PLOs 4A and 4B, and electives align with PLOs 5 and 6.

Continue current program

Assessment Planning

Highly Developed

The Department has a very well developed procedure for reviewing and refining PLOs and for evaluating our students’ mastery of the learning outcomes. We have a multi-year assessment plan that we follow.


Student Experience Emerging We have not routinely engaged the students in the department PLOs. Thus, students have some knowledge of the PLOs through exposure to them in EnvS 198, Senior Seminar. But, beyond that, students are not regularly informed about the department’s program outcomes.

New majors will be given a list of the Department’s learning outcomes;chair will discuss how the program maps onto the PLOs. Environmental Studies courses will either list the PLOs or reference the department webpage with the PLOs.

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II. Graduate Program WASC Criterion Rating Rationale Actions Comprehensive List

Developed List is adequate and complete; it has been developed over decades or work with graduate students in our program. Faculty all agree on criteria for assessing students.

We continue to evaluate these outcomes to ensure they are optimum.

Assessable Outcomes

Highly Developed

For each outcome we state how students demonstrate mastery. Students must meet specific standards to pass courses and move forward in the program. All tenure/tenure-track faculty work together on thesis committees and therefore, have regular, direct experience with criteria for acceptable performance on all PLOs.


Alignment Highly Developed

Program courses and research requirements are explicitly aligned with our PLOs. All course and research experiences are intentionally designed to meet the program outcomes.


Assessment Planning

Highly Developed

The Department has a very well developed procedure for reviewing and refining PLOs and for evaluating our students’ mastery of the PLOs. We have a multi-year assessment plan that we follow.


Student Experience Highly Developed

Students in the MS program are informed of the requirements and standards for success in the program at every stage in the program--at their orientation, in each seminar (EnvS 200, 250, and 297), and at each step in the process with their thesis chair.


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Appendix J. Tenure/Tenure-track Faculty Curriculum Vitae

Katherine Kao Cushing Department of Environmental Studies, San Jose State University

San Jose, CA 95192-0115; [email protected]

PROFESSIONAL PREPARATION 1993 – 1998 Stanford University, Stanford, CA

Ph.D., Civil and Environmental Engineering Department with Specialization in Environmental Planning and Management.

1992 – 1993 Stanford University, Stanford, CA M.S., Civil and Environmental Engineering Department, Environmental Engineering and Science Program

1986 – 1990 Northwestern University, Evanston, IL B.S., Industrial Engineering and Management Science

APPOINTMENTS

07/09 – 08/11 Director of Sustainability, San Jose State University San Jose, CA Responsible for coordinating and directing University sustainability activities across curriculum, research, facilities, and community relations. High-level administrative position reporting directly to the University President and Cabinet.

08/08 – present Associate Professor, San Jose State University San Jose, CA Conduct and supervise research on environmental issues. Current projects include: Water reuse (See Synergistic Activities) and analyzing the Impacts of an Ecological Footprint Challenge on the University Community. Design and teach courses on Water Resources Management (EnvS 128), Western Water Policy (EnvS129), Research Methods (EnvS 290 and 297), Field Studies in Water Resources Management (EnvS 270) and general environmental issues (EnvS 01) at the undergraduate and graduate level.

08/05 – 07/08 Assistant Professor, San Jose State University San Jose, CA

09/00 – 07/03 Associate Program Director, Stanford University Stanford, CA Conducted research in implementation of ISO 14001 in China, environmental and social performance of Silicon Valley computer companies, and environmentally sustainable cities. Taught classes in urban planning and thesis research.

05/99 – 08/01 Senior Research Associate, Pacific Institute Oakland, CA Developed and managed research projects on California urban water conservation, environmental certification systems, and global water supply, sanitation, and hygiene.

01/99 – 12/99 Visiting Professor, University of California Berkeley, CA Taught graduate course CP251 “Environmental Planning and Regulation (CP251) in Department of City and Regional Planning, Spring Semester 1999 and Fall Semester 1999.

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PUBLICATIONS AND REPORTS

Cushing, K., M. Beyer, E. Rosenblum, and J. Larabee. (2012). How Should We Measure Program Performance? A Delphi Survey of Urban Recycled Water Stakeholders. Proceedings of the IWA Regional Conference on Wastewater Purification and Reuse. March 28-30, Crete, Greece.

Nuworsoo, C., E. Cooper, E., K. Cushing, and E. Jud. (2012). Integration of Bicycling and Walking Facilities into the Infrastructure of Urban Communities. Mineta Transportation. Research Report 11-05.

Ohlson, D., K. Cushing, L. Trulio, and A. Leventhal. 2008. Advancing Indigenous Self Determination through Endangered Species Protection: Idaho Gray Wolf Recovery. Environmental Science and Policy, Vol. 11, No. 5., pp. 430-440.

Cushing, K.K., McGray, H., and Liu, H. 2005. “ISO 14001 Adoption and Implementation in China” International Journal of Environment and Sustainable Development. Vol.4, No. 33. pp. 246-268.

Gleick, P., Haasz. D., Henges-Jeck, C., Srinivasan, V., Wolff, G., Cushing, K.K., and Mann, A. 2003. Waste Not, Want Not: The Potential for Urban Water Conservation in California. Pacific Institute: Oakland, CA.

Cushing, K. 2002. “The World Commission on Dams Report: What Next?” in The World’s Water: The Biennial Report on Freshwater Resources. Peter Gleick, ed. Island Press: Washington. pp.149-172.

Ortolano, L., and K. Cushing. 2002. “Grand Coulee Dam 70 Years Later: What Can We Learn?” Water Resources Development. Vol. 18, No. 3. pp. 373-390.

SYNERGISTIC ACTIVITIES

Chair, University Sustainability Board (January to August 2011) Led newly created University-wide committee charged with creating sustainability goals and monitoring progress.

Green Wave (June 2010 to June 2011) Developed new service-learning project providing energy-efficiency audits and tools to local homes and offices. Audits conducted by SJSU students. Program received commendation by the City of San Jose and San Jose Mayor.

Ecological Footprint Challenge (July 2009 to June 2010) Oversaw the implementation of University-wide campaign that calculated the ecological footprint of participating SJSU community members and encouraged them to reduce their footprint. Participants reduced footprint by an average of 10% from October 2009 to May 2010.

Sustainable Silicon Valley (September 2010 to present) Principal team member of EcoCloud Project a consortium of industry, academia, government and business applying principles of industrial ecology to the San Francisco Bay area.

WateReuse Foundation Research (October 2010 to present) Principal Investigator for research project that will identifies criteria at the regional and municipal level for evaluating the performance of recycled water programs in the U.S.

COLLABORATORS & OTHER AFFILIATIONS Collaborators and Co-Editors— Michelle Arias (USGS), Lisa Benham (SJSU), Stephanie Bradley (University of San Francisco), Jennifer Gorospe (SJSU), Marianna Grossman (Sustainable Silicon Valley), Matt Lambert (SJSU, City of San Jose), Jeanine Larabee (Santa Clara Valley Water District), Alan Levanthal (SJSU), Davinnah Ohlson (Live Oak Associates), Michael Parrish (SJSU), Eric Rosenblum (City of San Jose), Lynne Trulio (SJSU). Graduate Advisor—Leonard Ortolano (Stanford). Thesis Advisor—Michelle Arias (USGS), Mara Warwick (World Bank), Adelina Canez (City of San Francisco), Benoit Delaveau (City of Burlingame), Matt Lambert (SJSU, City of San Jose. Number of graduate students advised 12.

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ALEXANDER GERSHENSON SJSU Dept. of Environmental Studies TEL: +1(831)824-4326 One Washington Square San José, CA 95192 [email protected]

EDUCATION

Ph.D. Environmental Studies: September 2007 UCSC, Santa Cruz CA

B.S. Cum Laude, Natural Resource Management: Conservation and Applied Ecology: May 2001 Rutgers University, New Brunswick, NJ

PEER-REVIEWED PUBLICATIONS AND MANUSCRIPTS Weil, B., Gershenson, A., Barsimantov, J. (In prep) “The effect of tiered energy pricing and rate setting on conservation incentives in California” Gershenson, A., L. Misson, J. Tang, J. Curiel Yuste, A. Goldstein, W. Cheng (In revision) “Climate effects on above and belowground phenological development in a young Ponderosa pine forest” Oecologia Gershenson, A., Bader, N., Cheng, W. (2009) “Effects of substrate availability on the temperature sensitivity of soil organic matter decomposition” Global Change Biology 15(1): 176-183

Curiel Yuste J., Baldocchi D D, Misson L., Wong S., Gershenson A, Goldstein A. (2007) “Microbial Soil Respiration and its dependency on Carbon Inputs, Soil Temperature and Moisture” Global Change Biology 13(9): 2018 - 2035

Misson L., Gershenson A., Tang J., Boniello R., McKay M., Cheng W., Goldstein A. (2006) “Influences of canopy photosynthesis and summer rain pulses on root dynamics and soil respiration in a young ponderosa pine forest”. Tree Physiology 26: 833-844.

Tang, J., Misson, L., Gershenson, A., Cheng, W., Goldstein, A.H. (2005). “Continuous measurements of soil respiration with and without roots in a ponderosa pine plantation in the Sierra Nevada.” Agricultural and Forest Meteorology 132: 212-227.

OTHER PUBLICATIONS

Mulvaney, D., and Gershenson, A. (2012) Brief to the THE UNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUIT as Amicus Curiae, Rocky Mountain Farmers Union, et al. v. James Goldstene, et al. 12-15131 Morehouse, E. and Gershenson, A. (2012) Low-Carbon Fuels Protect and Grow California’s Economy. LA Business Journal, May 28, 2012

Gershenson, A., Barsimantov, J., and Mulvaney, D. (2011) Background Paper on Greenhouse Gas Assessment Boundaries and Leakage for the Cropland Management Project Protocol. Climate Action Reserve: http://www.climateactionreserve.org/wp-content/uploads/2011/06/CMPP_Background_Paper_-_GHG_Assessment_Boundaries_and_Leakage.pdf

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Gershenson, A., and Barsimantov, J. (2010) Accounting for Carbon in Soils. White paper for the Climate Action Reserve: http://www.climateactionreserve.org/wp-content/uploads/2010/12/Accounting_for_Carbon_in_Soils-Forest_White_Paper.pdf Gershenson, A., and Cheng, W. (2010). Rhizosphere Processes in Natural and Managed Systems: Implications of New Research for Soil Carbon Dynamics HortScience 45(8):S35. (Abstr.) Gershenson, A., Holl, K., Holloran, P., Jedlicka, J., Mendez, V.E., Mulvaney, D., Petersen, B., Spalding, A., Vasey, M. (2007) “Book Review: 1491: New Revelations of the Americas before Columbus” Restoration Ecology 15:168–169

Cheng, W. and Gershenson, A. (2007). “Carbon Fluxes in the Rhizosphere”. In The Rhizosphere-An Ecological Perspective Cardon Z. and J. Whitbeck, Eds. Academic Press Gershenson, A. (2001) “The development of the idea of wilderness and its significance for the present day conservation movement” Rutgers University Senior Honors Thesis

TEACHING EXPERIENCE

Lecturer SJSU Fall 2007-Spring 2011 “Life on a changing planet”, Fall 2008-Spring 2012 “Global Climate Change”, Spring 2009 “Graduate Proposal Writing”, Summer 2008 “Introduction to Environmental Issues” Spring 2012 “Global Carbon Cycling” Instructor UCSC Winter 2006 “Soils and Plant Nutrition” Teaching Assistant UCSC Fall 2002 “Ecology and Society” Winter 2003 “Environmental Law” Winter 2004 “Environmental Policy”, Spring 2004 “Soil Ecology”, Winter 2005 “US Environmental Policy and Politics”, Fall 2006 “Global Climate Change Forecasts and Models”, Winter 2007 “Plant Physiological Ecology” Lecturer, Rutgers University, “Ecology and Politics of the American West: Image and Reality” Cook College General Honors Program December 2000-May 2001

RESEARCH AND PROFESSIONAL EXPERIENCE Climate Change and Energy Consultant, 2008-present Principal, EcoShift Consulting. Consulting on issues of climate change, energy, and life cycle analysis. Applied research in energy efficiency, as well as research in California energy policy and the effects of utility rates on energy conservation. Graduate Student Researcher, UCSC Summer 2001-Summer 2007 Investigation of belowground carbon cycling, specifically focused on quantification of rhizosphere priming effect and biotic and abiotic factors affecting root turnover rates. Development of new methodologies for observation of belowground fine root dynamics. Examination of temperature effects on soil respiration.Examination of US and California energy and climate policy in the context of soil carbon management.

