Anthropology | HUMAN DIMENSIONS OF GLOBAL ENVIRONMENTAL CHANGE
E620 | 0424 | Moran
1. Prepare a competitive research proposal that can be submitted to an
agency or foundation that supports research on the human dimensions of
2. Understand how social scientists and environmental scientists
reconcile their traditional methods of site-specific research with the
demands placed upon them by a global change agenda. The course reviews the
methodologies used by environmental social scientists and biological
ecologists in light of the questions posed by global environmental change:
global warming, deforestation, and land-use/land cover change will receive
particular attention during the course, but student projects will explore
other topics as well.
3. Cover major statements by expert panels on global environmental change,
and critique this agenda and explore how to link questions of local and
regional interest within this agenda. The challenge posed by a global
change agenda resides in the demands it places on how to locate local and
regional studies so that they can inform questions of global change.
Issues of sampling, criteria for site selection, and how to ensure
comparability of data across highly diverse sites (in terms of history,
culture, social organization, language, ecologies, etc.) are of particular
Friedland, A.J. and C. Folt, Writing Successful Science Proposals. New
Haven: Yale University Press, 2000
National Research Council, Global Environmental Change: Research Pathways
for the Next Decade. Washington DC: National Research Council, 1998.
Liverman, D. et al. 1998. People and Pixels: Applications of Remote
Sensing in the Social Sciences. Washington DC: National Academy Press.
Watson, R. et al. The Regional Impacts of Climate Change: An Assessment
of Vulnerability. IPCC Panel. New York: Cambridge Univ. Press, 1998.
National Research Council, Environmentally Significant Consumption, 1997
This course requires one seminar oral presentation, one "intent to submit
proposal" (a 2-3 pp. pre-proposal), three drafts of the preliminary
proposal (for feedback from the instructor) and one completed research
proposal. The in-class seminar is 20% of the final grade, the intent to
submit proposal is 10%, each preliminary draft of the proposal is 10%,
and the final proposal is 30 percent of the final grade. Active, in-class
participation in all seminars is expected. Evidence of having read the
readings for the week is expected-- through questions and active
engagement in ideas. The in-class seminar will provide each student with
an opportunity to delve deeply into one literature on global change. A
minimum presentation of 30 min. is expected with the balance being a
product of seminar members discussion on the topic. Examples of the
pre-proposal will be distributed as models, and examples of successful
research proposals will be placed on reserve at the library.
Each student will prepare a research proposal conceptualized to address
global environmental change issues. This will provide practice for
proposals to be submitted to funding agencies. The proposal will follow
all criteria outlined by an agency specified in the proposal. Among the
major ones currently funding global environmental change are NSF, NIH,
NOAA, NASA, and NIGEC/DOE. These forms and guidelines will be provided in
class and discussed early on in the semester.