Overall Rating Gold - expired
Overall Score 73.13
Liaison Bridget Flynn
Submission Date March 9, 2017
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Oberlin College
AC-1: Academic Courses

Status Score Responsible Party
Complete 5.39 / 14.00 Bridget Flynn
Sustainability Coordinator
Office of Environmental Sustainability
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Figures required to calculate the percentage of courses with sustainability content::
Undergraduate Graduate
Total number of courses offered by the institution 1,072 0
Number of sustainability courses offered 39 0
Number of courses offered that include sustainability 18 0

Number of academic departments (or the equivalent) that offer at least one sustainability course and/or course that includes sustainability (at any level):

Total number of academic departments (or the equivalent) that offer courses (at any level):

Number of years covered by the data:

A copy of the institution’s inventory of its course offerings with sustainability content (and course descriptions):
An inventory of the institution's course offerings with sustainability content (and course descriptions):
Dept Course # Title Description Professor Sustainability course Related Course Notes/Updates ANTH 210 Indigineous Peoples of Latin America The purpose of this course is to introduce students to modern historical, ethnohistorical and anthropological approaches to the indigenous populations of Latin America. The course will focus on the ongoing process of conflict and accommodation that has characterized the relationship between the native peoples of the New World and those of the Old World. We will study indigenous social movements dealing with issues such as land claims, natural resources, economic development, cultural recognition and human rights B. Pineda x ANTH 212 Ecological Perspectives on Small-Scale Societies Popular conceptions regard forager societies as primitive and naive or as prescient conservationists. In this course we will use an ecological framework to explore diversity in forager cultures, and the complex relationships that exist between small-scale societies and their environments. We will also consider the relevance of contemporary foragers to the study of the prehistoric past, and the futures of these groups as they are increasingly drawn into the global economic market. Amy Margaris x BIOL 103 Environmental Biology Designed for ENVS majors whose curricular pathways are outside the NSCI division. Students considering a biology major or the full range of upper-level biology courses should take the BIOL core. This course provides a foundation in biological content and concepts in the context of environmental problems, from molecular/cellular levels to ecosystems. Lectures will be augmented with individual and group activities. R. Laushman x BIOL 202 Plant Ecology Ecological principles will be used to examine plant population and community processes. Special attention will be given to plant/animal interactions, e.g. pollination, dispersal, and herbivory. Lab will use local habitats to gain hands-on experience in field observations, study design, data collection, analytical methods, plus written and oral presentations of results. Field trips required. R. Laushman x BIOL 411 Seminar: Conservation Biology A discussion format is used to study important biological concepts pertaining to the conservation and management of biodiversity. Papers from the current primary literature are used to cover topics such as conservation genetics, habitat fragmentation, and invasive species. Genetic and life history variation, species diversity, and community ecology are examined in relation to habitat conservation. Students alternate as discussion leaders; term papers and oral presentations required of all students. R. Laushman x CAST 217 Introduction to Feminist Science Studies This course investigates the scientific production of race, gender, and sexuality, particularly in the biosciences. We will consider such questions as: What is objectivity and why does it matter to scientific research? How do cultural assumptions about race, gender, sexuality, and ‘the body’ shape scientific knowledge production in different historical periods. Sources include theories and critiques of science, historical and contemporary science publications, and the Science section of the NY Times. E. Heiliger x CAST 267 The Nature of Sexualized Identities: Gender, Race, Queerness, and Environmental Justice Interdisciplinary course that re-examines nature, gender, race, queerness, and sexualized identities as they shape, and are shaped by, sustainability, health, and environmental justice concerns. Working from the premise that sexual(ized) identities are at least partially socially constructed. The course also interrogates ways that sexual identities and ideas about nature have co-evolved through science and media. Theories, methodologies and case studies primarily from the Americas. All students welcome. E. Heiliger x CHEM 51 Chemistry and the Environment A discussion of the natural and human origins of significant chemical species in the environment and the ultimate fate of these materials. Air and water quality will receive special attention. Chemical concepts will be developed as needed. Staff x CHEM 205 Principles of Organic Chemistry A one-semester introduction to the basic principles, theories, and applications of the chemistry of carbon compounds. Representative reactions, preparation, and properties of carbon compounds will be covered. The laboratory will provide experience with purification, physical and spectroscopic characterization, and synthesis of organic substances. A. Matlin, W. Parsons, Staff x CMUS 103 Introduction to the Anthropology of Music: Case Studies from around the World This course explores the study of musical practices around