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Research Internship, University of Puerto Rico at Mayagüez Summer 2001 Investigation of factors aiding forest invasive species dominance. Consultant, National Parks Conservation Association, American Whitewater, Grand Canyon Private Boaters. Summer 2000 Review of existing biological and sociological literature in support of a legal action aimed at the establishment of wilderness in Grand Canyon National Park Research Assistantship, Dr. Joan Ehrenfeld, Rutgers University Summer 1999 Investigation of ecosystem dynamics in the New Jersey Pine Barrens Research Assistantship Dr. Michael V. K. Sukhdeo, Rutgers University 1998-1999. Assessment of the bioindicator potential of freshwater fish intestinal parasites.

INVITED PRESENTATIONS

Gershenson, A., and Cheng, W. 2010. Rhizosphere Processes in Natural and Managed Systems: Implications of New Research for Soil Carbon Dynamics. American Society for Horticulture Science Annual Meeting. Palm Desert, CA

POSTER AND ORAL PRESENTATIONS

Gershenson A., L. Misson, J. Tang, J. Curiel-Yuste, A. Goldstein, and W. Cheng. 2007. Fine Root and Aboveground Development and Turnover in a Seasonally Dry Forest. American Geophysical Union Fall Meeting. San Francisco, California. Gershenson A., L. Misson, J. Tang, A. Goldstein, and W. Cheng. 2005. Temperature and Moisture Constraints for Growth in a California Mediterranean Forest. American Geophysical Union Fall Meeting. San Francisco, California. Gershenson A., L. Misson, J. Tang, A. Goldstein, and W. Cheng. 2005. Growth Dynamics in a California Mediterranean Forest. Third USDA Symposium on Greenhouse Gases & Carbon Sequestration in Agriculture and Forestry. Baltimore, MD. Gershenson A., L. Misson, J. Tang, A. Goldstein, and W. Cheng. 2005. Soil moisture and temperature constraints on fine root dynamics and plant growth in a Mediterranean forest in the Sierra Nevada, CA. Blodgett Research Workshop, Blodgett, California. Gershenson, A, and W. Cheng. 2004. Seasonal dynamics of fine roots in a ponderosa pine (Pinus ponderosa) dominated ecosystem in the Sierra Nevada, California. Ecological Society of America Annual Meeting, August 1-6, Portland, Oregon Gershenson, A, and W. Cheng. 2003. Controls of Canopy Activities on Roots and Soil Carbon Dynamics in a Young Ponderosa Pine Forest: Preliminary Root Observations. Kearney Foundation Soil Carbon Meeting, University of California Davis, USA. Gershenson, A, and W. Cheng. 2003. Root Herbivory and Its Potential Effect on Root Turnover. 3rd International Conference on Physiological Processes in Woody Roots, Perth, AU.

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Gershenson, A, and W. Cheng. 2002. “The Ecological Role of Root Herbivory and Its Effect on Carbon Transfer Between Plants and Soil: A Review”. 82nd Annual ESA Meeting, Tucson, AZ.

PROFESSIONAL AND SERVICE ACTIVITIES External Reviewer, Journal of Integrative Plant Biology, Global Change Biology,

Journal of Sustainable Agriculture, Geoderma

Undergraduate Advisor, SJSU Spring 2009-Spring 2011

Masters Student Thesis Committee Member, SJSU Spring 2009-Spring 2011

Member, American Geophysical Union, 2005-present

Graduate Student Program Committee Student Member, UCSC ENVS 2004-2006

Agroecology Chapter Representative, Ecological Society of America, ESA Annual Meeting, Tucson, AZ 2002

Graduate Seminar Committee Member, UCSC ENVS 2002-2003

FUNDING AND FELLOWSHIPS

USDA-OREI Research in Organic and Sustainable Agriculture 2011-2015 ($2.6 million)

Climate Action Reserve Background Paper Development Grant 2011 ($11,000)

Climate Action Reserve Coil Carbon White Paper Development Grant, 2010 ($14,500)

Graduate Student Association Grant, UCSC 2003, 2004 ($2,000)

Environmental Studies Graduate Student Research Award, UCSC 2002-2006 ($4,000)

Kearney Foundation for Soil Science Research Grant, UCSC 2002-2005 ($150,000)

University of California Regents Graduate Fellowship, UCSC 2001-2002 ($9,000 and tuition)

NSF Pre-Doctoral Fellowship Honorary Mention 2001

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GARY KLEE, Ph.D.

[THE COMPLETE 19 PAGE VITA IS AVAILABLE ON REQUEST. WHAT

FOLLOWS IS AN ABBREVIATED VERSION TO FIT THE 5 YEAR ANNUAL REPORT]

Name: Gary A. Klee Department: Environmental Studies Academic rank: Professor Date of current rank: l986 Date of appointment to SJSU: August 25, 1977 Education Institution Date Ph.D. University of Oregon 1972 M.A. University of Oregon 1972 California Teaching Credential San Francisco State University 1967 B.A. San Francisco State University 1966 PROFESSIONAL EXPERIENCE Professor, San Jose State University, l986-Present Courses Taught: Human Ecology (Env. S. ll7) Gardens, Culture, and Environment (Env. S. 118) Urban Design and Environmental Quality (Env. S. l35) California Wetland Controversies (Env. S. 144) Environmental Education for Teachers (Env. S. 158) Nature and Conservation Photography (Env. S 166) Directed Reading (Env. S. l84) Environmental Impact Analysis (Env. S. l85) Coastal Field Studies (Env. S. 189) Sponsored Projects and Research (Env. S. l93) Public Service Internship (Env. S. l94) Instructor Asst. in Env. S. (Env. S. l95) Senior Seminar (Env. S. 198) Senior Thesis (Env. S. l99) Seminar: Environmental Methods (Env. S. 200) Seminar: Environmental Theory (Env. S. 230) Seminar: U.S. Environmental Thought (Env. S. 250) Graduate Internship (Env. S. 285) Graduate Teaching Assistant (Env. S. 295) Research & Proposal Development (Env. S. 297) Special Study (Env. S. 298) Master's Thesis or Project (Env. S. 299) SCHOLARLY AND CREATIVE ACTIVITY Books published:

Klee, Gary A. 1999. The Coastal Environment: Toward Integrated Coastal and Marine Sanctuary Management. Englewood Cliffs, New Jersey: Prentice Hall, 265 pp.

Klee, Gary A. 1991. Conservation of Natural Resources. Englewood Cliffs,

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New Jersey: Prentice-Hall, 410 pp. Klee, Gary A., ed. l980. World Systems of Traditional Resource Management.

London: Edward Arnold Publishers, 290 pp. (Klee conceived the idea for the book, brought together and edited the original works of the text's other regional specialists, and wrote three chapters for the book).

Articles, chapters in books, notes, or photographs published:

Klee, Gary A. 2008. One photograph published in the Santa Cruz 2009 Calendar. Santa Cruz: Prism Photographics, Inc. See www.prismphotographics.com for details & Klee Biography.

Klee, Gary A. 2007. Three photographs published in the Santa Cruz 2008 Calendar. Santa Cruz: Prism Photographics, Inc. See www.prismphotographics.com for details & Klee Biography.

Klee, Gary A. 2005. Three photographs published in the Monterey 2006 Calendar. Santa Cruz: Prism Photographics, Inc. See www.prismphotographics.com for details & Klee Biography.

Klee, Gary A. 2005. Two photographs published in the Santa Cruz 2006 Calendar. Santa Cruz: Prism Photographics, Inc. See www.prismphotographics.com for details & Klee Biography.



Klee, Gary A. 2002. One photograph published in the Santa Cruz 2003 Calendar. Santa Cruz: Prism Photographics, Inc. See www.prismphotographics.com for details & Klee Biography.

Klee, Gary A. 2001. Two photographs published in the Santa Cruz 2002 Calendar. Santa Cruz: Prism Photographics, Inc. See www.prismphotographics.com for details & Klee biography.

Klee, Gary A. 1997. Review of "From the Ground Up: Rethinking Industrial Agriculture," In Gabriel Hegyes and Charles A. Francis, eds., Future Horizons: Recent Literature in Sustainable Agriculture. Lincoln, Nebraska: Center for Sustainable Agricultural Systems, University of Nebraska-Lincoln, pp. 43-44.

Klee, Gary A. 1996. “Traditional Concepts for 21st Century Living,” Etnoecológica (Ethnoecology), vol. III, no. 4-5, August, pp. 5-21.

Klee, Gary A. 1995. “Lessons from Palau,” Nature Conservancy, vol. 45, no. 3, May/June, p. 4.

Klee, Gary A. 1992. “Open letter to the AAG President,” AAG Newsletter, June, p. 3.

Klee, Gary A. 1992. "Environmental Education: Money in the Bank," Worldwatch, vol. 5, no. 2, p. 4.

Klee, Gary A. l985. "Traditional Marine Resource Management in the Pacific." In Jeffrey A. McNeely and David Pitt (eds.), Culture and Conservation: The Human Dimension in Environmental Planning. London: Crown Helm, pp. l93-202.

Klee, Gary A., et al. l984. "l984 Kalender Ra Omenged E. Loltirakl Era Buil Er Belau" (A Calendar of Traditional Fishing in Palau, Micronesia), l984 Calendar, Koror, Palau: Palau Community Action Agency, January l, l984.

Klee, Gary A. l983. "Traditional Marine Management in the Pacific," International Union for the Conservation of Nature and Natural Resources (IUCN) Bulletin, vol. l4, no. 7-9, July/September, p. 9.

Klee, Gary A. l983. "Methods for Determining Past Status of Wildlife." In Francis Conant, et. al., eds., Resource Inventory and Baseline Study Methods for Developing Countries. Washington D.C.: American

http://www.prismphotographics.com/







http://www.lprismphotographics.com/

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Association for the Advancement of Science (AAAS), pp. 486-490. Klee, Gary A. l983. "Cultural Ecological Assessment." In Francis Conant, et.

al., eds., Resource Inventory and Baseline Study Methods for Developing Countries. Washington D.C.: American Association for the Advancement of Science (AAAS), pp. 493-5l0.

Klee, Gary A. l983. "The Status of Environmental Studies in United States and Canadian Geography Departments," The Journal of Environmental Education, vol. l4, no. 2, Winter, pp. 32-36.

Klee, Gary A. l979. "An Ecological Approach in the Introductory Cultural Geography Course," Journal of Geography, vol. 78, no.l, January, pp. l7- 22.

Klee, Gary A. l978. "Conserving Hawaiian Natural Resources: A Geography Field Trip Experience," The California Geographer, vol. l7, pp. lll-l20.

Reviews published:

Klee, Gary A. Review of Changes in a California Estuary by Caffrey, et al., Elkhorn Slough Foundation, Watsonville, CA, 2002, (Invited Review).

Klee, Gary A. Review of Coastal Zone Management Handbook by John R. Clark, Coastal Management, vol. 24, no. 4, 1996, pp. 387-388. (Invited Review).

Klee, Gary A. Review of Earth in Mind: On Education, Environment and the Human Prospect by David W. Orr, The Ecologist, vol. 25, no. 6, Nov./Dec., 1995, p. 246, (Invited Review).

Klee, Gary A. Review of An Introduction to Coastal Zone Management by T. Beatley, D.J. Brower, and A.K. Schwab, Coastal Management, vol. 23, no. 2, April-June, 1995, pp. 169-170, (Invited Review).

Klee, Gary A. Review of From the Ground Up: Rethinking Industrial Agriculture by Peter Goering, Helena Norberg-Hodge, and John Page. American Journal of Alternative Agriculture, vol 9, no. 1&2, Summer 1994, p. 94-95, (Invited Review).

Klee, Gary A. Review of Wetlands, 2nd Edition, by William J. Mitsch and James G. Gosselink. Journal of Coastal Research, vol. 10, no, 3, Summer 1994, pp. 786-787, (Invited Review).

Klee, Gary A. Review of Earth in the Balance: Ecology and the Human Spirit by Al Gore. The Professional Geographer, vol. 46, no. 2, May 1994, pp. 259-260, (Invited Review).

Klee, Gary A. Review of The Environmental Sciences by Peter J. Bowler, The Ecologist, vol. 24, no. 2, March/April 1994, pp. 77-78, (Invited Review).

Klee, Gary A. Review of Lee Boo of Belau: A Prince in London by Daniel J. Peacock, Pacific Studies, vol. 11, no. 3, July 1988, pp. 167-168, (Invited Review). Klee, Gary A. Review of Toward a Sustainable Agriculture by Raymond P.

Poincelot, Journal of Soil and Water Conservation, vol. 42, no. 2, March-April l987, pp. l04-l06. (Invited Review).

Klee, Gary A. Review of The Granite Garden: Urban Nature and Human Design by Anne Whiston Spirn, The Professional Geographer, vol. 38, no. l, February l986, p. l25, (Invited Review).

