Anthropology of the Internet (ANTH 508)

(1) tease out what is "new" about our contemporary moment, (2) clarify changes and continuity that characterize this digital age and its effects on our daily lives, (3) explore vitualityas part of our daily experiences, and (4) learn how in what ways cyberspace becomes a place of personal acheivement, dwelling of community-like formations, social control, and politics.

Questions for Svetlana Peshkova→

How does teaching this class online change your approach?

Our digital age offers both pedagogical and methodological challenges in the dynamics of teacher-students interaction. The knowledge is no longer scarce. Its flow is no longer unidirectional (from the teacher to the students). This disrupts existing teaching models of authoritative knowledge coming from the teacher, from the top-down. Reflecting on these challenges, in the course students will learn both from existing analyses and through individual experience of cyberspace. Thus the course is both analytically challenging and experiential, where participants (the students and instructors) both consume and produce knowledge as students and instructors.

Why should students be interested in this subject matter?
The students should be and will be interested in this subject because digital technologies are a part of our daily life. We all know that experientially but rarely take time to think how these affect our human lives. Video-gaming, texting, the Web, iPads, e-Readers, smart phones, computers, and virtual reality provide us with new experiences, challenge time and geographic boundaries, and consequently our understandings of what it means to be human. Broadly defined anthropology is a discipline that studies human diversity; hence, it is well-suited to learn about such emerging and entrenching challenges.

Do you have a philosophy about learning?
My teaching philosophy is not only to impart on the students the knowledge that exists, but also to help the students to become versatile agents in contemporary society. The letter requires focusing on enhancing students’ ability to find, sort, analyze, share, discuss, critique and create. The format of the course, its online instruction, lends itself to these pedagogical objectives by providing on-line methodological tools such as blogs, discussion-board, and google collaboration.

Germs 101 (BMS 408)

in diverse lights: microbes as organisms, microbes as enemies, microbes as friends, and microbes in the press. Especially useful for people with microphobia. Not for BMS or Biology major credit. This is the online version of BMS 407 - Germs 101, and does not fulfill GenEd 3B requirements. BMS 408 - does NOT fulfill the GenEd 3B requirement (but DOES fulfill the DISC BS requirement). BMS 408.1BB - Online course, no campus visits required.

Questions for Davida L. Margolin→

How does teaching this class online change your approach?

During the regular semester I normally teach this class to 540 students and needless to say it’s impossible to get to know most students on a one-to-one basis. However, the summer online class will have less than 1/10 of the regular semester enrollment, meaning it will be more conducive in getting to know each individual student through interactive learning elements, such as weekly discussion boards, social media and video chats.

Why should students be interested in this subject matter?
Microbes touch every aspect of our lives. Often students are completely unaware of the depth and breadth of how these tiny invisible beings impact everything around them. Many individuals swayed by myopic marketing tactics end up being fearful of these creatures and spend copious amounts of time, energy and finances trying to avoid them. But, is that really advisable and what are the ramifications? This class is a perfect way for “germaphobes” to confront their fears while gaining a better understanding of the microbial world around them.

Do you have a philosophy about learning?
I generally keep up with news, current events and pop culture, not only because that’s who I am innately, but because I find that being aware of what’s going on around me, helps me be a better instructor, and allows me to intertwine things that students might not initially suspect, within the world of microbiology. Yes, I have successfully used portions of the animated series, “South Park” to frame components of measles transmission and history. In doing so, students are able to relate what they are already interested in to topics they are learning about in class.

Introduction Language & Social Interaction (CMN 457)

authors in the communication discipline as well as related fields in the humanities and the social sciences.

Questions for Jessica Robles→

How does teaching this class online change your approach?

Teaching online means I have to think about all the benefits of being "in the classroom"--the space for students to ask spontaneous questions, the opportunity for me to clarify written guidelines, the shared interaction with fellow students, and my ability to hold students' attention--and figure out how to make all that stuff happen in the online context. I have to be very explicit without going into so much explanation that people lose interest.

Why should students be interested in this subject matter?
Communication is the foundation for all our interactions. It is how we make and break relationships, argue our points of view, get jobs, order coffee, have a good time, and prove to others we are worth knowing. There is a lot of advice and commonsense wisdom about communication floating around out there, but learning how to be more attentive, thoughtful, and reflective about how we do and interpret communication is often neglected...and yet it is one of the most important human skills we can build. This class is designed to be the place where that building begins.