the world from an anthropological perspective. This means that the emphasis is on exploring the meanings, uses, and power of music, including the way music is used to heighten and ensure spiritual efficacy, to comment on and contribute to political movements, and to make sense of “natural” disasters. The class is organized around a series of themes - for example, Music and Ecology, Music and Spirituality, Music and Politics, and Ethics and Representation - rather than geographical areas. The course gives you critical tools and frames to apply to your own case studies in order to understand the power of music. After exploring the methodologies of ethnomusicology, you learn to use them yourself by designing your own research project on some aspect of musical practice in Oberlin. The course is designed to challenge the ways you think about and listen to music. J. Fraser x DANC 203 Somatic Landscapes Somatic Landscapes begins with the premise that we live in the world through our bodies. Thus, if we want to become conscious of our relationship to the earth we must first become mindful of our physical selves. In order to develop our responsibility to the ecology, we must first develop an ability to respond. This course takes place at the intersections of Nature/Culture; Art/Science; Body/Mind; Self/Other. We will call on all the usual academic resources ‘reading, writing, analyzing and discussing ’ but extend beyond these to include sensing, feeling, and moving in order to cultivate a curiosity about our world. A. Albright x ECON 231 Environmental Economics The course is an introduction to the theory and practice of environmental economics. Emphasis is placed on understanding how the basic tools of economic analysis are used to identify sources of environmental problems, value environmental resources, and design environmental policy within the framework of a market based economic system. P. Brehm x Cross listed with ENVS 231 ECON 330 Energy Economics This course examines energy markets and policies. It applies economic theory and uses empirical evidence to analyze oil, natural gas, and electricity markets. Understanding the structure of supply and demand in these industries is essential for designing effective energy policy. Emphasis will be placed on understanding energy’s interaction with climate change. x Cross listed with ENVS 332 ENGL 223 Meaning and Being: Nature in 19th-Century American Narrative A survey of prominent literary works of the 1800s, emphasizing close reading and giving special attention to the concept of “Nature.” The reading list will be centered around Moby-Dick, which appeared in the middle of the century and features tangled relations between meaning and being, self and other. American, 1700-1900. T. S. McMillin x ENGL 924A Nature, Culture, London: In, Around, Below, Above, Before, and After the City Through a study of a variety of texts and places – museums, maps, literature, parks, paintings, films, gardens, architecture, infrastructure – we will consider the different ways in which nature is understood, ordered, and represented in London and surrounding areas. The way a culture looks at nature is organized by a variety of factors, including its geography, its history, its epistemology and ethos. We will explore various versions of nature in an urban environment, with particular attention to connections:between ideas and places, between texts and experiences, between one place and another, between different cultural perspectives, between the past and the present. Field trips required. British. T. S. McMillin and J. Fiskio x Oberlin in London course--should we count it? Cross listed as ENVS 942A ENVS 101 Environment and Society An interdisciplinary exploration of environmental challenges, causes, solutions and underlying power dynamics. This course provides an introduction to social, economic, and ecological perspectives on relationships between humans and the rest of the natural world. The course emphasizes design options to transition communities towards sustainability and resilience with respect to food, energy and shelter in the face of local and global change. ENVS 101 provides an introduction for non-majors and a foundation for Environmental Studies majors. M. Shammin, J. Petersen x ENVS 201 Nature Culture Interpretation This course develops students’ capacity to understand how humans conceptualize, interpret, value, and engage with the non-human world. We examine the ways narratives, aesthetic modes, and philosophical systems inform humans’ understanding of the nonhuman world. We engage in close readings of literary, religious, philosophical, visual, and cinematic texts as well as examining current environmental issues from an interdisciplinary humanities perspective. J. Fiskio, C. Sakakibara x ENVS 222 Local vs. Global: Environmental Issues Beyond Borders Global environmental issues often cut across national boundaries. Forging effective solutions to these problems requires consideration of the cultural, socio-economic, and political processes that influence the relationship between humans and the natural environment in different parts of the world. This course uses case studies, critical thinking exercises, and projects for the students to develop an understanding of international environmental issues and discover ways in which their personal choices can improve the environment. M. Shammin x ENVS 225 Indigenous Peoples and Climate Change This course synthesizes what is currently understood about key climate change vulnerabilities for Native American/Alaska Native tribes and potential consequences to a range of tribal cultural and natural resources including traditional foods as the basis of physical and cultural well-being. In so doing, we will examine how tribes are working with others to address climate change by contributing their knowledge