Education for Citizenship
Environmental Thought in Action is structured around the annual student elections that occur every spring semester. Students in the course are required to participate in the elections by placing an advisory measure on the ballot as a “service” to the campus; the “service” is providing a tangible issue, like campus divestment, in an election that is often devoid of any real issues. As a class, students research potential campus issues, select a specific issue to work on, draft acceptable initiative language, collect signatures to place the advisory on the ballot, and ultimately campaign for the measure's passage. Through the process they learn a lot about sustainability, social change, and themselves.

Class Philosophy

From Dr. Mark Stemen
At Chico State, I teach a 4/4 load. I have around 135 students a semester cycle through three sections of my general education course where they learn all the terrifying things some of us already know about the state of the environment.
Lecturing on all of this destruction can get pretty depressing, for both students and faculty. To counter that, I teach one course each semester where I have created an opportunity for students to enact positive change.  I structure my Environmental Thought in Action course around the annual student elections that occur every spring semester. I require students in the course to participate in the elections by placing an advisory measure on the ballot as a “service” to the campus; the “service” is providing a tangible issue, like campus divestment, in an election that is often devoid of any real issues. As a class, students research potential campus issues, select a specific issue to work on, draft acceptable initiative language, collect signatures to place the advisory on the ballot, and ultimately campaign for the measure's passage. Through the process they learn a lot about sustainability, social change, and themselves.

Sample Syllabus