Do you have a philosophy about learning?
My philosophy is that learning is something people do together. It is not just listening to a professor (or reading what a professor wrote!) and it doesn't just happen inside your head. Learning is an ongoing process requiring you to be engaged with material, open to possibilities, excited by challenges and curious about how things work. The best moments in my teaching happen when I'm learning as much as the students are and we come to see something differently together.

Professional & Technical Writing (ENGL 502)

Questions for Cristy Beemer→

How does teaching this class online change your approach?

I find that one of the challenges of online teaching is translating my enthusiasm for teaching and my genuine care of students to the online environment. One of the best parts of my work is enjoying the connection I make with my students, and in the online environment we all have to make an effort to come together and really “meet” one another online. The other change in approach for this class is due to the fact that this is a compressed course. In just four weeks or so we cover the work from a traditional 16-week course. We have to plow through, and keep going, and not get behind. So, I can’t be flexible about deadlines.

Why should students be interested in this subject matter?
This class will prepare you for the job market. You’ll have a cover letter and resume at the end. You will have worked with others on projects, communicating virtually. It’s great practice and will help you feel confident with your writing skills in the workplace with typical forms of writing you will encounter and further, with the modes of communication that businesses use. For example, I always say that other courses reward you for a wordy, long-winded style, and here we strive for concise and clear writing. It’s definitely a shift in thinking, and one that will benefit you after you leave UNH.

Do you have a philosophy about learning?
I have many philosophies of learning! I believe that I learn as much as my students each year. I believe that the class works best when students feel that they can safely share with one another and get good feedback. So, I like for students to share their work with one another throughout the writing process. I believe that written work can always be improved, and so I allow revisions of most of our work. I believe that good writing requires re-writing, and the lessons of word choice, detail, conciseness, etc. are best learned when a student works with their own words to improve them.

Sex and Sensibility: The Rise of Chick Lit from Jane Austen to Bridget Jones (ENGL 575)

Texts may include works by major writers of this subgenre, e.g. Jane Austen, Edith Wharton, and Evelyn Waugh, as well as new incarnations like 'Bridget Jones Diary' and 'Sex and the City'.

Questions for Stephanie Harzewski→

How does teaching this class online change your approach?

Teaching "Sex and Sensibility" as an online course enabled me to edit previous course content to present the most important information in a more efficient and multimedia form. Thinking more about delivery format exposed me to user-friendly communication tools such as Blackboard's "Collaborate" feature that instructors can employ not only to mimic the setting of office hours, but also incorporate in more traditional courses to supplement in-person discussion. Most importantly, in preparing the materials I put more emphasis into a delivery format that would reach different types of learners, e.g. aural learners may benefit from the recorded video lectures, while visual learners may find the PowerPoint presentations and YouTube clips from novel of manners screen adaptations stimulating.

Why should students be interested in this subject matter?
The novel of manners is not only a literary subgenre composed of old and new classic but spans a diverse range of screen adaptations. It has interplay with several other literary subgenres (the quest, the romance, satire) as well as offers a type of qualitative sociology on the dynamics of partner choice; the nexus of economics and the 'business of marriage'; and changes in marriage and educational patterns since the late twentieth century.

Do you have a philosophy about learning?
Contemporary American artist Robert Miller once wrote that books “when finished … serve as reminders not only of the stories they told but of who we once were and who we have become.” In this spirit, the texts of "Sex and Sensibility" and our engagement with them as a class hold a mirror up to subgroups of society and offer a medium to reflect on the needs and anxieties of a culture as well as our own romantic or personal quest.

Environmental & Resource Economics Perspectives (EREC 411) - Online or On Campus sections

Questions for John Halstead→

How does teaching this class online change your approach?

There are limits to how much interaction I can have with students online. The reason I use the tegrity approach is that in viewing my own recorded lectures, they are always better when there are some live students in front of me. I make attempts to address the “folks at home” on camera by addressing questions they may have asked via email, talking into the camera from time to time to make “eye contact”, and other evolving strategies. Exams are problematic, so I have converted to an open book, timed format. In a way this is better than the traditional closed book format because with technological changes it is no longer the case that they memorize a list of facts and definitions (since they can look them up in seconds) but that they know how to apply them. I hope in the future to get in class and online students to interact via blackboard forums.

Why should students be interested in this subject matter?
A basic understanding of economics is essential to higher education and life in general, as it addresses the key concepts of scarcity and choice which everyone faces every day. It also makes students more literate in economic affairs of the country and hopefully helps them make more informed choices in elections and elsewhere. Finally, the course gives me a chance to dispel widely held incorrect notions about economics—such as “it’s all about money.” It is particularly useful in addressing environmental problems.