about the environment, their resource management experience, and their authority as natural resource trustees. C. Sakakibara x ENVS 230 Environmental Justice and Local Knowledge This course will engage students in the theory and practice of environmental justice with a particular focus on epistemologies. Interdisciplinary readings will include primary sources like autobiography and documentary film as well as secondary sources from the humanities and social and natural sciences. Field trips required. J. Fiskio x ENVS 244 Society and Environment in Latin America and the Caribbean This course provides an introduction to society-environment relations in Latin America and the Caribbean. The course would span the last 500 years and get students to explore the way biophysical conditions interact with social organization, belief systems, political economy, colonialism, resource extraction, race and place, indigeneity and ethnic rights, commodity markets, technological change, urbanism, conservation, ecotourism, globalization, and social movements. K. Offen x ENVS 316 Systems Ecology The ecosystem concept provides a framework for understanding complex interactions between life and the physical environment and the role of humans as dominant agents of biogeochemical change. We will apply systems concepts to understand the flows of energy, cycles of matter and control mechanisms that operate in ecosystems and will compare the structure and function of a variety of natural and human dominated ecosystems. Students will explore primary literature, will learn field and laboratory methods for analyzing local ecosystems, and will propose, execute and analyze group research projects. J. Petersen x ENVS 322 Energy and Society Energy issues are often characterized as problems we can ‘supply’ our way out of by changing the resources we rely on. Less frequently, energy issues are treated as a problem of consumption. This course adopts a sociotechnical perspective, regarding energy as an issue shaped by both technical factors and social patterns. The first part of this course explores physical, political, and economic aspects of energy supply through the examination of different energy sources (biomass, fossil fuels, electricity, renewables, nuclear). The second part of the course addresses social and political aspects of energy consumption in the industrial, commercial, residential and transportation sectors. M. Shammin x ENVS 327 Indigenous Environmentalism This seminar will investigate how the vitality of indigenous art is evidence of an extraordinary story of survival in the time of social, political, and environmental challenges. Through analyses of artworks and communication with indigenous artists from Japan and North America, we will explore how the visual arts have long played a critical role as carriers of cultural identity within global indigenous societies. Their artistic imaginations are among the most eloquent articulations of identities and struggles for sovereignty, resilience, and environmentalism. The course will also elucidate the problems of how these arts have been represented in museums and scholarly writings. C. Sakakibara x ENVS 336 Practicum in Agroecology Part 1 Current agricultural methods have been widely recognized as unsustainable, contributing to climate change, reducing biodiversity, depleting soil, and polluting air and water. Agroecology is a field of study and a set of practices that focus on sustainable food production. Through lectures, practical experiences and projects at the George Jones Farm and required field trips this course will provide hands-on experience in the ecology and, to a lesser extent, the economics of small-scale agricultural enterprises. Students will normally combine Part1 (2nd module Spring) with Part2 (1st module Fall) B. Melzer x ENVS 337 Practicum in Agroecology at the George Jones Farm Part 2 Current agricultural methods have been widely recognized as unsustainable, contributing to climate change, reducing biodiversity, depleting soil, and polluting air and water. Agroecology is a field of study and a set of practices that focus on sustainable food production. Through lectures, practical experiences and projects at the George Jones Farm and required field trips this course will provide hands-on experience in the ecology and, to a lesser extent, the economics of small-scale agricultural enterprises. Students will normally combine Part1 (2nd module Spring) with Part2 (1st module Fall) B. Melzer x ENVS 340 Systems Modeling: Systems Thinking Models provide powerful tools for organizing information, gaining insight into underlying dynamics, and predicting the behavior of complex systems. Students will learn to design and build conceptual models together with computer simulation models as a means of building understanding of the common principles underlying a diversity of biological, physical, social and ecological systems. Students will develop ‘systems-thinking’ skills by learning to identify feedback loops controlling the flows and storage of information, energy, money and materials. J. Petersen x ENVS 354 Practicum in Ecological Communication & Oberlin Project Effective communication is essential for promoting sustainability and resilience. It is also critical to professional development. Through projects that engage the full-diversity of the larger Oberlin community, participants will develop and exercise a variety of communication skills associated with: pro-environmental and pro-community messaging, compelling visual and text delivery, proposal writing, research and public presentation. We will explore how tools of social psychology, communication theory and environmental education can be harnessed to motivate and empower transformation. Projects will focus on further developing and assessing the efficacy of various components of “Environmental Dashboard” as mechanisms for promoting pro-community attitudes and behaviors J. Petersen x ENVS 356 Practicum in Resource Analysis and Conservation in the Buildings Students in this project-based course will develop and exercise skills related to proposal writing and data analysis geared to improving efficiency and conserving resources in the built environment in Oberlin College and the City of Oberlin. Based on student interest, projects will focus on electricity, water and heat conservation in campus buildings and schools. Projects will culminate in reports and presentations detailing resource conservation measures and estimated cost and resource savings to appropriate decision-makers. J. Petersen x ENVS 390 Sustainable Cities: Theory, Analysis and Design Humans are now an urban species with more people living in cities than in rural areas. This course will examine the economic, social and environmental causes and implications of this transition. We will consider the opportunities and design challenges of urban sustainability, concepts and techniques of urban and regional analysis, and contemporary approaches to sustainable urban planning and design in a global and cross-cultural context. M. Shammin x ENVS 925 Landscapes of Resistance The UK has a long history of resistance to industrialization. This course will investigate the aesthetics and politics of climate justice through cultural productions including literature, film, new media, performance, protest, and social movements, placing climate activism in the UK in historical context as well as within current movements such as the Arab Spring and Occupy. Through projects and wider class discussions, we will consider the intersection of aesthetics and politics in climate justice and inquire into the potential for this convergence to generate democratic forms of engagement. Field trips required. J. Fiskio x Oberlin in London course--should we count it? ETHN 100 Introduction to Musics of the World Using case studies from around the world, this course will challenge how you think about music. Through interactive performance, critical listening, and musical analysis, we examine the diverse ways people think about and structure music. We also examine music as an inherently social act, illustrating how music is informed by - and conversely informs - historical, political, cultural, and economic processes, along with what music means to the people who make and engage with it. J. Fraser x ETHN 204 Music and Gender We will use case studies in historical and contemporary contexts from around the world to explore the ways gendered and sexualized identities are encoded within musical practices, repertoires, and performance contexts. Conversely, we will explore how these musical practices gender social realities. The approach is an interdisciplinary one drawing on feminist ethnomusicology, musicology, and anthropology along with gender studies. The topics are broad, ranging from a genre of the West Sumatra highlands to Western art music and American feminist punk. The course gives critical tools to explore the gendering of our own musical worlds through an oral history or ethnographic project. J. Fraser x ETHN 303 Ethnomusicology as Activism This course explores how skills developed through the study of ethnomusicology can be applied to real-world problems. How might we become advocates for social and environmental justice or use music to contribute to conflict resolution? The first module explores the field of applied ethnomusicology and best practices in community-engaged learning. The second module is practical: students will partner with a community organization, thinking about how to use music to help the organization achieve their goals. J. Fraser x FYSP 42 The River Nile: Power, Capital, and Revolts, from 7th Century to the Present This course follows the history of the Nile, particularly in Egypt within its Middle Eastern, East African, and global contexts, from the 7th century till the present day. It covers topics such as Islamic cities and their ruling elites and working-classes; peasants, land, and water; long-distance trade and global capitalism; epidemic diseases; colonial modernity; modern dams and irrigation technology and their environmental effects; the post-colonial nation state; neo-liberalism and westernized consumerism; subaltern and middle-class revolutions. Z. Abul-Magd x FYSP 114 Know Your Place: Civic Humanism and Community Engagement Through readings, history, reflection, and engagement with the surrounding community, students will learn about pressing regional challenges (such as economic inequality, food insecurity) as well as efforts toward and possibilities for enacting meaningful change (such as Sanctuary Cities). Students will develop individualized action plans for ongoing engagement with the community based on issues that they have identified as meaningful to them over the course of the semester. T. Boster x FYSP 116 Natural History of the Vermilion River Watershed The Vermilion River and its tributaries have been carving into the northern Ohio landscape for over 10,000 years. This course will examine the life forms and natural processes that occur in and along the river through weekly field trips, visual arts, readings, and discussions. Field notes and weekly writing assignments will be discussed in class and with the instructor during individual appointments M. Garvin x GEOL 115 Coral Reefs: Biology, Geology and Politics Coral reefs are dynamic systems that boast the greatest diversity on Earth. This interdisciplinary course considers modern and fossil reefs over scales of millimeters to miles and minutes to millennia. We will examine recent reef decline against the backdrop of long-term natural processes and recent anthropogenic stresses; the goal is to better understand how things