Klee, Gary A. Review of Environmental Science Methods by Robin Haynes (ed.), Environmental Conservation, vol. 2, no. 3, Autumn l984, pp. 287-288, (Invited Review).

Klee, Gary A. Review of Conservation and Management of Natural Resources in the United States by Charles Bennett, The Professional Geographer, vol. 36, no. 3, August l984, pp. 376-377, (Invited Review).

Klee, Gary A. Review of Words of the Lagoon: Fishing and Marine Lore in the Palau District of Micronesia by R.E. Johannes, Human Ecology, vol. l0, no. 3, September l982, pp. 433-436, (Invited Review).

Klee, Gary A. Review of Subsistence and Survival: Rural Ecology in the Pacific by Timothy Bayliss- Smith and Richard Feachem, eds., Pacific Studies, vol. 4, no. l, Fall l980, pp. 92-95, (Invited Review).

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Klee, Gary A. Review of Coral Islanders by William H. Alkire for Pacific Studies, vol. 3, no. 2, Spring l980, pp. 86-87, (Invited Review).

Klee, Gary A. Review of Muddling Toward Frugality by Warren A. Johnson. The Professional Geographer, vol. 3l, no. 3, August l979, p. 330, (Invited Review).

Klee, Gary A. Review of Living in Town: Problems and Priorities in Urban Planning in the South Pacific by John Haare and Claudia Knapman, eds., Pacific Studies, vol. 2, no. 2, Spring l979, pp. l95-l97, (Invited Review).

Klee, Gary A. Review of Cultural Ecology by Robert McC Netting, Anthropology and Contemporary Human Problems by John H. Bodley, and Ecological Anthropology by Donald L. Hardesty for The Professional Geographer, vol. 3l, no. 2, May l979, pp. 236-237, (Invited Review).

Klee, Gary A. Review of World Regional Geography: A Question of Place, by Paul Ward English and James Andrew Miller. The Journal of Geography, Sept/Oct. l977, pp. l92-l93, (Invited Review).

Works in progress:

Under contract with UC Press for new book: California Coastal Wetland Guide.

PROFESSIONAL CONTRIBUTIONS AND ACTIVITY Participated in Professional Photography Print Academy, San Francisco, CA., February 7, 2009. Participated in Professional Photography Advanced Workshop, John Sexton’s “Fine Tuning the Expressive Print,” Carmel, CA., February 20-24, 2007.

Participated in Professional Photography conference, The Second Biennial Large Format View Camera Photography Conference, Monterey, CA., April 23-25, 2004.

Participated in Professional Photography workshop, John Sexton’s The Expressive Black & White Print. Carmel, CA., April 13-18, 2004.

Participated in Professional Photographic Workshop, View Camera Field Techniques, taught by Steve Simmons, Editor of View Camera Magazine. Monterey, Ca., May 2-4, 2003.

Participated in Professional Photography Workshop, Field Techniques for Black & White Photography, taught by Alan Ross, past technical darkroom assistant to Ansel Adams, Yosemite Valley, June 24-26, 2002.

Appointed to the Editorial Board of the journal, Human Ecology Review, the official journal of the Society of Human Ecology, April 21, 1998 to 2003.

Participated in “Management and Protection of Estuaries, Wetlands, and Coastal Waters: Tools for Local Governments: Intensive Training in Coastal and Wetland Resource Protection,” Monterey, California, November 17-18, 1994 (Sponsored by U.S. EPA, Office of Wetlands, Oceans and Watersheds).

Appointed to the Editorial Board of the journal, Coastal Management, November 15, 1994 to 2003.

Appointed to Sciences Work Group, California State University/Monterey Bay, for academic planning purposes, March 25, 1994.

Participated in “Environmental Studies/Science Programs in the San Francisco Bay Area, Lucille Packard Foundation Office, Los Altos, March 11, 1994.

Appointed to Wetlands protection project Advisory Council, Coastal Advocates, March 10, 1994 to 1996.

Appointed to the Editorial Board, Journal of Coastal Research, February 2, 1994 to 1996.

Appointed to the Editorial Board, Etnoecológica (Ethnoecology), Morelia, Michoacán, México, July 25, 1993 to 1998.

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Service on M.S. thesis committees: Delaveau, Benoit, “From Film to Digital: Changes in Environmental Impact of the San Francisco Bay Area Photo-Processing Industry from 1996 to 2006.” May 2011. Dr. Katherine Cushing, Committee Chair, and Klee. Putney, Robin. “Traditional Fisheries Management in Palau, Micronesia.” May

2008. Dr. Katherine Cushing, Committee Chair; Dr. Lorne Holyoak, Anthropologist, Government of Canada; and Klee.

Nugent, Darcy. “Evaluation of Environmental Youth Internet Forums for Small Island Nations.” May 2006. Klee, Committee Chair; Dr. David Asquith, Professor, Department of Sociology; Dr. Victor Ordonez, Senior Education Fellow, East West Center, Honolulu, Hawaii, and Former Director, Office for Asia and the Pacific, UNESCO.

Antanasio, Robert. “Institutional Organization Among Artisan Fishers in Bocas del Toro, Panama.” December 2005. Klee, Committee Chair; Dr. Douglas Greer, Professor, Department of Economics; Dr. Roberto Gonzalez, Associate Professor, Department of Anthropology.

Rouleau, Tracy. “Pinnipeds, Salmon, and Fisheries: Real Management or Political Economy? December 2004. Klee Committee Chair; Dr. Douglas Greer, Professor, Department of Economics; Dr. Lynne Trulio, Associate Professor, Department of Environmental Studies.

Service to the community:

Member, Department Search Committee. Spring 2012. Hired Alex Gershenson. Member, Department Lecturer Evaluation Committee, Spring 2012.

Reviewed Pat Ferraro and Terry Trumbull. Reviewed book manuscript, “Ecology, Conservation and Restoration of Tidal Salt

Marshes, San Francisco Estuary” by Arnas Palarma (ed.) for UC Press, June 20, 2011.

Member, Department Lecturer Evaluation Committee, Spring 2011. Reviewed Phil Higgins and Johanna Johnson.

Member, COSS Research Committee, Spring 2011.

HONORS AND AWARDS Recognized as a “COSS most Influential Professor” by student (Spring 2011). Recognized as a “COSS most Influential Professor” by student (Spring 2010). Recognized as a “COSS most Influential Professor” by student (Spring 2008). Recognized as a “COSS most Influential Professor” by student (Spring 2007).

Invited photographer to participate in an advanced Darkroom and Photo Workshop with John Sexton, former technical assistant to Ansel Adams, John Sexton’s Carmel Valley Lab, February 20-24, 2007.

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Dustin R. Mulvaney

Assistant Professor, Department of Environmental Studies, San Jose State University EDUCATION & TRAINING National Science Foundation Science, Technology, &SocietyPostdoctoral Scholar, Department of Environmental Science, Policy, and Management, University of California, Berkeley. Mentor, Alastair Iles. Ph.D., Environmental Studies, University of California, Santa Cruz, 2007 Committee: David E. Goodman (advisor, political economy of agriculture), Melanie Dupuis (sociology of food), Deborah Letourneau (GEO biosafety ecology).

M.S., Environmental Policy Studies, New Jersey Institute of Technology, 2000 Committee: Eric Katz (advisor), David Rothenberg, Andrew Light B.S., Chemical Engineering, New Jersey Institute of Technology (Minor: Applied Physics), 1998

ACADEMIC APPOINTMENTS Science, Technology, & Society Postdoctoral Scholar, Department of Environmental Science, Policy, and Management, University of California, Berkeley, 2009-2011. Funded by the National Science Foundation Division of Science, Technology, and Society. SES-0924991. Teaching Fellow in Sustainability Engineering and Ecological Design, Electrical Engineering, UC Santa Cruz, 2008–2009. Funded by the National Science Foundation (PI: Ali Shakouri, co-PIs: Ben Crow, Melanie Dupuis, Steve Gliessman, Ronnie Lipschutz). Lecturer, Environmental Studies, UC Santa Cruz (1) Biotechnology: Social and Environmental Dimensions, 2009, 2007, 2006 (2) Sources of Renewable Energy, Electrical Engineering, 2009 (co-instructor) (3) Energy Politics and Policy, and Energy Politics and Policy Lab, 2009 (4) Environment and Society, College 8, UC Santa Cruz, 2007, 2008 (5) Political Ecology and Social Change, 2008 (6) Science, Policy, and the Environment, Silicon Valley Center, UC Extension, 2007 Teaching Assistant, Environment Studies, University of California, Santa Cruz, 2001–2006:(1a, 1b, 1c, 1d)Geographic Information Systems (Brian Fulfrost, spring ‘02, ‘03, ’04; fall ‘04); (2)Principles of Sustainable Agriculture (Tim Vos, winter ’06);(3)Environmental Law & Policy (Ruth Langridge, spring ’06);(4)Environmental Studies Capstone (Karen Holl, winter ‘04);(5)Political Economy & the Environment (Alan Balch, winter ‘03);(6)Natural Resource Economics (Alan Richards, fall ‘02);(7)Sociology of Social Movements (Doug Bevington, summer ‘02);(8a, 8b)National Environmental Policy (Daniel Press, winter ‘02);(9)Sustainable Development & the U.S./Mexico Border (Roberto Sanchez-Rodriguez, fall ‘01)

Research Assistant, (1)Environment Studies, University of California, Santa Cruz, 2005–2007, Supervisor, Dennis Takahashi Kelso. Conducted interviews activists, regulators, scientists, and industry representatives for a project examining the subnational and national regulatory response to transgenic salmon in North America. Project funded by the Pew Ocean Fellows Program. (2)Environment Studies, University of California, Santa Cruz, 2005, Supervisor: D. Letourneau. Digitized landscape complexity on the Central Coast of California near organic farms; conducted aerial photo interpretation of plant community alliances. (3)Environmental Politics Workshop, University of California, Berkeley, 2003 Supervisors Michael Watts, Iain Boal. Compiled and authored a literature review and annotated bibliography called Biotechnology, the Life-

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Sciences Industries, and the Environment. (4)Environmental Policy Studies, New Jersey Institute of Technology, 2000 Supervisor Nancy Jackson. Used aerial photos, SAS, & Army Corp archival data to explain the impact of human-made fortification structures on shoreline variability on NJ barrier islands. GRANTS & FELLOWSHIPS 2012 College of Social Sciences Travel Grant, SJSU, $750 2012 College of Social Sciences Research Grant, SJSU, $1,500 2012 Research, Scholarship, and Creativity Grant, SJSU, $2,000 + 0.2 release time. 2009–11 National Science Foundation, Science, Technology, and Society Postdoctoral

Fellowship, SES-0924991, $119,996 2009–11 Switzer Foundation Environmental Leadership Grants, $65,000 2006 Switzer Foundation Professional Development Grant, $600 2006 University of California, President’s Dissertation Year Fellowship, $21,000 2002-05 Environmental Studies Research Grants, $5,500 2004 Switzer Foundation Environmental Leadership Fellowship, $13,000 2003 Doctoral Student Sabbatical Fellowship, Division of Graduate Studies, $5,900 2001 University of California Regents’ Fellowship, $6,150 1997 Chemical Engineering Merit Scholarship, $2,000 1994–97 Local 68A Operating Engineers Scholarship, $6,000

HONORS/AWARDS Daniel B. Luten Award, Best paper on Energy and the Environment by a professional geographer, 2012. Graduate Student Honor Society, NJIT, 1999–2001. New Jersey’s Top Young Chemist, NJ American Institute of Chemists, 1997. Otto York Award, NJ American Institute of Chemical Engineers, 1996. PEER REVIEWED ARTICLES & BOOK CHAPTERS (2011) with Peter Newell and Jon Phillips. Pursuing Clean Energy Equitably. Human Development Research Paper 3. United Nations Human Development Report. http://hdr.undp.org/en/reports/global/hdr2011/papers/ (2011) Chris Bacon, Dustin Mulvaney, Tamara Ball, Ben Crow, Melanie Dupuis, Steve Gliessman, Ronnie Lipshutz, Ali Shakouri, “The Creation of an Integrated Sustainability Curriculum and Student Praxis.” International Journal of Sustainability in Higher Education. 12(2): 193–208. (2011) Dustin Mulvaney, Tim Krupnik, and Kaden Koffler, “Transgenic Rice Evaluated for Risks to Marketability.” California Agriculture 65(4): E161–E167. (2008) “Finding vulnerabilities, exploring opportunities: reconfiguring production, consumption, and conservation in California rice.” Agriculture, Food and Human Values, 25: 173-176. (2008) “Making local places GE-Free in California’s contentious geographies of genetic pollution and coexistence.” in Max Boykoff, Kyle Evered, and Michael Goodman (eds.), Contentious Geographies: Environmental Knowledge, Meaning, and Scale. Ashland Publishing.