Do you have a philosophy about learning?
Learning is a lifelong pursuit. Learning is a shared experience between student and teacher. I believe it is my job as a teacher to make the course material relevant to the student’s life so they at least appreciate the subject matter. Interaction between my students and me often teaches me things I didn’t know.

Intro to Humanities: Marriage (HUMA 401)

For the summer of 2013, the topic is Marriage--the most intimate of relations, the most public of institutions. The summer 2013 course is not team-taught. Please see the syllabus for more details.

Questions for David Richman→

How does teaching this class online change your approach?

I have been teaching Summer Session and January Term courses online for several years. When I meet a class in person, I rely on discussion and conversation. Online, I must lecture; I work to make my lectures as entertaining and enlightening as possible. I require each student to send a brief written response to each lecture—to insure that all students are keeping up with the lectures and the readings.

Why should students be interested in this subject matter?
Generally, every student must think seriously about what it is to be human. Study of the humanities provides perhaps the best possible window onto that question. The subject of this course is marriage. The choice of whether and whom to marry is perhaps the single most important choice anyone will make. This course provides enlightenment about marriage.

Do you have a philosophy about learning?
I have been teaching and learning for thirty-five years. At its most basic level, learning requires the acquisition of knowledge and skills; it also involves and requires participation in the ongoing great conversation. As we read the writers of past and present, we engage in conversation with them. I encourage in all my courses the acquisition of given knowledge and skills, and participation in the conversation in which we all continually participate.

Special Topics: Up, Up & Away: Graphic Literature (HUMA 592.2BB)

This position has been reversing, and in recent years the medium has gained a great deal of critical attention and acclaim. This course will supply students with a thorough introduction to the subject of graphic literature. Students will develop a structural and historical perspective on the medium while studying a number of its key texts

Questions for Lawrence Beemer→

How does teaching this class online change your approach?

Graphic literature is an inherently visual subject, and I plan on taking full advantage of the online environment by using it to including several examples of comic art in addition to the required texts. Every piece will help us to create a richer frame of reference in order to cultivate the best possible discussions.

Why should students be interested in this subject matter?
Although we will be spending a good deal of time talking about superheroes, graphic literature is simply a method of communicating stories and ideas; they can really be about anything. This class will employ a variety of texts that examine a broad range of topics, and it is my hope to create a syllabus that will include a little something for everyone.

Do you have a philosophy about learning?
It has always been my opinion that it doesn't matter if one studies Moby Dick or Mickey Mouse; the goal of a liberal arts education is to develop and refine a set of critical tools that can be put to use with equal value in any situation.

Activity, Injury and Disease (KIN 505)

orthopedic and nutritional issues that differ greatly from men. Also we know that individuals with varying dieseases benefit greatly from exercise. This course will join. musculoskeletal anatomy, injuries, gender and special problems together to explain how an individual can enjoy activities safely. In addition this course addresses the interpretation of current medical literature and how to utilize new information.

Questions for John Miller→

How does teaching this class online change your approach?

Other than the time compression, this summer course is completely online with the benefit of learning at your own pace. In addition, I use various technology tools to bring the material to life in the online classroom

Why should students be interested in this subject matter?
The course is about the human body, injuries and disease. We have all played sports or are familiar with sports and unfortunately getting hurt is common. This course will teach you the kind of injuries that can occur and how to recognize them. In addition, disease process such as asthma, diabetes and epilepsy among others, which effect performance, will be addressed. Ultimately you will learn more about yourself as well as learning how to assist others.

Do you have a philosophy about learning?
I believe in active learning. The videos are designed to engage the students with exercises following each section. In addition I am available for meetings online to clarify any points and give the students the personal attention they may need.

International Marketing (MKTG 760)

Questions for Nelson Barber→

How does teaching this class online change your approach?

It does not change it at all. My face-to-face courses are structured so students can move at a pace that suits their learning abilities, yet keeps them engaged with the other students. On-line works just as well if not more so. Challenging students and engaging them is not a matter of delivery method, but overall teaching method.