like a growing human population and climate change affect modern coral reefs and our ability to craft effective mitigation strategies that take into account both natural and human impacts. The class will utilize a mixture of discussions and supplementary lab-type exercises to supplement traditional lectures. D. Hubbard x GEOL 120 Earth's Environments A survey of Earth’s internal and external features, emphasizing the unifying theory of plate tectonics as well as the study of geologic hazards and Earth resources. Labs and field trips explore Earth materials. local field sites, landforms, and interactions between humans and Earth’s surface. The course is intended for both non-majors and prospective geology majors. All students must enroll in the lecture section plus one lab section in the same semester. Field trip(s) are required. A. Horst and K. Hubbard x GEOL 122 Natural Hazards This course is an introduction to geologic processes that affect people and society. We examine causes and characteristics of phenomena associated with earthquakes, volcanic eruptions, landslides, tsunamis, severe storms, floods, and several other hazards. We also investigate major historical events, evaluate regional risks, and discuss human contributions to different hazards, and potential ways to mitigate devastating consequences of future events. This course is open to non-majors. A. Horst x GEOL 152 Soils and Society Soils are the basis for the formation of our societies - we need soil to grow crops and to have land for our animals to graze. However, our activities greatly alter the soils that we rely on, reducing our ability to productively use the land we live on. Through the use of case studies from regions around the world, students will learn the basics of soil science, hillslope geomorphology, and anthropogenic effects on these systems. A. Schmidt x GEOL 230 Sedimentology and Stratigraphy This course examines modern sedimentary processes and environments, and compares them to their ancient counterparts at scales of grains to basins. We also consider what the stratigraphic record tells us about the patterns of environmental change, the rise and fall of sea level and other factors that have shaped Earth’s depositional history. Strong emphasis is placed on practical, hands-on approaches that integrate lessons from other courses in both lab and in the field. Field trip(s) required. D. Hubbard x GEOL 235 Applied GIS Geographic information systems (GIS) are used widely in the sciences and other disciplines to examine data that have spatial distribution. This course will introduce students to the methods for collecting spatial data and analyzing those data using GIS to solve geologic problems and communicate their results effectively, mainly through hands-on use of the industry standard ArcGIS software. Working in teams, students will complete a GIS based research project in collaboration with a local community partner. A. Schmidt x GERM 305 Conversation and Composition Expansion and refinement of speaking, writing, and listening skills through a variety of in-class activities (including films and writing). Readings and discussions will cover topics of current social, political, and cultural interest in the German-language countries as reflected in the media and in essays and articles by creative writers. S. Jones x Sustainability is one of the topics covered. MATH 305 The Mathematics of Climate Modeling An introduction to climate modeling from a differential equations perspective. The focus will be placed on low order models, in which the interactions of major climate components such as incoming solar energy, atmospheric and oceanic heat transfer, outgoing radiation, and planetary albedo are studied. Students will be instructed in the use of the computer algebra system Mathematica, which will be used extensively. The course includes an independent project/research component. J. Walsh x MATH 331 Linear Optimization An introduction to optimization, both continous and discrete. Emphasis is placed on the theory of mathematical programming optimization and the analysis of optimization algorithms. These are applied to significant problems in the fields of medicine, finance, public policy, transportation and telecommunications. R. Bosch x NSCI 108 Environmental Chemicals in Human Health This course will explore chemical and drug use and abuse in our society. We will discuss the effects of chemicals (therapeutic drugs, pesticides, food additives, herbal remedies, environmental contaminants, and recreational drugs) on humans and other living systems. We will examine how our bodies respond to complex environmental chemicals and how we can use this information to better delineate the cause and prevention of human disease. The course will also discuss federal and state legislations concerning environmental pollution, pesticide use, food and feed additives, consumer protection, occupational exposure to toxic substances, roles of federal regulatory agencies, and alternatives to government control. This course will include a fusion of lectures, discussion, readings from the primary literature, and student presentations. G. Kwakye x PHIL 225 Environmental Ethics This course examines the disparate moral questions raised by the effects of human activity on the natural environment. Do we have duties to regulate economic activity now to preserve resources for future persons’ Do we have moral duties to individual animals living in nature, or to entire species of animals’ Is the non-living environment itself the legitimate object of moral concern’ The readings include work from philosophers, naturalists, biologists, and economists. (V) T. Hall x PHYS 68 Energy Science and Technology This course is designed to introduce students to a variety of issues associated with the generation and consumption of energy in modern