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Below is a list of all syllabi we have obtained to date.  To add your syllabi to this roster, please email it to Kim Buchanan at

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  •  Seminar on Measuring and Modeling Sustainability

A Sustainability Module for a new Maymester course entitled 
“Geo-Environmental Methods for Site Characterization”

Molly M. Gribb, Associate Professor Department of Civil and Environmental Engineering 
University of South Carolina 
300 Main Street, Columbia, SC 29208 
Phone: 777-6166; Fax: 777-0670; e-mail: gribb@sc.

Bulletin Description:

ECIV 790: Methods for geo-environmental site characterization. Students will learn the principles of site characterization through demonstrations of important field test methods such as cone penetration testing, soil and groundwater sampling, and well testing. Students will participate in well testing and other sampling activities. Students will analyze field data obtained during demonstrations of the various methods and will prepare oral presentations and written reports on their findings. Students will be introduced to the principles of sustainability and explore the relationships between sustainability and geo-environmental engineering.

Course Outline:

1. Course Overview

  • Introduction, definitions, principles of sustainability
  • Relationship between sustainability and engineering practice

2. Introduction to Site Characterization

  • Review of historical data, maps, etc. – guest lectures by practicing engineers, hydrogeologists:    Conrad Lawrence, PG, John Lessley, PE, S&ME.
  • Developing a sampling plan, selecting methods, locations, and frequencies
  • Regulatory issues3. Data Collection Methods: Field Experiences at the MWD area, SRS
  • Slug testing in existing wells at MWD area– student participation
  • Soil sampling – demonstration by Gregg Drilling and Testing, Inc.
  • Cone penetration testing – demonstration by Gregg Drilling and Testing, Inc.

4. Demonstrations of Other Sampling and Characterization Methods

  • Groundwater sampling – demonstration and landfill field trip, Lorris Environmental, Inc.
  • Ground penetrating radar – demonstration by vendor, lecture by Dr. Gassman (at USC)
  • Time domain reflectrometry – lecture and demonstration, Dr. Pierce (at USC)5. Geo-Environmental Data Analysis
  • Interpretation of cone penetration and drilling logs, slug test data
  • Organization and integration of new data with existing site data
  • Construction of stratigraphic and potentiometric maps
  • Pulling it all together: Use of site data for design of a waste disposal facility at the MWD area

6. Sustainability and Geo-Environmental Engineering

  • SRS restoration projects as case studies (e.g., restoration of thermally impacted streams,    Carolina Bay restoration project). Field trips to these areas. Sampling of invertebrates as     indicators of ecosystem health. Guest lectures on plants and animals in Carolina Bay     communities by Dr. Barbara Taylor and others.
  • Guest lectures by Dr. Gene Eidson and field trip to constructed wetlands.Principal texts/journals/other required materials: 
1. Hawken, P., 1993. The Ecology of Commerce – A Declaration of Sustainability, Harper 
    Business, New York. ISBN: 0-88730-655-1. Chapters 2, 3, 5, 9, 12.

2. Custom text composed of:

  • Sara, M. N., 1994. Standard Handbook for Solid and Hazardous Waste Facility Assessments, 
    Lewis Publishers, Boca Raton, FL (selected chapters).
  • Benson, R. C., 1993. “Geophysical techniques for subsurface site characterization,” In:    Geotechnical Practice for Waste Disposal, D. E. Daniel, ed., Chapman and Hall, London.
  • Rosenberg, A. A., 1993. “Achieving sustainable use of renewable resources,” Science, 262,    828-829.
  • Arrow et al., 1995. “Economic growth, carrying capacity and the environment,” Science, 268, 520-521.
  • Ehrlich, P. and E. O. Wilson, 1991. “Biodiversity studies: Science and policy,” Science, 253, 758-761.
  • Rawat, A. 1996. “Technological change and environmental management in industry,” International    Journal of Environment and Pollution, 6:(2-3) 172-184.