Why should students be interested in this subject matter?
The days of isolated or shielded markets where foreign suppliers or competitors cannot play are no more. All companies now operate in an international environment where customers can be scattered around the globe and new entrants can emerge from any economy with different business models and cost structures. This presents an exciting but daunting challenge for those with responsibility for marketing. This course will educate students about important global markets and related issues so that they can make informed decisions

Do you have a philosophy about learning?
As an educator, it is my obligation to insure students meet the needs of their future careers, as well as leave UNH as educated and articulate members of society by achieving a level of success through intellectual growth and critical thinking. In order to accomplish this, I have set for myself three specific objectives.

The first objective involves nurturing academic achievement and mastery of fundamental course content to prepare them for their careers. The acquisition of the knowledge and related skills is delivered through my assessments and in class engagement that instills confidence in students, thus fostering a solid sense of self-identity.

The second objective is the development of student self-sufficiency and autonomy in thinking by enabling them to learn where and how to find answers to questions thereby succeeding independently of others.

The third objective is to foster the development of a life-long interest in learning and perhaps even help cultivate the love of learning itself all three of these goals can be accomplished through the continued effort of mentoring, advising, and communication.

Contemporary Conservation Issues & Environmental Awareness (NR 435)

Questions for Paul Johnson

How does teaching this class online change your approach?

While I have tried to keep the summer online version of NR 435 as close to the traditional in-person version I have taught in the past, there are, of course, some changes. For one, I encourage the use of an e-book version of the text, since many students are not on campus where used copies of the text are readily available. Virtual office hours are conducted through a Chat Room function in Blackboard, and all exams are done on-line. I allow students to take the exam anytime within a period of several days to accommodate their personal schedules. Lectures are recorded through Tegrity and posted on the Blackboard site along with copies of the PowerPoint presentations used in the lectures (which include my lecture notes).
This summer I am offering two sections: 1BB is offered in Term 1 (May 20 – June 21, a five week course), and 2BB is offered in Term 2 (May 20 – July 26, a ten week course). This allows the student to pick the pace at which the material is covered.

Why should students be interested in this subject matter?
Environmental concerns are at the forefront of many of the challenges facing us today (both nationally and globally). Consider the volatile issues related to the Deepwater Horizon disaster and the political debate over the Keystone pipeline. An understanding of science in general, and environmental science in particular, can help us resolve these issue in a rational and informed way. One of the goals of this course is to promote scientific literacy in our students and make them aware of the many environmental issues we face that are critical to sustaining human society.

Do you have a philosophy about learning?
I try to make my lectures interesting as well as informative, and I inject a bit of my own experience into the material. Moreover, I try to make my expectations as clear as possible, and let students know what to expect in my assessment instruments.

The Science of Where (NR 458)

Questions for Russell Congalton→

How does teaching this class online change your approach?

The subject matter in the Science of Where course lends itself very well to an online course. Not all courses should or can be taught online. However, the exercises for this course are found online at a variety of different websites. So, the students get to experience a number of different ways to understand spatial relationships through puzzles, games, and other exercises that demonstrate the concepts behind spatial thinking.

Why should students be interested in this subject matter?
Spatial thinking is a large part of our ability to solve problems. The more understanding we have of spatial relationships, the more we will be able to apply them in problem solving. This course will provide the student not only with the basic ideas and concepts behind spatial thinking, but will also help them to apply it in their own chosen field of study.

Do you have a philosophy about learning?
I believe that learning should be fun and engaging. I also believe that it takes effort and perseverance. My classes combine the theoretical/conceptual knowledge with the applications. It is important to have both components. Knowledge without the ability to apply it goes unused. Doing something without understanding why leads to many mistakes. My teaching combines these together so that the student knows what they are doing and why.

Social and Political Philosophy (PHIL 437)

be morally justified, and if so, what kind of government? Can anarchism work? Is there something wrong with a society in which there is private ownership of poverty? What is oppressive? What is freedom, and are we free? What roles should different forms of power play in a society? Could and should there be a genderless society? Is ethnic diversity valuable?

Questions for Nicholas Smith→

How does teaching this class online change your approach?

Teaching online doesn’t change my general approach, which is to do everything I possibility can to get students asking big questions about the meanings of their lives. But in an online course we’re discussing the issues through our screens.

Why should students be interested in this subject matter?
Because they really need to figure out what has value and meaning in their lives as soon as possible. What do you live for? What do you stand for?

Do you have a philosophy about learning?
My whole life is a philosophy about learning. But three things jump out: a) I should speak less than 50% of the words in any class meeting; b) I should not tell students what I think is the answer to controversial issues because the point is for them to figure out what they think is the best argument; and c) I should treat all of my students the way that I would want a teacher to treat my children.