society. Topics to be covered include the sun’s energy, electric energy production, distribution, and storage, the hydrogen economy, and energy use in transportation, buildings and industry. Technologies discussed include photovoltaic and wind energy, nuclear power, heat pumps, fuel cells, and hybrid cars. J. Scofield x POLT 208 Environmental Policy This course introduces students to the foundations, evolution, actors, content, goals and future of environmental policies in the U.S. We will contrast federal policies with initiatives in local communities, at the State level, in other countries, and at the international level. By navigating through various levels of governance, this course builds a typology of environmental policies highlighting distinct assumptions, interests, approaches and agendas of key players in the development and implementation of policy. S. Pathak x Usually cross-listed as ENVS 208 but it isn't listed in the ENVS courses POLT 256 Environmental Political Theory What do political theorists have to say about the `natural? world and how helpful are they given our need to confront environmental concerns? How do more recent developments in social thought go beyond canonical insights? In this course we will pursue answers to these and other questions by reading key canonical authors, their critics, and more recent attempts to grapple with ideas like citizenship, agency, justice, and democracy in light of increased environmental awareness. C. Hobbs-Morgan x POLT 312 Mastering Nature: The Politics of Science and Technology in the Middle East This seminar course examines the relationship between political projects and science and technology. It investigates how the struggle over power transforms and is itself transformed by science as modern and contemporary regimes worked to ?master? non-human and human nature (and bodies) in the Middle East. The course explores relationships between for example: imperial control and environmental management; religious authority and advancement in medical and evolutionary biology; psychology and colonialism; nationalism and the sciences of archeology and genetics; astronomical innovation and controlling ‘time’ in the Muslim world; and climate change sciences and oil interests. S. El-Kazaz x POLT 350 Action in the Anthropocene A contemporary debate asks whether or not we have entered the epoch of the Anthropocene a time in which humans shape the planet with our various forms of waste. We will grapple with this debate and survey a number of responses to it. We then confront a difficult question: if the Anthropocene is caused by human activity in aggregate, how can we resist, tarry with, subvert, or otherwise act defiantly in the Anthropocene? C. Hobbs-Morgan x PSYC 118 Intorduction to Peace and Conflict Studies This course will introduce students to the field of Peace and Conflict Studies, an inter-disciplinary field that examines the causes of human aggression and conflict, with such conflict ranging in scale from the interpersonal to the international. We will survey the approaches of various disciplines to understanding violent conflict, explore potential links between violence and such factors as perceptions of injustice, and critically evaluate nonviolent means for resolving conflict. S. Crowley, F. Mayer x Cross listed with Politics 119. I think this one needs a note about why it's sustainability related. PSYC 218 Social Psychology This course surveys major theories and research traditions in social psychology. Topics covered will include: interpersonal attraction, stereotyping, prejudice, discrimination, and helping behavior. Assignments are designed to encourage students to apply the ideas of social psychology to their own and others’ behavior. Research methodologies in social psychology will also be covered. F. Mayer, C. Frantz x At least one reading and class is devoted to the issue of climate change. PSYC 308 Advanced Methods in Community Based Social Marketing This course will give students training in Community Based Social Marketing, an empirically driven approach to promoting sustainable behavior. Students will design, implement, and evaluate behavior change programs on campus and in the community. Students will gain experience in all phases of the research process, including literature reviews, research design, data collection and analysis, and report writing. They will also gain practical experience implementing and evaluating behavior change programs. Prerequisites and notes: PSYC 218 and ENVS 101 preferred; consent of instructor required. C. Frantz x PSYC 440 Seminar in Environmental Psychology An introduction to theory and research in environmental psychology and the emerging area of ecopsychology, with environmentalism and sustainability as overriding themes. Topics include how cultural values relate to cultures of consumption, how self-definitions are related to environmentally-relevant behavior, how people cope with environmental problems, the psychological impact of urban versus rural living, and how architectural design impacts psychological well-being. F. Mayer x REL 274 Friendship: Perspectives from Religion, Politics, Economics, and Art This course offers an interdisciplinary introduction to the role of friendship in promoting peacemaking. By providing normative, philosophical, theological, political, economic and artistic analysis (in visual arts, literature and film), the course examines the potentials of friendship as a catalyst for a paradigm shift in international and interfaith relations and in peacemaking. Moving beyond cold war and cold peace, this course discusses how promoting civic friendship through interdisciplinary and inter-cultural approaches can help curb violence, political oppression, religious extremism, economic injustice and environmental destruction. M. Mahallati TOTAL 39 18