ARTICLES IN REVIEW Dustin Mulvaney & Anna Zivian, “Anti-genetic engineering activists, pharm crops, and frankenfish: Sowing seeds of hope in California’s fields of social resistance.” Journal of Political

http://hdr.undp.org/en/reports/global/hdr2011/papers/

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Ecology. Submitted April,23, 2012 to special issue “Ecologies of Hope.” Dustin Mulvaney & Peter Newell. “Energy Justice.”Geographical Journal. Submitted February29, 2012. Revise & resubmit, July 10, 2012. Revision submission pending. Nicholas Sakellariou &Dustin Mulvaney"Engineers and the Renewable Energy Transition: Challenges and Opportunities," submitted to the Journal of Professional Issues in Engineering Education and Practice. April, 30, 2012. Dustin Mulvaney and Tim Krupnik. Zero-tolerance for genetic pollution: Why couldn’t rice farming and pharm rice coexist in California? Food Policy. Submitted May 1, 2012, special issue on zero-tolerance rules for food; Revise and resubmit, July 15, 2012. Resubmitted July 31st, 2012. Dustin Mulvaney. Are Green Jobs, Just Jobs? A Political Ecology of PV Manufacturing, Deployment, and End-of-Life. Geoforum. Submitted June 1, 2012, special issue on environmental justice. Patrick Donnelly-Shores and Dustin Mulvaney. Solar Energy Development on Public Lands: Policy-Making Processes in California's New Gold Rush. Journal of Land Use Policy. Submitted May 30, 2012; Revise and resubmit offered July 1, 2012. Revision submission pending. CONFERENCE PRESENTATIONS Energy Politics and Policy: 2012 and Beyond, Association for Environmental Studies and Science, Santa Clara, June2012

Environmental Justice and Solar Energy Commodity Chains, International Studies Association, San Diego, April 2012

Prospecting the Solar Energy Frontier: Decarbonization, Sputnik Moments, and the Political Ecology of the Green New Deal. American Association of Geographers, New York, NY, Feb. 2012

Of Solyndra, Sand Hill Road, and Shadow Banks: How the Venture Capital Mind Razed Energy Policy. Society for the Social Studies of Science, Cleveland, Ohio, Nov. 2011

Prospecting the Solar Energy Frontier: Decarbonization, Sputnik Moments, and the Political Ecology of the Green New Deal. Society for the Social Studies of Science, Cleveland, Ohio, Nov. 2011

Prospecting the Solar Energy Frontier: Decarbonization, Sputnik Moments, and the Political Ecology of the Green New Deal. Association for Environmental Studies and Science, Burlington, Vermont, June 2011

Are Green Jobs, Just Jobs? American Association of Geographers, Seattle, April 2011

Innovation, Vulnerability, and Sustainability in the PV Industry. Resilience 2011, Arizona State University, March 2011

Environmental Justice and Innovation in the political ecology of cadmium-based solar PV. Political Ecology Working Group Mini-Conference, University of Kentucky, February 2011

Political ecologies of renewable energy metrics: Contestation and commensuration in the life cycle analysis of biofuels and solar PV.” Society for the Social Studies of Science, Tokyo, August 2010

Are Green Jobs, Just Jobs? A Political Ecology of PV Manufacturing, Deployment, and End-of-Life. Global Environmental Justice: A New Agenda? East Anglia University, Norwich, UK, July 2010

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Just Green Jobs? Anticipating Environmental Injustice in PV Manufacturing, Deployment, and End-of-Life. Association for Environmental Studies and Science, Portland, OR, June 2010 Life Cycle Thinking in the Solar PV Industry: Uses, Methodological Trends, and Other Observations. American Solar Energy Society, Phoenix, May 2010 Environmental Justice in Silicon Valley’s Clean Tech Space: Governing the Life Cycle Impacts of Solar PV. Society for the Social Studies of Science, Washington, DC, October 2009 Keeping PV Clean: The Silicon Valley Toxics Coalition Green Job Platform. Solar Power International, Anaheim, October 2009 Capital, Governance, and Environmental Justice in the Clean Tech Space: Measuring Performance and Anticipating Risks from Solar Photovoltaics. American Association of Geographers, Las Vegas, March 2009 Political Ecologies of Scale: Explaining social resistance to agricultural biotechnology. American Association of Geographers, Boston, April 2008 (& Anna Zivian) Anti-genetic engineering activists, pharm crops, and frankenfish: Sowing seeds of hope in California’s fields of social resistance.” Society for Social Studies of Science, Montreal, October 2007 Adding creativity to critique in rural sociology: Multifunctionality and sustainability in the California rice industry: Linking production with consumption in rice agro-food networks. Rural Sociological Society, Santa Clara, CA, August 2007 The political ecology of farmed and transgenic salmon, Agriculture Food and Human Values Society, Victoria, British Columbia, June 2007 Containing Risk: Explaining Social Resistance to Transgenic Salmon, American Association of Geographers, San Francisco, April 2007 From shaping technoscience to governing its seeds: locating neoliberalism in the social resistance to agricultural biotechnology, Chicago, IL, American Association of Geographers, March 2006 Practicing a Political Ecology of Scale: A Comparative Study of GE-Free campaigns in Butte and Mendocino Counties. American Association of Geographers, Denver, April 2005 Resistance Against Coexistence: A Political Ecology of Genetic Pollution and Intellectual Property Rights. American Association of Geographers, Philadelphia, March 2004 Risk, Governance and Agricultural Biotechnologies: Beyond Anti-Science Zealotry and Techno- Fundamentalism. Society for Social Studies of Science, Atlanta, October 2003 The Politics of Scaling: Power Asymmetries, Governance, and Agricultural Biotechnologies. Agriculture, Food and Human Values Society, Austin, TX, June 2003 Human Impacts on Coastal Geomorphology: The Case of Developed Barrier Islands. Coastal and Marine Specialty Group, American Association of Geographers, New York City, March 2001

WORKS EDITED 2012, General Editor, Green Atlas, London: Sage. 2011, General Editor, Green Technology, Series Editor Paul Robbins, London: Sage.

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2010, General Editor, Green Energy, Series Editor Paul Robbins, London: Sage. 2010, General Editor, Green Food, Series Editor Paul Robbins, London: Sage. 2010, General Editor, Green Politics, Series Editor Paul Robbins, London: Sage.

WHITE PAPERS & MISCELLANEOUS WRITINGS (2011) Renewable Energy Deployment: Opportunities for Improvement. Desert Report, CNRCC Desert Committee, March 2011. www.desertreport.org (2009) Towards a Just and Sustainable Solar Industry, Silicon Valley Toxics Coalition, San Jose, CA. http://svtc.org/solar_repor/ (2009) entries for a) Precautionary Principle, b) Environmental movements, and c) New Jersey, in the Encyclopedia of Climate Change. London: Sage. (2007) entries for a) Biotechnology, b) Genetic Engineering, c) Green Movement, d) Maize, e) Salmon, f) Uncertainty, g) Free Trade in the Dictionary of Environment and Society, Paul Robbins, Ed., London: Sage. (2007) with Keith Warner and Lisa Newton “Genetic Engineering” Encyclopedia of Business Ethics and Society, Bob Kolb, ed. London: Sage. CHOICE award American Library Association; “outstanding” business referece, Reference Users Association. (2006) Hunt, John, et al. “Spatial relationships between water quality and pesticide application rates in agricultural watersheds.” Environmental Monitoring and Assessment 121: 245-262. (2005) for Center for Food Safety, California Genetic Engineering Scorecard. (2004) with Jennifer Wells. Biotechnology, the Life Sciences Industry, and the Environment: An Annotated Bibliography. Berkeley, CA: Berkeley Workshop on Environmental Politics. Available online at: http://globetrotter.berkeley.edu/EnvirPol/pubs.html (1997). Sonoluminescence Theory and Lab Manual, (written during Independent Study, Used in Advanced Topics in Physics Lab, Prof. Trevor Tyson).

BOOK REVIEWS (2012) Daniel Yergin, 2011, The Quest: Energy Security and the Remaking of the Modern World. International Affairs88(3): 645–6. (2011) Mark Smith & Piya Pangsapa, 2008, Environment & Citizenship: Integrating Justice, Responsibility, and Civic Engagement.Environmental Ethics. 33 Fall: 323–324. (2008) Andrew Dobson & Derek Bell, 2007,Environmental Citizenship.Environmental Ethics. 30 Summer: 209–212. (2006) Deane Curtin, 2005, Environmental Ethics for a Postcolonial World.Environmental Ethics. 3 Fall: 327-330. (2005) with Center for Tropical Research in Ecology and Agriculture, Review of Terborgh et al.’s (2002) Making Parks Work: Strategies for Preserving Tropical Nature. Conservation Biology 19(1): 279-281. (2007) with Center for Tropical Research in Ecology and Agriculture, Review of Mann’s

http://www.desertreport.org/

http://svtc.org/our-work/solar

http://globetrotter.berkeley.edu/EnvirPol/pubs.html

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(2004) 1492. Restoration Ecology 15(1): 168-9.

WORKSHOPS Center for Research on Multinational Corporations. The Good Solar Conference. SOMO. Amsterdam, The Netherlands. May 2012. Talk given via skype. School of International Development, University of East Anglia, “Global Environmental Justice: Towards a New Agenda.” Norwich, UK. July 2010. Switzer Foundation, “Coalition Building.” Los Angeles, CA. March 2010. Switzer Foundation, “Media Training.” San Francisco, CA. May 2009. Salmon Aquaculture Dialogues, World Wildlife Fund, Vancouver, BC, November 29-30, 2006. Workshop on Conservation, Environmental Justice, and Resource Rights, Harvard University, Cambridge, MA, October 20, 2006 Switzer Foundation, “Representing environmental problems in the media.” San Francisco, CA. Institute for International Studies, University of California, Berkeley, “Dissertation Workshop on Nature, Power, Culture,” Sonoma, CA, April 8-11, 2004 Institute for Development Studies, Sussex University “Can agricultural biotechnology be pro-poor?” Brighton, UK, October 1-2, 2003

ACADEMIC SERVICE Council member, Cultural and Policy Ecology Specialty Group of the Association of American Geographers, 2012–2014. College of Social Sciences Research Committee, 2012. Peer Reviewer for Climate Change, 2012 Peer Reviewer for Solar Energy (Impact Factor 2.125), 2012 Peer Reviewer for National Science Foundation, 2010–2012 Peer Reviewer for Journal of Integrative Environmental Sciences, 2011 Peer Reviewer for Environmental Science and Technology(Impact Factor 4.827), 2010 Peer Reviewer for Journal of Sustainable Agriculture, 2008–2011 Social Science Faculty Search Committee, 2005–06 Graduate Student Steering Committee, 2004–05 Graduate Student Representative, Curriculum Committee, 2004 Committee Member, Graduate Research Seminar, 2002–03 President Graduate Student Association, NJIT, 2001 President, Graduate Student Pugwash, 1999–2000. President, American Chemical Society, NJIT chapter, 1999–2000.

NON-ACADEMIC EXPERIENCE Amicus Brief on the Low Carbon Fuel Standard, Rocky Mountain Farmers Union, et al. v. James

Goldstene (California Air Resources Board) and Environmental Defense Fund. June 2012. Expert Witness, California Public Utilities Commission, October 2010, testifying for Sierra Club

against Pacific Gas &Electric. Silicon Valley Toxics Coalition, San Jose, CA 2008-2011. Research Scientist on SVTC’s “Just

and Sustainable Photovoltaic campaign.”

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Expert Witness, California Public Utilities Commission, January 2010, testifying for Greenlining Institute

against Pacific Gas &Electric. Center for Food Safety, San Francisco, CA, 2004–2005.

Researched and co-authored a report on the status of genetically engineered crops in California including the regulatory frameworks and extent of adoption.

SRE Inc., Bioremediation, Engineering Group Leader, Nutley, N.J., 1998–2001. Managed remediation sites contaminated by the fuel additive MTBE. Surfactants Project Engineer, Cytec Industries, Inc., Waverly, W.V., 1998

Supervised the transfer of operations from the NJ plant to a new facility in WV, inspected new facility to ensure it conformed to blueprints, co-designed SO2 scrubber.

Surfactants Process Development Researcher, Cytec Industries, Inc., Linden, N.J., 1997.

Served as bench chemist and process engineer on several projects developing new batch protocols for reformulated processes with less hazardous chemical constituents.

Community Garden Manager, el jardin de la comunidad, Riverview Fisk Park, Jersey City, N.J.,

1997–2001. Transformed a vacant lot on the Palisade next to Riverview Fisk Park into a community garden and convinced the city to purchase the land and add it to the park.