The Global Information Grid's Disruptive Impact on Government, Politics, and Society (POLT 592B)

Questions for Andrew Macpherson→

How does teaching this class online change your approach?

We use a case study approach that linking models to real world events. The class is dynamic because we can pull in current events and using them in our analysis.

Why should students be interested in this subject matter?
The technologies that individuals and groups are using to promote social change are significant to the government and civil society alike. Who knew that Facebook and Twitter could be much more than social hobbies: they can be powerful tools for revolutionaries. How do government's response? Can a government really turn the internet off? The feedback I have from students is that these are interesting areas of inquiry.

Do you have a philosophy about learning?
I have always used a Socratic approach (asking and answering questions) to encourage critical thinking in my classes. Instructer Bio: Andrew Macpherson is a Lecturer in the University of New Hampshire Political Science Department. He also works with the Internet Crimes Against Children Task Force Training and Technical Assistance Program and has served as an advisor to the New Hampshire Attorney General Kelly Ayotte, Massachusetts Attorney General Martha Coakley and for the Department of Homeland Security National Cyber Security Division on state and local law enforcement cyber crime issues. Prior to his appointment at the University of New Hampshire he served at Dartmouth College's counter terrorism center: The Institute for Security Technology Studies. He is a graduate of the London School of Economics where he received his M.A. in the History of International Relations and earned his undergraduate degree, cum laude, at Mercyhurst College in the Research Intelligence Analysts Program.

Introduction to Puppetry (THDA 583)

Questions for Carol Fisher

How does teaching this class online change your approach?

Students in my classroom have the opportunity to explore both current and historical examples of puppets and puppeteers in various cultures. They also have the experience of constructing different kinds of puppets and bringing them to life. The puppets they build will be used in different context, such as teaching about recycling, exploring African Folk tales through storytelling, and performing for an audience.

To translate this content for online, I plan to share topics and demonstrate methods of construction through Tegrity. In addition, I’ll also include many examples of video clips and images that illustrate puppetry in movies, TV, education and performance. From Howdy Doody and Mr. Rogers to the Muppets and Jeff Dunham, we will examine the impact of puppets on our culture. Through various media resources, students will be introduced to other international uses, such as Vietnamese Water Puppetry and Japanese Bunraku. For hands-on experience, students will buy a materials kit and purchase additional needed supplies like paint and a small glue gun to create their own puppets.

We'll go step by step for constructing four different puppets. I'll demonstrate manipulating these puppets and finding their character and voice. Students will be sharing the puppets they have made and their use with me and other students online. They'll record some solo performances for us and also be doing a teaching unit where they will record the presentation of a lesson plan. Though there will not be the same group experience found in my classroom, the media examples and online feedback from the instructor and other students will enhance their learning experience.

Why should students be interested in this subject matter?
We have been exposed to the world of puppetry all our lives. As a 4 year old, we may have sat attentively in front of the TV as Big Bird and Cookie Monster taught us to read. Perhaps more recently we laughed at the irreverence of Jeff Dunham and Ave Q or watched in awe at the artistry of Broadway's Lion King. Whether one's interest in puppetry is to gain a broader knowledge of the topic or to build practical skills in using puppets for teaching and performing, this course offers the participant an engaging and hands-on approach to online learning.

Do you have a philosophy about learning?
Puppetry is a lively art. A puppet has a voice and a character all its own. It is the life of the puppet that leaves a lasting impression. Through exploration of visual and media examples of puppetry in world culture, the student can form a meaningful understanding of the impact that a puppet has on the audience. It is the "doing", not just the watching, that captures the creative process of making a puppet and bringing it to life. An important element of my philosophy about learning is that the student be given hands-on opportunities for exploring the topic.

We will explore many uses for practical applications of puppetry. The teacher in training can learn skills for introducing puppets as a method for developing a teaching objective. Performers can expand their craft as they develop techniques in vocal training and characterization. Participants will be challenged by the creative process of construction and manipulation, which requires original thought and individual expression. Through personal exploration of the uses of puppetry, students might discover practical applications for future uses in their chosen field.

Gender, Power, Privilege (WS 405)

philosophical developments, institutions, and conditions that lead to and rely on power and privilege in modern American society

Questions for Jane Stapleton→

How does teaching this class online change your approach?