The website URL where the inventory of course offerings with sustainability content is publicly available:
A brief description of the methodology the institution followed to complete the course inventory:
For the 2017-18 inventory: Sustainability staff and CES faculty subcommittee went through the course catalog and selected courses that appeared to be either sustainability courses or courses incorporating sustainability. Course descriptions were viewed to determine if the course should be included and if so, in which category. An email was also sent to department heads to indicate courses that may be included.

How did the institution count courses with multiple offerings or sections in the inventory?:
Each course was counted as a single course regardless of the number of offerings or sections

A brief description of how courses with multiple offerings or sections were counted (if different from the options outlined above):

Which of the following course types were included in the inventory?:
Yes or No
Internships No
Practicums ---
Independent study No
Special topics Yes
Thesis/dissertation No
Clinical ---
Physical education ---
Performance arts Yes

Does the institution designate sustainability courses in its catalog of course offerings?:

Does the institution designate sustainability courses on student transcripts?:

Data source(s) and notes about the submission:
The number of academic departments offering courses that include sustainability during 2017-2018 is 19. The number of academic departments that offer sustainability-related courses is 22, including Sociology, History, and East Asian Studies who don't happen to have any included courses this academic year. Link to whole course catalog: http://catalog.oberlin.edu/content.php?catoid=37&navoid=1016 An attempt was made to not include multiple sections of courses (e.g. half or full credit; courses for non-majors and majors), undefined projects, like honors thesis, private readings, lab sections, and independent study in any of the data collection required of the first question, but due to the sheer number of courses in the catalog, the number of total courses may vary slightly. The Committee on Environmental Sustainability is working to integrate sustainability into the curriculum more fully. One exciting development has been the recent effort to label courses in the Course Catalog and on a website compiling all sustainability and sustainability-related courses.

The number of academic departments offering courses that include sustainability during 2017-2018 is 19. The number of academic departments that offer sustainability-related courses is 22, including Sociology, History, and East Asian Studies who don't happen to have any included courses this academic year.

Link to whole course catalog: http://catalog.oberlin.edu/content.php?catoid=37&navoid=1016

An attempt was made to not include multiple sections of courses (e.g. half or full credit; courses for non-majors and majors), undefined projects, like honors thesis, private readings, lab sections, and independent study in any of the data collection required of the first question, but due to the sheer number of courses in the catalog, the number of total courses may vary slightly.

The Committee on Environmental Sustainability is working to integrate sustainability into the curriculum more fully. One exciting development has been the recent effort to label courses in the Course Catalog and on a website compiling all sustainability and sustainability-related courses.

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.