Board Member, Save Palisades Ave. Coalition, Jersey City, N.J., 1997–2001.

The coalition fought the designation of the neighborhood as a blighted zone, which would have changed the character of the neighborhood and removed rent control. Also successfully defeated a proposal to construct a 50-story tower in front of Riverview Fisk Park.

REFERENCES David E. Goodman, Professor Environmental Studies (Emeritus) University of California, Santa Cruz Home (preferred): 186 Regents Park Rd. London NW18XP England [email protected](011)44-207-483-2044 Alastair Iles*, Assistant Professor, Environmental Science, Policy, and Management University of California, Berkeley [email protected]*Note that Alastair is hearing impaired. Email communication is the only means of contact. Daniel Press, Olga T. Griswold Professor and Chair, Department of Environmental Studies University of California, Santa Cruz 1156 High St., Santa Cruz, California, 95060 [email protected] E. Melanie Dupuis, Associate Professor, Sociology 127 College Eight University of California, Santa Cruz 1156 High St., Santa Cruz, California, 95060 [email protected]

mailto:[email protected]




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Rachel E. O’Malley

Department of Environmental Studies San Jose State University, San Jose, CA 95192‐0102

831‐334‐1066; Email: [email protected] Education University of California, Santa Cruz, Biology, Ph.D. December 1997, California 95064

Dissertation title: Evaluating Wildlife Conservation Strategies for an Agricultural Wetland: Dynamics of Top‐Down Versus Bottom‐Up Influences, Omnivory and Spatial Scale

Swarthmore College, Biology, B.A. June 1986, Swarthmore, Pennsylvania 19081 Appointments and Positions held 2011‐current Professor, Department of Environmental Studies, San Jose State

University (SJSU), California 2012‐current Department Graduate Program Coordinator 2005‐ 2011 Associate Professor, Department of Environmental Studies, SJSU • Member, Vice Chair, Institutional Animal Care and Use Committee,

SJSU, 2005‐2011 • Faculty in Residence for Sustainability, College of Social Sciences, SJSU,

Spring 2010 • College of Social Sciences Decanal Search Committee, SJSU, 2009‐2010 • Local Host, Ecological Society of America/Society for Ecological

Restoration joint meeting 2006‐2007 • Department Chair, Environmental Studies, SJSU 2005‐2009 • Member, SJSU Sustainability Committee, Spring 2008 • Member, University Planning Council, SJSU, 2007‐2009 • Founder, Washington Square Hall Sustainable Agriculture Garden, 2005 1998‐ 2004 Assistant Professor and Graduate Program Coordinator,

Environmental Studies, SJSU• Developer, Sustainable Agriculture Course and Laboratory • Member, San Jose State Environmental Forum • Supervise research on sustainable agriculture, conservation,

environmental assessment, mitigation and restoration (selected): • Sustainable agriculture

o Conserving Hymenopteran pollinators in central coast farm fields o Nature and culture of central coast farmers o Erosion control and runoff in central coast farms o Opportunities and constraints for developing a campus teaching farm o Biological control of Lepidopteran banana pests, Costa Rica o Tree conservation in tropical pastures in Nicaragua

o Economics of sustainable cacao in Colombia, SA • Conservation of rare invertebrates and small mammals of Zayante sandhills

o Mount hermon june beetle (Polyphylla barbata) o Zayante band‐winged grasshopper (Trimerotropis infantilis) o Effects of invasive plants on Zayante pollinator community o Santa cruz kangaroo rat Dipodomys venustus venustus

• Urban sustainability o Trail use and invasive plant spread o Environmental justice and impact assessment in silicon valley o Invertebrates in stream restoration in urbanized riparian systems o Effectiveness of riparian mitigation monitoring programs

Graduate Level Responsibilities: EnvS 270 Field Methods in Water Resources EnvS 297 Graduate Research Proposals EnvS 200 Environmental Research Methods EnvS 210 Advanced topics in Environmental Studies Graduate advising‐ 10‐20 student Master of Science lab group

Master of Science Theses Chaired (completed 1998 to present): Janet Andrew Melynda Atwood Caitlin Bean Lisa Bennett Jennifer Casey Darya Chehrezad Jennifer Chu Anne Crealock James D’Albora Diane DiGiuseppe Orville Gray Dave Grant Kirsten E. Hill Joanna Johnson Matt Johnston Mark Jordan Barbara Kluger Tianne Larson Ada Marquez Weston Miller Katherine Anne Murphy Erin OʹBryan

Sara Ornelas Michael Powers Ariel Rivers Nicole Rucker Meghna Tare Marcela Villegas Elisa Wilfong (Students only listed if O’Malley was Chair, not merely committee member)

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Undergraduate‐Level Responsibilities EnvS 001 Sustaining the Earth EnvS 154 Principles of Sustainable Agriculture EnvS 181 Environmental Resource Center EnvS 185 Environmental Impact Assessment EnvS 187 Environmental Restoration EnvS 190 Advanced Impact Assessment EnvS 191 Advanced Environmental Restoration EnvS 110 Quantitative Resource Analysis EnvS 194 Internship in Environmental Studies EnvS 184 Directed Reading/talk series EnvS 199 Senior Thesis

1993‐1997 Graduate Student Researcher, Advisor: Dr. Dan Doak, Environmental Studies and Biology, UC Santa Cruz, CA 1992 Research Assistant, Law Offices of Norton Tooby, Oakland, CA 1988‐1991 Research Assistant, Graduate Student Researcher, Advisor: Dr. Deborah

Letourneau, UC Santa Cruz, CA 1987 Field Researcher/Advisor, Instituto Superior de Ciencias Agropecuarias, Sébaco,

Nicaragua 1986‐1987 Laboratory Researcher/Consultant, Agricultural Ministry, Matagalpa,

Nicaragua 1986 Field Researcher/Advisor, Universidad Nacional Autónoma de Nicaragua,

Terrabona, Nicaragua

Publications Articles and Reports Bean C. and R.E. O’Malley. Accepted with minor revisions. Genetic phylogeography and range

contraction of the Santa Cruz kangaroo rat (Dipodomys venustus venustus). American Midland Naturalist.

Hill, Kirsten E. and Rachel O’Malley. 2009. A picky palate? The host plant selection of an endangered June beetle. Journal of Insect Conservation. DOI 10.1007/s10841‐009‐9257‐7

Nieto, Diego J., Carol Shennan, William H. Settle, Rachel E. O’Malley, Shannon Bros, and Jeffrey Y. Honda. 2006. How natural enemies and Cabbage Aphid (Brevicoryne brassicae L.) population dynamics affect Organic broccoli harvest. Environmental Entomology 35(1):94‐101.

Dyer, L. R. Matlock, D. Cheherezad and R.E. O’Malley. 2005. Predicting Caterpillar Parasitism in Banana Plantations. Environmental Entomology 34(2): 403‐409.

O’Malley, R.E. 2003. Habitat Requirements of the Mount Hermon June Beetle (Polyphylla barbata). United States Fish and Wildlife Service Publication.

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Chu J. and R.E. O’Malley. 2002. Diet for an Endangered Insect: What Does the Zayante Band‐Winged Grasshopper Eat? California Department of Fish and Game Publication.

O’Malley, R.E. 1999. Agricultural Wetland Management for Conservation Goals: Invertebrates In California Ricelands. In Invertebrates In Freshwater Wetlands Of North America: Ecology and Management, D. Batzer Ed. Wiley and Sons (Pub).

Doak, D.F, D. Bigger, E. Harding‐Smith, M.A. Marvier, R.E. O’Malley, D. Thomson. 1998. The statistical inevitability of many stability‐diversity relationships in community ecology. American Naturalist 151(3):264‐276.

O’Malley, R.E. 1995. Insects in Flooded Rice. 26th Annual report to the California rice growers. California Rice Research Board.

Cohen, J.E. et al. (including O’Malley). 1993. Improving food webs. Ecology 74(1):252‐258. O’Malley, R.E. 1992. Indigenous cooperative blocks malathion spraying. Global Pesticide

Campaigner 2(4):13. O’Malley, R.E., M. Lacayo B, M. Lara S., D. Lopez H. 1987. Diagnóstico fitosanitario del cultívo

de arroz. 35pp. Ministry of Agriculture. Matagalpa, Nicaragua. Scholarly Presentations and Workshops O’Malley, R.E. (moderator), N. Boero, C.Chancellor‐Freeland, K.Davis, R.Gonzalez, R.Wilson.

Accepted for November 1, 2010. Sustainability and the Social Sciences: Social and Environmental Justice in the Global Food System. COSS Dean’s Symposium, SJSU, San Jose CA.

O’Malley, Rachel E. 2010. Final report on SJSU COSS Sustainability Strategic Plan. Los Altos, CA.

O’Malley, R.E. 2009. Where Does Our Food Come From? Food, Farming, & SJSU. Martin Luther King Library, San Jose, CA.

O’Malley, R.E. 2008. Local Foods, Community Gardens, and Urban Agriculture: Bringing Back the Valley of Heart’s Delight. Martin Luther King Library, San Jose, CA.

O’Malley, R.E., C.Bean, J.Chu, K.Hill. 2008. Rare Species as ecological indicators: a limit to their usefulness? Ecological Society of America Annual Meeting, Milwaukee, WI.

Hill, K. and R.E.O’Malley. 2007. A Picky Palate? The host plant selection of an endangered beetle. Ecological Society of America/Society for Ecological Restoration Joint Meetings. San Jose, CA.

Johnson, J.K. and R.E.O’Malley. 2007. Hedging our bets: Bees and biodiversity on California’s Central Coast. Ecological Society of America/Society for Ecological Restoration Joint Meetings. San Jose, CA.

Rucker, M.N. and R.E.O’Malley. 2007. Impact of Trampling on early recovery and succession of bare rock substrate along a rocky intertidal platform in Central California. Ecological Society of America/Society for Ecological Restoration Joint Meetings. San Jose, CA.

Jablonski, L., G. Middendorf, C. Nilon, R.E. O’Malley. 2006. Environmental Justice and ESA: ecologists and practitioners in dialogue. Implementing a vision for research, education and outreach. Ecological Society of America Annual Meeting. Memphis, TN.

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O’Malley, R.E. (and SJSU Advanced Restoration classmembers). 2005. Jessie Street Marsh Management Plan Implementation Recommendations. Final Presentation of Research Results to Santa Cruz City Council. Santa Cruz, CA.

O’Malley, R.E. and members of SJSU Environmental Restoration class (Organizers and presenters). 2005. Public Input Meeting, Jessie Street Marsh Restoration Plan Update. Santa Cruz, CA.

O’Malley, Rachel E. and Ada Marquez‐Gonzalo. 2004. Environmental Justice in Silicon Valley, From the Garden of Eden to Toxic Sands. The Ecological Society of America. 89th Annual Meeting. Portland, OR.

Ecological Society of America. Madison, Wisconsin. Environmental Justice and Community Service Learning. August 2000.

Biology Department Lecture Series, San Jose State University. Agricultural Wetland Management for Conservation Goals: The Effects of Winter Flooding on Arthropod Communities in Rice Fields. May 2000.

Ecological Society of America. Salt Lake City, Utah. Restoring habitat value of productive ricelands: Silver lining on the agricultural cloud, or the greenwashing of wetland destruction?

Generation to Generation Conference. Santa Cruz, California. Community and the Environment: Loma Prieta, ten years later (Invited talk). October 1999.

Ecological Society of America. Providence, Rhode Island. Top‐down versus bottom‐up influences in managed wetland community: Using trophic theory to evaluate a large‐scale conservation effort. August 1997.

Ecological Society of America. Salt Lake City, Utah. Habitat Modification and Arthropods in an Agroecosystem: Effects of Spatial Scale. August 1995.

California Rice Industry Association. Yuba City, California. Rice Water Weevil, Effects of Winter Flooding. December 1994.

University of California Rice Research Report. Davis, California. October 1994. Resource Center For Nonviolence. Santa Cruz, California. Report from research expedition

documenting agricultural changes in Cuba. January 1994. California Rice Industry Association. Sacramento, California. Effects of Winter Flooding on

Rice Arthropods, Methods and Preliminary Findings. December 1993. Agricultural Wetland Enhancement Committee. Colusa, California. Effects of Winter Flooding

on Rice Arthropods, Methods and Preliminary Findings. October 1993. Entomological Society of America. San Antonio, Texas. Stem Borer Population Control:

Pyrethroids Ineffective and Organophosphates Detrimental. December 1989. Rice Producer’s Association. Sébaco, Nicaragua. Presentation of Diagnóstico Fitosanitario del

Cultívo del Arroz. April 1987. Grants and Awards • California EPA (O’Malley‐Gorospe). 2010. $19.343. • Santa Clara Valley Water District Grant (Trulio‐O’Malley‐Bane‐City of Morgan Hill).

