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Instructor:  Prof. Lee M. Talbot

Class Meets:  Tuesdays, 7:20 - 10:00 PM.  Robinson A243

To Contact Instructor:
   Office: 3048 King Hall
    Office Hours: by appointment, normally on Tuesdays, but if this is not possible other times and places can be arranged to meet students’ schedules.
    Telephone: (703) 993 4037, however this line is not checked too frequently. In case of really urgent matters only call 703 734 8576.
   E-Mail: ltalbot@gmu.edu
   Fax: 703 734 8576

Objective of the Course:

 The principal objective is to provide students with an understanding of what international environmental policy is, how and why it has evolved, how it is expressed and implemented, and what are its major challenges.  This course is intended to give students the necessary background to pursue advanced studies that involve international environmental issues. For students pursuing studies involving national or domestic environment, this course is also intended to stimulate an interest in and to provide an understanding of the relationship between national and international environmental policy, and to provide an important international perspective on domestic environmental policies and issues.

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Course Overview and Content:

 This class will use lectures, reading assignments, case studies and class discussions to explore the subject, which will be considered from a global perspective, with examples from all parts of the world. Among the issues considered will be how policies and their implementation have changed; the role of governments and international agencies; national and international policy and law which affects environment; the changing role of the public and non-governmental organizations; the development and status of relevant scientific knowledge; the development and evolution of environmental institutions, and changing approaches to global environmental management.

 Among the subjects we will cover are:

• The social, economic and political setting -- characteristics of different nations’ economic and political systems and national environmental policies and politics which affect their approach to international environmental policy;

• The environmental setting -- issues and problems of international environmental concern;
• The growth of international environmental concern and the  evolution of international environmental policy;

• Sustainability, including population, resources and development;

• Enhancing the quality of life: natural and cultural environments;

• Ways in which international environmental policy is expressed or implemented, including structures, organizations, and instruments such as bilateral and multilateral agreements, conventions, treaties and regimes;

• Strategies for global environmental protection;

• The changing role of the inter-governmental and non-governmental organizations;

• Special environmental issues including living resources and the international commons, i.e. the atmosphere, outer space, oceans and antarctica; and

• Emerging issues for international environmental policy..

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Text:
 The principal text  will be:
  Caldwell, Lynton Keith.  1996. International Environmental Policy.  Third     Edition.  Duke University Press.  484 pp.  ISBN 0-8223-1866-0
 A secondary text on reserve at the Johnson Library is:
  Brown Weiss, E., S.C. McCaffrey, D.B. Magraw, P.C. Szasz and R.E. Lutz.   International Environmental Law and Policy.  Aspen Publishers. 1205pp.

Other readings will be assigned from time to time.

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The Approach to Learning in this Course and Instructional Methods:

 This course approaches its objectives through:

 1.  Providing students with substantive information and understanding about international environmental policy;
 2.  Fostering critical thinking; and
 3.  Promoting  effective oral and written communication.

 Critical thinking implies independent analysis of the issues. Students are expected to ask themselves (or the class or professor as appropriate) questions such as “Is this statement or analysis true?”  “How do I know it is true?”  “Are there other factors involved?” “Given the facts, do I reach the same conclusion?” “How am I thinking about this?”  What criteria are appropriatehere?”  “What values is the author applying here?”  Am I approaching this as a question of truth, of opinion, of disciplinary criteria, or what?” Simply accepting and repeating what someone else has written or said is not critical thinking.

 Effective oral and written communication:  A person’s success in almost any career is determined very largely by that person’s abilities to communicate.  This principal applies especially to environmental, policy, scientific and other academic careers. Consequently there will be strong emphasis in this class on effective oral and written communication. To be successful in this class students must –  or must quickly learn to --  communicate effectively.

 While this is a course, not a seminar, lectures will only be a part of the course process. The subject of the course will be explored and developed through active class discussions as well as through the case histories.  The only way students can contribute to the class discussions is to discuss, i.e.,  participate. Consequently, there will be very strong emphasis on active and effective participation in class discussions, not only during the paper presentations and discussion periods following these presentations but also throughout all the other class periods. There will be tests, but 20% the grade is based on participation (other than discussion leading and case history presentations), so the message is, don’t sit quietly.

 At the same time, talking for the sake of talking also is counter-productive. What students say shows what they know and how they are thinking, and especially whether or not they are applying critical thinking to the subject.  So lots of talk with little substance is not the way to contribute to class discussions or to improve grades.

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Case Study Presentation and Paper:

 During the semester each student will prepare a case study.  35% of a student’s grade and a particularly important part of the learning from this course comes from the case studies. For their case studies each student is expected to choose an example illustrating the central themes of this course, and to prepare a paper and oral presentation on it and defense of it.

 The purpose of case studies is to explore in detail the different dimensions of international environmental policy. The study should be based on  review of the relevant literature and, where practical, also on consultations with key individuals and organizations. If a student has personal experience with the case that experience could also provide part of the basis for the study.

