This course is a broad introduction to the historical, cultural, political, economic, and ecological dimensions of human-environment interaction. We will ask big questions that seek to understand how humans and human social formations relate to nature and ecological processes through time and space. We will examine the consequences of those relations and trajectories for possible futures of increased human disturbance and/or the conditions for the mutual flourishing for all species. Course topics include belief systems and the environment, environmental justice, the politics of climate change, sustainable (and unsustainable) food systems, urban ecologies, and the environmental impacts of economic growth, development, and consumerism. Fulfills social justice/environmental responsibility requirements (1998). Evaluating systems and environments requirement (2019).

May also be offered at 250, 350 and 450 levels.

Study of the structure and function of ecosystems with reference to energy flow, nutrient cycling, population growth and regulation, and community organization and dynamics. Particular emphasis on the relationship between humans and the environment. Fulfills natural science and mathematics and social justice/environmental responsibility requirements (1998). Fulfills the natural science/mathematics and evaluating systems and environments requirements (2019).

A two-part exploration. First, students undertake traditional academic inquiry, reading and discussion. Second, they engage in experiential learning through an extended field trip and a direct photographic exploration of some of the landscapes and environments that have shaped American culture. Fulfills arts and social justice/environmental responsibility requirements (1998). Arts/humanities and evaluating systems and environments requirements (2019).

Studies of the biology, geology, ecology and natural history of different field areas, including the American Southwest, the Galapagos, East Africa, Brunnenburg, North Carolina and other areas. Includes a one- to three-week trip to the area being studied, depending on when the course is offered; trip includes research project. When course is offered for a minimum of 4 semester credits, the course will fulfill natural science/mathematics and social justice/environmental responsibility requirements (1998); natural science/mathematics, evaluating systems and environments requirements, and embodied and creative engagement requirements (2019).

May also be offered at 360 and 460 levels. Independent student projects are dependent upon the student?s initiative in shaping the terms of investigation. The supervising instructor and the coordinator of environmental studies must approve a proposal describing the project.

Recommended for all majors. College requirements apply. Details to be arranged between a student and a faculty member; schedules and nature of the work to be accomplished is at the discretion of the instructor. May also be offered at the 390 level.

This course will introduce students to the theories, methods, and practices commonly used by both scholars and practitioners in the interdisciplinary field(s) of environmental and sustainability studies. We will hear from a wide variety of researchers, professionals, and activists about how they approach their work and their assessment of the future of the field. Students will explore the application of particular methods and theories in the development of a senior project proposal.

Recommended for all students planning to attend graduate school. A written senior thesis may be undertaken as a separate project or as the culmination of independent study; the senior thesis must represent serious research and independent thought.

This senior seminar is designed as a time and place for students to discuss, critique, and work on their capstone projects, and to develop and practice presentations associated with their projects as they prepare for public presentations at GUS, the Environmental and Sustainability Studies Annual Forum, and/or professional conferences. Fulfills the Senior Seminar requirement for the Integrative Experience.

For seniors with a 3.5 G.P.A. students may complete a senior thesis and obtain program honors at graduation.

This course develops skills and knowledge in sustainable agriculture through reading, reflection, discussion, and practical experience on the Guilford College Farm and at partner sites. We will spend some time in a classroom creating context and some time outdoors, applying what we have learned through hands-on experiences.

Interdisciplinary overview of food systems, and the challenges facing them; introduces food insecurity issues facing the region. Fulfills social justice/environmental responsibility requirement (1998). Evaluating systems and environments requirement (2019).

These hands-on courses provide students with practical skills in areas of food production, preparation and use. Topics may include urban farming, season extension, preservation and canning, farm management, fermentation and pickling, cheese making, beer making, wine making, food and culture courses, grant writing, beekeeping, farm machinery operation and repair, market management, basic carpentry, business planning, pruning, seed saving, grafting, etc. Can be repeated multiple times with different content.

This course will explore the interconnections between spiritual and/or value systems and the modes of agriculture we support. We will look at multiple perspectives of our natural environment and the ways these viewpoints affect how we treat animals, land, people, and how this affects our communities. This course includes discussion, independent and group reflection, experiential learning through hands-on activities, and visiting off-campus sites related to land conservation, communion, and connection. All students, faith-oriented or not are welcome to take part in this course. Our primary faith-related studies will slant toward Quakerism, but we will include multi-faith perspectives and other value-systems as well.

Place-based, interdisciplinary look at solutions to the challenges facing food systems and regional innovations. Prerequisite or corequisite: SFS 120, or permission of instructor.

The purpose of this course is to provide an introduction to the complex legal web comprising our food system and to cultivate a ?systems thinking? approach for our analysis, and, from there, to effectively apply that knowledge and analysis in food and agriculture advocacy endeavors. Prerequisite or corequisite: SFS 120, or permission of instructor.

This course has been designed as a student-driven, project-based capstone for Sustainable Food Systems majors, and can serve as a student?s signature work. ENVS students or others with a background in sustainable food may also be eligible to take the course. Students will decide on, research, and develop a hands-on project involving the Guilford College farm and/or other sustainable food-related issues in the greater community. Students will present their projects at the annual ENSS Forum, and/or at GUS. Fulfills the Senior Seminar requirement for the Integrative Experience.