I have had the opportunity to teach WS 405 both in the classroom and on-line. Because the on-line setting doesn’t provide the same opportunities for in-person, one on one and class discussions, I have instituted ways to provide students with opportunities to connect with me on-line and in person. I hold office hours on-line, am available to talk with students via phone, Skype or Google Hangout, and offer students who are in the Durham area the opportunity to meet with me on campus. Additionally, in the on-line course, I have created blog questions and a blog forum to provide opportunities for students to respond to key points about the readings and course materials, as well as to other students’ blog postings. The on-line course also utilizes more web-based videos, organizational sites, blogs, etc. than the in-person class.

Why should students be interested in this subject matter?
Whether or not we recognize it, we all have certain privileges based on our gender, economic class, sexual orientation, gender identity, race, ethnicity, ability and age. This course provides students with an opportunity to look at the ways in which privileges create opportunities for some and disadvantages for others. Ultimately, everyone has something to learn in this examination. We live in a diverse world and knowledge gained from this course can positively impact students work in their professional lives and daily interaction in their personal lives.
This course includes requirements and learning activities that promote students' abilities to: 1. think critically about categories of difference and explore the relationship between inequality and categories of difference; 2. demonstrate knowledge of diverse patterns and similarities of thought, values, and beliefs as manifest in different cultures; 3. understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences; 4. understand the extent to which cultural differences influence the interactions between individuals and/or groups; and 5. foster the development of self- reflection, cultural awareness, critical analysis, and the ability to be a change agent in their communities.

Do you have a philosophy about learning?
I believe that everyone, including the instructor, has something to learn in this class. We all have unique and diverse life experiences. This class is strengthened by acknowledgement of our differences and examination of how these categories of differences have been shaped by power and privilege. In examining our differences, it is important to look at how social institutions, such as education, media, the legal system, the economic system create and maintain inequalities and how some people benefit and others are disadvantaged by these inequalities. It is important the students and instructor come to this course with an open mind and willingness to think critically about the world in which we live.

Global Environmental Change (ESCI 405) - Hybrid Course

Important global environmental change topics such as climate change, human population dynamics, changes in biodiversity, and natural resource depletion will be covered. Important regional-scale environmental issues such as water and air quality will also be discussed.

Questions for John Slater→

How does teaching this class in a hybrid format change your approach?
A hybrid course includes an online discussion forum which can be a big benefit to those students who express themselves with the written word more comfortably than verbally.

Why should students be interested in this subject matter?
This course will educate students about important global environmental issues so that they can make informed decisions concerning how actions in their everyday life impact the natural world.

Do you have a philosophy about learning?
I believe that each student learns in a unique way. Therefore, I use a variety of content delivery and assessment techniques in an attempt to normalize different learning styles.

Geology and the Environment (ESCI 409) - On Campus Course

Questions for Ray Talkington

Is there a difference between summer session and traditionally scheduled classes?

No, however, the summer session is taught on a shorter schedule and we cover more material over a shorter period of time.

Why should students be interested in this subject matter?

Geology is everwhere around us. Many items we touch and use everyday are from the earth and often times found by a geologist. What Environmental Geology examines are many fundamental geological principles and evaluates them in a holistic approach. For example, is the quality of all groundwater the same everywhere? The simple answer is no, but why is it no? This course will provide answers to this and many other questions in an informative, challenging, and exciting fashion.

Do you have a philosophy about learning?

Yes, learning is not about memorization of numbers or facts, but understanding. If we understand how and where a rock is formed this will guide us in to understanding what minerals we can expect to find in the rock. This should be fun and exciting. To this day, I have spoken with friends I went to school with and we can talk about certain topics and it seems like yesterday that we learned them. This is what learning is about to me.

Environmental & Resource Economics Perspectives (EREC 411) - On Campus or Online sections

Questions for John Halstead→

Is there a difference between summer session and traditionally scheduled classes?

I have to change both the exam method and to some degree my teaching methods. The compressed nature of the course also changes grading metrics; for example, I do not require a term paper in summer session.

Why should students be interested in this subject matter?
A basic understanding of economics is essential to higher education and life in general, as it addresses the key concepts of scarcity and choice which everyone faces every day. It also makes students more literate in economic affairs of the country and hopefully helps them make more informed choices in elections and elsewhere. Finally, the course gives me a chance to dispel widely held incorrect notions about economics—such as “it’s all about money.” It is particularly useful in addressing environmental problems.

Do you have a philosophy about learning?
Learning is a lifelong pursuit. Learning is a shared experience between student and teacher. I believe it is my job as a teacher to make the course material relevant to the student’s life so they at least appreciate the subject matter. Interaction between my students and me often teaches me things I didn’t know.