2010. $72,202. • SJSU COSS Special Travel Grant. 2007. $750.

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• SJSU COSS Research Grant (O’Malley‐Rivers). 2007. $2000. • SJSU COSS Research Grant. 2006. $2750. • SJSU Professional Development Grant. 2006. $1350. • SJSU COSS Research Grant. 2006. $1480. • SJSU Professional Development Grant. 2005. $1451. • SJSU COSS Research Grant (O’Malley‐Casey). 2005. $820. • SJSU COSS Research Grant (O’Malley‐Marquez). 2005. $300 • SJSU COSS Research Grant (O’Malley‐Antolin). 2005. $200 • SJSU COSS Research Grant (O’Malley‐Hill). 2005. $300 • Fish and Wildlife Service. 2001. $14,880.00. • California Department of Fish and Game (Section 6 Award). 2001. $17,447.00. • Sygenta Corporation. $10,000.00. • SJSU COSS Research Grant (O’Malley‐Chehrezad). 2001. $1000 • SJSU Service Learning Teaching support award. 2001. $500. • SJSU Service Learning Curriculum Development Award. 2001 • SJSU Lottery Professional Development Grant. 2000. $1500. • SJSU Junior Faculty Career Development Grant. 2000. $5000. • SJSU COSS Research Grant (O’Malley‐Miller). 2000. $1500.00 • SJSU Graduate Student Assistant Program Grant (O’Malley‐Bean). 1999. $2500. • SJSU College of Social Sciences (COSS) Research Grant. 1999. $1500.00 • SJSU College of Social Sciences Diversity Grant. 1998. $750.00 • UCSC Biology Board BIS Research Grant. 1996. $500 • UCSC Environmental Studies Competitive Research Award. 1995. $200 • UCSC Biology Board Graduate Summer Fellowship. 1995. • UCSC Graduate Student Association Travel Grant. 1995. $500 • NSF Dissertation Improvement Award. 1994. $5,000 • California Rice Research Board Grant. 1994. $27,543 • California Sustainable Agriculture Graduate Award. 1994. $1,000 • Switzer Environmental Fellowship. 1993. $10,000 • NSF Travel Grant. 1991. $1,000 • NSF Pre‐doctoral Graduate Research Fellowship. 1990‐1993

Synergistic and Service Activities Environmental Justice Planning Grant Task force of the ESA. 2005. Multiple meetings

culminating in Washington D.C. workshop and final report on June 30, 2005. Professional and Nonprofit Board Service • Veggielution, Board Member. Student‐founded nonprofit organization for urban

farming near and at SJSU, and at Emma Prusch Farm Park, 2008 to present. • Ecological Society of America –primary professional organization of ecologists,

representing over 10,000 scientists around the world o Local Host, 92nd Annual Meeting, San Jose California, 2007

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o Founding Member, Environmental Justice Section, 2007‐present o Founding Member, Agroecology Section, 2006 to present o Member, Researchers at Undergraduate Institutions Section o Member, Future Meetings Committee 2004‐2008. o Member, Program Committee 2004‐2008

• William James Association, Board Member. Supports arts and gardens in at‐risk communities and prisons nationwide.

• San Lorenzo Urban River Plan Task Force, City of Santa Cruz, California, Member. Appointed by City Council. 2001‐2003.

• Parks Commissioner, City of Santa Cruz. Appointed by City Council. 1998‐2002. • Friends of Jessie Street Marsh, Santa Cruz, CA, founding member. Volunteer Community Work • Lifelab Garden Science Program: Santa Cruz, California, Gault Elementary

School (2002‐2005); Happy Valley Elementary School (2008‐2009) • Santa Cruz County Youth Symphony, Board President (2009‐present) • Translator (Spanish/English):

o Gault School Community meetings (2002‐2005) o Global Exchange, International Organic Agriculture Delegation to Cuba, 1993 o Pesticide Action Network, North American Regional Conferences, 1992‐3 o ACORN Neighborhood Organization meetings, Oakland, 1988 o Dirección Regional de Ingeniería, Plant Pathology Short Course, 1987

Selected Service Learning Activities • Developed and implemented co‐curricular Community Service activities for

Environmental Impact Assessment and Quantitative Resource Analysis Courses • Advisor for Environmental Internship program and Student‐Run Environmental

Resource Center. Professional Society Affiliations Ecological Society of America Society for Ecological Restoration Ecological Farming Association

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Will Russell, Ph.D. Assistant Professor

Department of Environmental Studies, San Jose State University, San Jose, CA 95192

415-505-5800, [email protected] ACADEMIC PREPARATION Ph.D., University of California, Berkeley, Environmental Science Policy and Management, 1999.

Concentration: Forest Ecology and Management. Advisor: Joe R. McBride. Dissertation: “Impacts of timber harvest on adjacent stands of old-growth coast redwood (Sequoia sempervirens) forests.” This study, funded by the Save-the-Redwoods League and supported by Redwood National Park and the California State Parks, was used to analyze how timber harvesting influenced biotic and abiotic factors along timber harvest boundaries. Significant edge influence was found to a depth of 100-meters in adjacent stands, effectively reducing the effective size of the adjacent old-growth forest preserves.

M.S., San Jose State University, Environmental Studies, 1994. Concentrations: Forest Ecology, Fire Management. Advisor: Lester Rowntree. Thesis: “Revegetation after stand-replacing fire in the Lake Tahoe basin.” This study, funded by the USDA Forest Service, addressed the ecological significance of large crown fires in the mixed conifer forests of the Sierra Nevada. Results indicated that stand-replacing fires were a part of the natural fire regime of the area, and that succession following these fires followed the initial floristic model.

B.A., University of California, Santa Cruz, Biology, 1986. Concentrations: Plant Science, Education. Advisors: Jean Langenheim and Kenneth V. Thimann. Senior Thesis: “Hormonal regulation of dormancy in Cryptomeria japonica.” Results from this study indicated that the production of abscisic acid (ABA) was related to the early stages of dormancy in Cryptomeria japonica.

UNIVERSITY LEVEL TEACHING EXPERIENCE San Jose State University, Environmental Studies Department Assistant Professor (Fall 2008-present) Lecturer (2004–2007). Courses Taught:

• Graduate Seminar: History of Environmental Issues. ENVS 250 • Graduate Seminar: Environmental Methods. ENVS 200 • Graduate Seminar: Reserarch and Proposal Development. ENVS 297 • Graduate Supervision Courses: Graduate Internship ENVS 285; Graduate Teaching Assistant

ENVS 295; Master’s Thesis of Project ENVS 299 • Sustainable Forest Management ENVS 173 • Natural Resource Analysis. ENVS 110 • Restoration Ecology. ENVS 185 • National Parks. ENVS 165 • Environmental Education. ENVS 158 • Environmental Research and Writing. ENVS 100W • Senior Seminar ENVS 198 • Life on a Changing Planet. ENVS 10 • MUSE Seminar. No Student Left Inside ENVS-96FY

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San Jose State University, Environmental Studies Department Current Thesis Advisees:

Christian Ardeleanu: Aymara Philosophies, Environmental Ethics, and Modernity in the Bolivian Andes.

Julie Callahan: Public Perception of the Reintroduction of Wolves in Washington State. Paola deCecco: Decentralization and Rural Water Development in Sub-Saharan Africa: A

Comparative Study Between Uganda and Tanzania. Lauren Hanneman: Short and Long-term Impact of Experiential Education: A Case Study of the

O'Neill Sea Odyssey Program. Mahmoud Jillo: Conservation of Mangrove in the Context of a 2,000-Year Old Maritime Trading

Network: A Case Study of Mangrove Management in Lamu, Kenya. Greg Jones: Fire History of Sequoia sempervirens Dominated Forests in the Southern Range. Zuhayl Lambert: A Descriptive Study of Primary Old-Growth Coast Redwood Growth Form and

Canopy Structure on a Pygmy Forest Ecotone in Mendocino County. Diana Martinez: Environmental Justice and Environmental Education in the San Francisco Bay

Area. David Moore: The Asymmetric Effects of Changes in Income on National Ecological Footprints. Amy Petersen: Relationship Between Understory Associates and Human Disturbance in the

Coast Redwood Forest. Chandana Rao: Ecotourism as a Tool for Conservation of Coast Redwoods. Jeff Sinclair: Natural Recovery of Second-Growth Coast Redwood Stands in the Santa Cruz

Mountains. Ashley Torres: Geographic Distribution of Phytopthora ramorum in Relation to Landscape

Features in Coast Redwood Forests. Ellen Wilkenson: Effects of a San Francisco Bay Area Community Education Program on

Reducing Home Energy Use.

New College of California, San Francisco Adjunct Faculty, Spring 2005 – Summer 2006. Courses Taught:

• Art and Nature. • Social and Cultural Perspectives. • Nature and the Arcadian Dream.

San Francisco State University, Biology Department Adjunct Faculty, Summer 2003-2004. Course Developed and Taught:

• Forest Ecology and Conservation - Sierra Nevada Field Campus.

University of California, Berkeley, Department of Environmental Science, Policy and Management Graduate Student Instructor, Fall 1993 - Spring1999. Courses Taught:

• Wildland Fire Science. ESPM 181A • Forest Ecology. ESPM 116A • Introductory Biology. Bio 11 • The Biosphere. ESPM 2

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RESEARCH AND CONSULTING EXPERIENCE USGS, Biological Resources Division, Western Ecological Research Station Ecologist/Project Manager, 2000-2004.

Responsible for designing, managing, and securing funding for independent research projects, including:

• Study of the impacts of revetment on riparian vegetation in coast redwood forests. • Measuring the effectiveness of passive and active techniques in restoring coastal dune

communities at Fort Funston. • Fuel measurement in Baccharis pilularis dominated shrublands. • Restoration of Marin Dwarf Flax (Hesperolinum congestum) at inspiration point.

University of California, Berkeley, Forest Science Group. Post-doctorate Research Associate, 1999-2000.

University of California, Berkeley. Implemented research projects for Dr. Joe R. McBride including:

• Influence of environmental factors on the regeneration of hardwood species in the Sierra Nevada.

• Fire history in riparian forests in the Sierra Nevada.

University of California, Berkeley, Forest Science Group. Graduate Research Associate, 1993-1999. Forest Science Group, University of California, Berkeley. Implemented research projects for Dr. Joe R. McBride including:

• Sierra Nevada Ecosystem Project (SNEP). • Effects of urban development on forest structure in the Sierra Nevada. • Vegetation change and fire hazard in the San Francisco bay area open spaces.

USDA Forest Service, PSW Research and Experiment Station, Albany, California. Research Associate, 1991-1993.

• Responsible for planning and directing research project on stand replacing fire in the Sierra Nevada.

University of California, Santa Cruz, Biology Board Research Associate, 1986-1988.

• Assisted Dr. Jean Langenheim on the study of secondary defense compounds in tropical plants.

• Assisted Dr. Kenneth Thimann on the study of plant growth substances involved in apical dominance.

RESEARCH GRANTS CONSULTING FUNDING RECEIVED Save the Redwoods League Natural Recovery of Second-Growth Coast Redwood Stands in the Santa Cruz Mountains. $14,700 awarded 2011. Funding used to support graduate student research at SJSU. Save the Redwoods League Regeneration of community level composition and variability following timber harvest in coast redwood forests. $11,700 awarded 2007. Funding used to support graduate student research at SJSU. San Francisco Recreation and Parks Department: Significant Natural Resource Areas Program Developing monitoring protocols for natural areas in the San Francisco City Parks. $26,000 awarded 2005.

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RESEARCH GRANTS RECEIVED, CONTINUED The Presidio Trust Seedling establishment of Marin dwarf flax (Hesperolinum congestum) in the Presidio of San Francisco. $23,000 awarded 2003. Golden Gate National Recreation Area Study of the impacts of revetment on riparian vegetation in coast redwood forests. $12,000 awarded 2003. Point Reyes National Seashore Estimating biomass in coastal Baccharis pilularis dominated plant communities. $35,000 awarded 2002. Golden Gate National Recreation Area The Effectiveness of habitat restoration in Fort Funston, Golden Gate National Recreation Area. $9,000 awarded 2001; $10,000 awarded 2002. The Presidio Trust Analysis of dune plant growth in the Presidio of San Francisco. Received from the Presidio Trust. $16,000 awarded 2002. Save the Redwoods League The effects of timer harvesting on riparian forests in the coast redwood region. $11,000 awarded 2000. Save the Redwoods League Edge effects following timber harvest in coast redwood (Sequoia sempervirens) forests. $12,000 awarded 1998. USDA Forest Service Vegetation dynamics on avalanche paths in the Sierra Nevada. $9,000 awarded 1994. HONORS AND AWARDS

• University of California Fellowship 1996. SYMPOSIUMS AND CONFERENCES Coast Redwood Forests in a Changing California: A Symposium for Scientists and Managers, University of California, Santa Cruz. Presentation: ‘Pygmy’ Old-growth Redwood Characteristics on an Edaphic Ecotone In Mendocino County, California. June, 2011. 7th Annual Conference on Environmental, Cultural, Economic, and Social Sustainability, University of Waikato, Hamilton, New Zealand. Presentation: Effects of Exurban Development on Forest Structure and Diversity: A Case Study in the Sierra Nevada Upper Montane Forest. January 2011.