 The subject and content of the papers will be discussed in detail at the first class session.

 All students will give an oral presentation followed by a class discussion/question and answer period.  The oral presentation will be a maximum of 15 minutes followed by 15 minutes of class questions and discussion.  The presentation should be illustrated, for example, with slides, overheads, or computer generated displays. Each presentation should be accompanied by a handout - a written outline with bibliography. The presentations should be of the type and quality for submission at a professional, scientific, or academic conference or symposium.  Following their presentation of the case study the students will chair a question and answer period. They should be sure to call on everyone who wishes to speak, who has not spoken before, prior to calling on someone who already has spoken.

 All students will also prepare a written paper on their case study.  This should be a minimum of 15 pages, double spaced, plus references.  The style should be guided by appropriate journals. It is recommended that students obtain a copy of A Guide to Using Elements of APA Style in the “Class Materials” office (not the bookstore) in the Johnson Center. All papers must have a proper bibliography with all references correctly cited in the text.  The bibliography documents where a student found the information and cites the authority for opinions or hard data in the text; it indicates how thorough the student has been in his or her research; and it shows that the student knows how to use and cite sources – which is absolutely basic for professional research and writing. The paper should be the type and quality for submission to a professional or scientific journal.

 Students should get the instructor’s approval for the topic of their case study before the third class by email, telephone or by an appointment. By the fourth class a brief statement of the approved subject with a preliminary list of references should be handed in.  The statement can be one or more paragraphs, not more than one page double-spaced, and the references are initial or preliminary, not the final bibliography, since, hopefully, additional references will be found as the student proceeds with the study.

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Examinations:

 There will be mid-term and final examinations.  Both will be take-home, closed-book examinations.
 

Text Discussion Leaders:

 There will be reading assignments from time to time from the text book and from other sources.  Students will serve as leaders for class discussion of each reading assignment.  From the assigned reading they will identify key issues and subjects which they believe should be considered by the class, and they will lead the class discussion on that part of the text material.  Each student will be expected to serve as discussion leader at least once during the course.  Leading discussions will account for 10% of the grade.
 

Basis of Grading:

 Leading Class Discussions 10%
 Other Participation  20%
 Paper    25%
 Presentation & Q&A  10%
 Mid Term Exam  10%
 Final Exam   25%

  This is not a typical lecture course. The subject of the course will be explored and developed through active class discussions as well as through the case histories. Consequently, there will be very strong emphasis on active and effective participation in class discussions, not only during the paper presentations and discussion periods following these presentations but also throughout all the other class periods.  The grading will reflect this emphasis. Sitting quietly in class does not constitute active and effective participation. Remember that participation includes attendance; those who don’t attend can’t participate. Please notify the instructor in advance if there will be an unavoidable absence.

 The major criteria for grading the papers include content, i.e., the substance; knowledge and understanding of the subject; quality of analysis and critical thinking applied; organization, and presentation including use of English, style, and use of references.  Criteria for grading the oral presentations include the same factors plus oral presentation effectiveness, time management, and handling of the question and answer period following the presentation. Among other things, the question and answer periods provide further indication of the students’ knowledge and understanding of the subject and ability to communicate.

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Resumes:

 Since a major purpose of this course is to explore the different dimensions of the subject by class discussions,  the experiences and (where appropriate) professional knowledge of the members of the class can contribute significantly.  Consequently, please provide a brief (two page or so)  resume by the start of the second class at the latest.  It can be sent by email, fax, or brought to class.  The resume can be one that already exists or it can be prepared for the class, and it should include telephone number (home and work, with fax), mailing and email addresses.
 
 

Class Schedule:

August 28. Introduction, overview of the course and requirements.

Sept. 4: Lecture and class discussion (text Chap. 2 & 3).

Sept. 11: GMU closed

Sept. 18: Lecture and class discussion (text Chap. 1, 4 & 5, 5&6).

Sept. 25: Lecture and class discussion (text Chap. 7, 8, 9, 10; and additional text Chap 1).

Oct. 1:  Lecture and class discussion (text Chap. 11, 12, 13 and additional text Chap 2).

Oct. 9:  GMU Recess

Oct. 16: Lecture and class discussion (addl.text Chap. 3, and Chap. 5D, Appendix II & III.)
  Hand out take-home midterm examinations.

Oct. 23: Student Presentations, and discussion of midterm results

Oct. 30: Student Presentations

Nov. 6: Student Presentations

Nov. 13: Student Presentations

Nov. 20: Lecture and class discussion.  Guest Lecturer: Dr. Walter Lusigi (Kenya), Global Environment Facility. African developing country, World Bank Group, and GEF perspectives on international environmental policy.

Nov. 27: Lecture and class discussion.   Guest Lecturer: Dr. Mingma Sherpa (Nepal), World Wildlife Fund. Asian developing country and NGO perspectives on international environmental policy.

Dec. 4: Lecture and class discussion.  Post mortem review of course material and presentations.
  Hand out take-home final examinations.

Dec. 11:   Last day to turn in final exams.

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