Society for Ecological Restoration Northwest Chapter (SERNW) Conference 2010, Tulalip Washington. Presentation: Restoration of coast redwood (Sequoia sempervirens) forests through natural regeneration. February, 2010. 6th Annual Conference on Environmental, Cultural, Economic, and Social Sustainability, Cuenca, Ecuador. Presentation: The Fox in the Hen House - A Hidden Agenda in Forest Restoration and Carbon Sequestration. January 2010.

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SYMPOSIUMS AND CONFERENCES, CONTINUED 27th Annual Salmonid Restoration Federation Conference, Santa Cruz, California. Presentation: Forest Survivorship and Regeneration Following Crown Fires on Three Streams in the Santa Cruz Mountains, California. March 2009. Ecological Society of America/Society or Ecological Restoration Joint Meeting, San Jose, California. Presentation: Stream bank restoration in Sequoia Sempervirens (coast redwood) forests. August 2007. Ecological Society of America/Society or Ecological Restoration Joint Meeting, San Jose, California. Field Trip Coordinator: Northern California Redwood Ecology. August 2007. Crisis of the California Commons Conference, Berkeley, California: Presentation and Panel Discussion: Mono Lake to the Redwood Forest. April 2007.

California’s 2001 Wildfire Conference: Ten Years After the East Bay Hills Fire; Oakland California. Presentation: Vegetation change and fire hazard in the San Francisco bay area open spaces. October 2001.

North by Northwest, National Park Service Conference, Seattle Washington. Presentation: Measuring the effectiveness of dune restoration in the San Francisco Bay area. March 2002

Natural Areas Association Conference, Asheville, North Carolina. Presentation: Indirect effects of logging on old-growth redwood preserves. October, 2002.

Twentieth Annual Salmonid Restoration Federation Conference, Ukiah, California. Presentation: Indirect effects of timber management on riparian vegetation dynamics in coast redwood and mixed conifer forests. March 2002. Conference on Restoration and Management of Coastal Redwood Forests, Fort Bragg, California. Conference Coordinator and Presenter: Ecology and management of coast redwood (Sequoia sempervirens) forests. November, 2000.

Mendocino Coast Watershed Festival. Facilitator: Symposium on Sustainability. Mendocino, California. August, 1998. PROFESSIONAL AFFILIATIONS Mendocino Institute (Member of the Board of Directors), Sempervirens Fund (Science Advisory Panel Member), Journal of Ecological Restoration (Reviewer), Salmonid Restoration Federation, Institute of Sustainable Forestry, Campaign to Save Jackson State Forest, Environmental Protection and Information Center (EPIC), Forests Forever, California Botanical Society, Ecological Society of America. PUBLICATIONS Russell, W. and S. Woolhouse. 2012. ‘Pygmy’ Old-growth Redwood Characteristics on an Edaphic Ecotone In Mendocino County, California. Pp. 304-311 In: Standiford, Richard B.; Weller, Theodore J.; Piirto, Douglas D.; Stuart, John D, technical coordinators. Proceedings of coast redwood forests in a changing California: A symposium for scientists and managers. Gen. Tech. Rep. PSW-GTR-238. Albany, CA: Pacific Southwest Research Station, Forest Service, U.S. Department of Agriculture.

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Michels, K. and W. Russell. 2012. A Chronosequence of Vegetation Change Following Timber Harvest In Naturally Recovering Coast Redwood (Sequoia sempervirens) Forests. Pp. 273-282 In: Standiford, Richard B.; Weller, Theodore J.; Piirto, Douglas D.; Stuart, John D, technical coordinators. Proceedings of coast redwood forests in a changing California: A symposium for scientists and managers. Gen. Tech. Rep. PSW-GTR-238. Albany, CA: Pacific Southwest Research Station, Forest Service, U.S. Department of Agriculture. Russell, W., J. R. McBride, and R. Rowntree. 2011. Effects of Exurban Development on Forest Structure and Diversity: A Case Study in the Sierra Nevada Upper Montane Forest. Journal of Environmental, Cultural, Economic, and Social Sustainability 7(4)1-15. Russell, W. and K. H. Michels. 2010. Stand development on a 127-year chronosequence of naturally regenerating Sequoia sempervirens (Taxodiaceae) forests. Madrono 57:229-241.

Russell, W. 2010. The Influence of Industrial Forest Management Interests on Forest Restoration and Carbon Sequestration Policy and Practice. Journal of Environmental, Cultural, Economic, and Social Sustainability 6:89-99 Russell, W., J. Shulzitski, and A. Setty. 2009. Evaluating wildlife response to coastal dune habitat restoration in San Francisco, California. Ecological Restoration 27:439-448 Russell, W. and S. Terada. 2009. The effects of revetment on streamside vegetation on Sequoia sempervirens (Taxodiaceae) forests. Madrono 56:73-82 Russell, W. 2009. The influence of timber harvest on the structure and composition of riparian forests in the Coastal Redwood region. Forest Ecology and Management 257:1427–1433 Russell, W. 2006. San Francisco Recreation and Park Department Significant Natural Resource Areas, Management Plan: Section 7 Monitoring Plan, Appendix I-1 Special Status Plant Species Monitoring Protocol, Appendix I-2 Special Status Wildlife Monitoring Protocol, and Appendix I-3 Protocol for Monitoring Plant Communities. Russell, W., and R. Tompkins. 2005. Estimating biomass in coastal Baccharis pilularis dominated plant communities. Fire Ecology 1:20-27. Russell, W. H. and J. R. McBride. 2003. Landscape scale vegetation-type conversion and fire hazard in the San Francisco Bay area open spaces. Landscape & Urban Planning 64:201-208. Russell, W. H., J. R. McBride, and K. Carnell. 2003. Influence of environmental factors on the regeneration of hardwood species on three streams in the Sierra Nevada. Madrono 50:21-27.. Russell, W. H., and J. R. McBride. 2002. Vegetation change and fire hazard in the San Francisco bay area open spaces. Pages 27-38 in: Blonski, K.S., M.E., and T.J. Morales. Proceedings of the California’s 2001 Wildfire Conference: Ten Years After the East Bay Hills Fire; October 10-12, Oakland California. Technical Report 35.01.462. Richmond CA: University of California Forest Products Laboratory.

Russell, William H. 2002. Indirect effects of timber management on riparian vegetation dynamics in coast redwood and mixed conifer forests. Page 40 in: Vaughn, H. Technical Coordinator. Proceedings of the Twentieth Annual Salmonid Restoration Federation Conference. February 28 – March 3, 2002. Ukiah, California.

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Russell, W. H., J. R. McBride, and K. Carnell. 2001. Feeding damage by black bears (Ursus americanus) across timber harvest edges in northern California coast redwood (Sequoia sempervirens) forests (USA). Natural Areas Journal 2:324-329.

Russell, W. H., and J. R. McBride. 2001. The relative importance of fire and watercourse proximity in determining stand composition in mixed conifer riparian forests. Forest Ecology and Management 150: 259-265.

Russell, W. H. and C. Jones. 2001. The effects of timber harvesting on the structure and composition of adjacent old-growth coast redwood forest. Landscape Ecology 16:731-741. Russell, W. H., J. R. McBride, and K. Carnell. 2000. Edge effects and the effective size of old-growth coast redwood preserves. In: Cole, David N.; McCool, Stephen F. 2000. Proceedings: Wilderness Science in a Time of Change. Proc. RMRS-P-000. Ogden, UT: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. Russell, W. H. 2000. Ecology and management of coast redwood (Sequoia sempervirens) forests. In: Winslow, C., and W. H. Russell (eds.). The Proceeding of the Conference on Restoration and Management of Coastal Redwood Forests: Jackson State Demonstration Forest. College of the Redwoods, Mendocino, CA. Russell, W. H., J. R. McBride, and R. Rowntree. 1998. Revegetation after four stand-replacing fires in the Lake Tahoe basin. Madrono 45(1):40-46. McBride, J. R., W. Russell, and S. Kloss. 1996. Impacts of human settlement on forest composition and structure. In: Sierra Nevada Ecosystem Project: Final Report to Congress, vol.II, Assessments and Scientific Basis for Management Options. Davis: University of California, Centers for Water and Wildland Resources. Russell, W., and K. V. Thimann. 1988. The second messenger in apical dominance controlled by auxin. In: Plant Growth Substances (eds. R.P.Pharis and S.P.Rood). pg 419-427 NON-PEER REVIEWED PUBLICATIONS Forest Thinning Myths Persist, by Dr. Will Russell. The Newsletter of the Sierra Club Loma Prieta Chapter. May/June, 2010

Redwood Doctor Column by Dr. Will Russell. Mountain Echo. Summer 2009

Redwood Doctor Column by Dr. Will Russell. Mountain Echo. Spring 2009

Combating global climate change through forest preservation and restoration by Dr. Will Russell. Mountain Echo. Spring 2009: 4-5.

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http://action.sierraclub.org/site/R?i=igseKB-WOKlTsvM-_bF6-A..

LYNNE A. TRULIO, Ph.D. Department of Environmental Studies

San Jose State University, San Jose, CA 95192-0115 (408) 924-5445; [email protected]

EDUCATION Ph.D., Ecology, University of California, Davis. Received June, 1988. •Dissertation: Evolutionary significance of infanticide in California ground squirrels •Graduate Opportunity Fellowship, 1982-1984 B.A., Biological Sciences, Goucher College, Towson, MD. Received June, 1979. •Honors in Department, Biology Department and General Honors for Academic Excellence CURRENT POSITIONS Professor, San Jose State University, Environmental Studies, August 2006 - present. (Associate Professor, May 1997-August 2006, Assistant Professor, August 1991-May 1997)

Department Chair, San Jose State University, Department of Environmental Studies, August 2008 - present.

• Duties: Teach undergraduate and graduate courses; participate in department, college and university level committees and department governance; contribute to local community; conduct a program of research.

• Governance and Committees: Chair (1998-1999, 2001-2005, 2008-2011), Associate Chair (1997-1998), Graduate Program Director (1995-1997; 2004-2005); Member of Dean’s Search Committees for Engineering and Social Sciences; Review Committee for VP Charles Whitcomb (2010-2011); College Committees include Curriculum, Research, Sabbatical, and Awards. Department Committees include Lecturer Hiring, Lecturer Evaluation, Curriculum, Equipment and Recruitment.

• Current University Committees: Sustainability Task Force and University Sustainability Board (2008-present); Strategic Planning Committee (2010-present).

• Courses taught: Sustaining the Earth (EnvS 001), Life on a Changing Planet (EnvS 010), Population and Environmental Change (EnvS 121), Global Distribution of Goods and the Environment (EnvS 152), Environmental Impact Assessment (EnvS 185), Advanced Impact Assessment (EnvS 190), Environmental Restoration (EnvS 187), Advanced Restoration (EnvS 191), Senior Seminar (EnvS 198), Graduate Environmental Methods (EnvS 200), Graduate Proposal Writing (EnvS 297).

• Research: Research program focuses on the impacts of human activities on species and their habitats in California; includes students in the research process; links research activities and findings to teaching and public policy (see Current Research).

OTHER EXPERIENCE Lead Scientist, South San Francisco Bay Salt Pond Restoration Project, State Coastal Conservancy, 2003-2007. Lead Science Team Member, 2008.

• During planning phase, lead 12 scientists in developing scientific direction for restoration. Developed the adaptive management plan and associated scientific documents for the ecological restoration of 15,100 acres of salt ponds.

• In 2008, provide leadership and technical support to the Project Management Team. Work with 2 other scientists to implement Project’s adaptive management plan.

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Ecological Consultant, 1990-Present. • Projects focus on wildlife and wetlands protection, restoration and management, as well as impact

assessment studies. Typical projects: Biological Evaluation and Restoration Reports for the Stevens Creek Trail in the City of Cupertino, Study of Bivalves in the Shoreline Sailing Lake in the City of Mountain View.

• See Unrefereed Publications. Fellow, American Association for the Advancement of Science, Washington, DC. August 1999-December 2000.

• Worked with the U.S. Environmental Protection Agency in the Wetlands Division of the Office of Wetlands, Oceans & Watersheds on projects, reports, training, and guidance related to watershed protection, wetland restoration, and bird conservation.

• Assisted with non-regulatory approaches to implementing policy related to the Clean Water Act and the Clean Water Action Plan.

CURRENT RESEARCH Public access and wildlife response around San Francisco Bay, 1996-present.

• Research public access and wildlife questions for the South Bay Salt Pond Restoration Project. Funding: Resources Legacy Fund

• Designed and conducted a study of the effects trail use on the diversity, abundance, and behavior of shorebirds in foraging habitat adjacent to trails. Co-PI: Jana Sokale, Environmental Consultant.

• Projects with MS students include research on the effects of boats on harbor seals at Corkscrew Slough, Bair Island and the effects of trail use on waterfowl in the South Bay.

Population biology and conservation of the Western burrowing owl (Athene cunicularia hypugaea) in California, 1992-2011.

• Quantify habitat conditions supporting burrowing owls in urban settings in California through research in the South San Francisco Bay Area.

• Estimate the demographic parameters of burrowing owls in the South San Francisco Bay Area. Funding: NASA Ames Research Center

• Assess prey base and foraging needs for urban burrowing owls • Research partners: Dr. Dan Rosenberg, Professor at Oregon State University; Phil Higgins, San Jose

State University REFEREED PUBLICATIONS Trulio, L. and P. Higgins. 2012. The diet of Western burrowing owls in an urban landscape. Western North American Naturalist. In press. Trulio, L. and J. Sokale. 2008. Foraging shorebird response to trail use around San Francisco Bay. Journal of Wildlife Management 72:1775-1780. Ohlson, D., L. Trulio, K. Cushing, A. Levanthal. 2008. Advancing indigenous self- determination through endangered species protection: Idaho gray wolf recovery Environmental Science & Policy 11:430-440. Trulio, L.A. and D.A. Chromczak. 2007. Burrowing owl nesting success at urban and parkland sites in Northern California. Proceedings of the California Burrowing Owl Consortium. Bird Populations Monograph 1. Institute for Bird Populations. Point Reyes Station, CA. Fisher, J.B., L.A. Trulio, G.S. Biging, and D.A. Chromczak. 2007. An analysis of spatial clustering and implications for wildlife management: A burrowing owl example. Environmental Management 39:403-409.

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Trulio, L.A. 2005. Science Synthesis for Issue 9: Understanding the Effects of Public Access and Recreation on Wildlife and their Habitats in the Restoration Project Area. South Bay Salt Pond Restoration Project, State Coastal Conservancy, Oakland, CA. www.southbayrestoration.org . 20pp. Trulio, L.A. and J.G. Evens. 2000. California Black Rail (Laterallus jamaicensis obsoletus). In: P.R. Olofson (ed.). Goals Project: Baylands Ecosystem Species and Community Profiles. San Francisco Bay Regional Water Quality Control Board. Oakland, CA. pp. 341-345. Trulio, L.A. 2000. Western Burrowing Owl (Athene (Speotyto) cunicularia hypugaea). In: P.R. Olofson (ed.). Goals Project: Baylands Ecosystem Species and Community Profiles. San Francisco Bay Regional Water Quality Control Board. Oakland, CA. pp. 362-365. Gervais, J. A., D. K. Rosenberg, D. M. Fry, L. A. Trulio, K. K. Sturm. 2000. Burrowing owls and agricultural pesticides: Evaluation of residues and risks for three populations in California. Env. Tox. Chem. 19:337-343. Trulio, L.A. 1999. Science and art: Tensions exist between resource managers and scientists, but so do resolutions and collaborations. Restoration and Management Notes 17:193-195. Trulio, L.A. 1997. Strategies for protecting western burrowing owls (Speotyto cunicularia hypugaea) from human activities. Proceedings of the Second International Symposium on the Biology and Conservation of Western Hemisphere Owls. February, 1997. Winnipeg, Canada. Trulio, L. A. 1997. Burrowing owl demography and habitat choice at two urban sites in Santa Clara County, California. Raptor Research Report #9:84-89. Trulio, L.A. 1995. Burrowing owls thrive in artificial habitat. Restoration and Management Notes 13:238-239. Trulio, L.A. 1995. The functional significance of infanticide in a population of California ground squirrels. Behavioral Ecology and Sociobiology 38:97-103. Trulio, L.A. 1995. Passive relocation: a method to preserve burrowing owls on disturbed sites. Journal of Field Ornithology 66:99-106. Trulio, L.A. 1989. Preliminary Results: Survey on mountain lion research methodology. In Proceedings of the Third Mountain Lion Workshop, edited by R. Smith. Arizona: Arizona Department of Fish and Game, 44-46. Trulio, L.A., W.J. Loughry, D.H. Owings and D.F. Hennessy. 1986. Infanticide in California ground squirrels. Animal Behavior 34: 291-294. SCHOLARLY WORK IN PREPARATION Chelgren, N., L. Trulio, D. Chromczak, and D. Rosenberg. In review. Components of variation in the population ecology of a declining burrowing owl population. American Naturalist. Trulio, L. and H. White. In preparation. Waterfowl response to trail use around San Francisco Bay. Trulio, L. and J. Sokale. In preparation. Observer presence and benthic prey diversity as factors in bird use of trail and non-trail sites around San Francisco Bay.

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UNREFEREED PUBLICATIONS AND OTHER DOCUMENTS Bane, S. and L. Trulio. 2012. Feasibility Report and Conceptual Plan for the Llagas Creek Enhancement Project. Report to the City of Morgan Hill, Morgan Hill, CA. 104pp. Trulio, L.A., S. Aslanian, D. Carmichael, M. Esquivel, K. Gleeson G. Hurtado, M. Keasey, J. McRae, R. Ross, J. Sinclair, W. Thornton, A. Torres, and S. Woolhouse. 2008. Natural Regeneration of Three Oak Species at the Enid W. Pearson-Arastradero Preserve in Santa Clara County, California. Report to Acterra, Arastradero Preserve, Palo Alto, CA. 108pp. Trulio, L.A. and others. 2007. South Bay Salt Pond Restoration Project: Adaptive Management Plan. South Bay Salt Pond Restoration Project Final EIS/R, Appendix D. US Fish and Wildlife Service, Don Edwards San Francisco Bay National Wildlife Refuge, Fremont, CA. Rosenberg, D., L.A. Trulio, D. Catlin, D. Chromczak, J.A. Gervais, N. Ronan, and K.A. Haley. 2007. The Ecology of the Burrowing Owl in California. Unpubl. Report to Bureau of Land Management. Trulio, L.A. and D. Chromczak. 2005. Burrowing owl ecology and demography study, South San Francisco Bay Area for Year 2005. Prepared for NASA Ames Research Center, Moffett Field, CA. 17 pp. Trulio, L.A. 2004. Draft Science Plan for the South Bay Salt Pond Restoration Project. Report to the State Coastal Conservancy, Oakland, CA. 42pp. Trulio, L.A., J. Callaway, E. Gross, F. Nichols, J. Lacy, and J. Takekawa. 2003. Draft Science Strategy for the South Bay Salt Pond Restoration Project. Report to the State Coastal Conservancy, Oakland, CA. Trulio, L. A., D. de Leon, K. S. Fox, S. Giri, P. G. Higgins, A. O. Kakouros, M. E. McIntyre, D. L. Ohlson, R. Salisbury, and M. Villegas. 2003. An observational study of harbor seals and boat traffic near Corkscrew Slough at Bair Island. Prepared for the US Fish and Wildlife Service by Environmental Studies Advanced Restoration (EnvS 191). Interagency Workgroup on Wetland Restoration. 2003. An Introduction and User’s Guide to Wetland Restoration, Creation, and Enhancement. NOAA Fisheries, Silver Spring, MD. www.epa.gov/owow/wetlands/restore/finalinfo.html . 102pp. Trulio, L.A. 2003. Burrowing owl habitat disappearing in Silicon Valley. 2003 Environmental Index for Silicon Valley. Silicon Valley Environmental Partnership. Pg. 28. Trulio, L.A. and J. Sokale. 2002. Preliminary findings: Two years of field research from the Wildlife and Public Access Study. Report to the Bay Trail Project, Association of Bay Area Governments, Oakland, CA. http://baytrail.abag.ca.gov/wildlifestudy.htm . 19pp. Trulio, L.A. 2002. Stevens Creek Trail Feasibility Study: Ecological Restoration and Enhancement Report. Prepared for the City of Cupertino. 29pp. Trulio, L.A. and R. Obernolte. 2001. The distribution of bivalves and their contribution to water filtering at Shoreline Sailing Lake, City of Mountain View, CA. Prepared for Hydroikos and Associates, San Rafael, CA. 16pp. Trulio, L.A. 2001. Stevens Creek Trail Feasibility Study: Assessment of Biological Opportunities and Constraints. Prepared for the City of Cupertino. 14pp.

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Trulio, L.A. 2001. Evaluation of impacts to burrowing owls and identification of avoidance and mitigation measures for the NASA Ames Development Plan. Prepared for PAI Corp. 30 pp. Trulio, L.A. 2000. The importance of the wetland-upland interface. State of the Estuary 2000: Restoration Primer. San Francisco Estuary Project, Oakland, CA. pp. 46-48. Trulio, L.A. 2000. Birds: Bellwethers of watershed health. Watershed Academy Module, US Environmental Protection Agency, Office of Wetlands, Oceans and Watersheds. http://www.epa.gov/watertrain/birds/ . Trulio, L.A. 1999. Burrowing owl habitat disappearing in Silicon Valley. 1999 Environmental Index for Silicon Valley. Silicon Valley Environmental Partnership. Pg. 30. Trulio, L.A. 1998. The burrowing owl as an indicator of CEQA effectiveness and environmental quality in Silicon Valley. Environmental Monitor. Fall. pp. 4-5. Trulio, L.A. 1998. Native Revival: Efforts to protect and restore the burrowing owl in the South Bay Area. Tideline 18:1-3. Trulio, L.A. 1994-1998. Assessment of three marsh restoration sites in the Sunnyvale Baylands, Sunnyvale CA. Reports to the City of Sunnyvale and the Army Corps of Engineers. Alviso Marina County Park Environmental Impact Report. 1997. Prepared by L.A. Trulio and J. Sokale for the County of Santa Clara. Bair Island Tidal Marsh Restoration and Reference Site Evaluation. 1997. Prepared for the California Department of Fish and Game by EnvS Advanced Restoration. Sokale, J., L.A. Trulio and D. Herman. 1996. Angora Creek/Washoe Meadow Biotic Assessment. Prepared for California Tahoe Conservancy. Trulio, L. A. 1996. Assessment of North Lake Tahoe biotic communities and analysis of expected impacts. In EIR/EIS North Tahoe Community Plan. Report to the Tahoe Regional Planning Agency, Placer County, CA and Washoe County, NV. 64 pp. Trulio, L. A., J. Sokale and D. Herman. 1995. Carnelian Canyon Bioassessment, Timber Harvest Recommendations and Restoration Recommendations. Prepared for the California Tahoe Conservancy. Trulio, L.A. Milagra Ridge Butterfly Habitat Restoration and Prescribed Burn Plan. 1995. Prepared for the National Park Service, Golden Gate National Recreation Area, by EnvS Advanced Restoration Class. Pulgas Ridge Native Grassland Restoration Plan. 1995. Prepared for Mid-Peninsula Regional Open Space by EnvS Advanced Restoration Class (EnvS 191). Stevens Creek Trail Revegetation Plan. 1994. Prepared for the City of Mountain View by Environmental Studies Advanced Restoration (EnvS 191). Charleston Slough Wetland Restoration Project Environmental Assessment, Shoreline At Mountain View, City of Mountain View. 1994. Prepared for the San Francisco Bay Conservation and Development Commission. 67 pp. Trulio, L. A. 1992. Burrow borrowers. Pacific Discovery 45(4):19-21.

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OTHER PROFESSIONAL ACTIVITIES South Bay Salt Pond Restoration Project, Technical Advisor Committee, 2010-present San Francisco Bay Bird Observatory, Scientific Advisory Board, 2009-2011 Pearson-Arastradero Preserve, Scientific Advisory Committee Member, 1996-2005 Silicon Valley Environmental Partnership, Board Member, 2003-present Burrowing Owl Symposium 2003, Planning Committee and Session Chair, October 2003 Burrowing Owl Consortium, Member, 1994-present San Francisco Bay State of the Estuary Conference, Planning Committee, 1998-1999 San Francisco Estuary Goals Committee Member, "Other Birds" Working Group, 1996-1998 PROFESSIONAL MEMBERSHIP Association of Environmental Studies and Sciences Ecological Society of America • Senior Ecologist Certification, Granted by the Ecological Society of America, Board of Professional Certification, 1994. Society for Ecological Restoration The Wildlife Society

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