Calhoun Honors Seminar--The Millenium: Technology and Its Critics 

Prof. Pamela E. Mack 
Department of History 
Office: Hardin 203 
telephone: 656-5356 
Office Hours: MWF 10:10-11, Tue. 8:30-11:30, Wed. 1:25-3  and other hours by appointment 
class web page: 

Objectives: The twentieth century has sometimes been called the century of technology, but in fact technology has been a central transformative force in history not just in the 20th century but in the last millenium (in a way that is different from the role of technology in history before that time).  The goal of this class is to use the coming of the millenium as a structure to look back on the impact of technology on our lives and our world.  The course will examine key steps in the development of modern technology during the last millenium, and also read critics of technology not just today but in previous centuries.  The goal is to put optimistic and pessimistic predictions for the role of technology in the next millenium into a historical and cultural context. 

ABET Classification: CHS H202 is classified as "social science" under Clemson University's General Education requirement.  To satisfy requirements for curricular depth, as established by the College of Engineering and Science pursuant to guidelines of the Accreditation Board for Engineering and Technology, Engineering majors may take this course in conjunction with a three-credit course in history or sociology. 


    hour exam                             15% 
    group project                        15%
    term paper                            25% 
    WebCT Discussion Board 10% 
    class discussion                  10% 
    final exam                             25% 

The reading for this course will take thought because it presents a variety of opinions in their original form, rather than the conclusions of historians. Analyzing and drawing conclusions from the reading will be central to the course, so it is essential that you do the reading and come prepared to discuss it in class. 

The goal of the WebCT discussion board is to allow more thorough and more informal discussion of the reading and the lectures than is possible in class. You can read comments left by other students and add your own for everyone to read. The professor will create a new forum for each section of the course. 
Students are primarily responsible for the direction of this discussion. 

Your participation in this system will be graded primarily on the basis on quantity so that you can feel free to say whatever is on your mind that is relevant to the course material under discussion. Contributions to the WebCT discussion should be thoughtful comments on the reading and/or the material presented in class and/or the comments of other students and/or current events or personal experiences relevant to the issues raised by this course, usually one or two paragraphs long (not less than 8 lines or more than two screens). Grammar and spelling do not matter so long as your point is clear, and controversy is encouraged. You will be graded on the number of notes you write: for an A you must write at least 20 notes, for a B write 15, for a C write 10, and for a D write 5. Students whose notes are not of adequate quality will receive a warning via e-mail that those notes will not be counted. 

One hour exam will be administered Sept. 24 and will be open book. The final exam will be a takehome due at the scheduled exam time on Dec. 7. 

The group project will be to take extra responsibility for one section of the course (section titles are in bold in the schedule below).  The group will go out and gather additional material to better understand the topic and share that information with the class.  The group has two responsibilities when the class gets to that topic--providing a handout or web page to help other students understand the issues and leading discussion on the Web-CT discussion board (notes posted for that purpose also count towards the Web-CT discussion board requirement).  The group project will receive a group grade. 

The term paper should be about 8 typed pages and should be documented with footnotes or endnotes. You are encouraged to pick a paper topic that grows out of your group project.  I am looking for papers based on primary source research that deal with attitudes towards technology and history of culture, not just with some technical development. Papers must be analytical; that is, they must ask a question or state a thesis and then develop an argument using specific evidence to prove a point. Papers will be evaluated primarily on the basis of your ability to use evidence and argument to effectively prove your point. For more information see the Paper Assignment.  Late papers will be downgraded one point for each calendar day late. 

Required Reading: Reading should be done before the class day for which an assignment is listed.  You need to purchase 4 books and subscribe to Wired Magazine.  There are also some reading assignments on the web--you may want to go to a computer lab and print those out so you have copies. 

  • Friedrich Engels, The Condition of the Working Class in England (1844) 
  • Johann Wolfgang von Goethe, Faust (1808, 1833) 
  • Gary Cross and Rick Szostak, Technology and American Society: A History 
  • Kirkpatrick Sale, Rebels against the Future: The Luddites and Their War on the Industrial Revolution: Lessons for the Computer Age 
  • Wired Magazine.  Please subscribe by going to this web page: 


Aug. 18    Introduction.   Centuries, Millenia, and Calendars 
         20   The last Millenium: Technology in 1000 AD,  The Year 1000 ( long version ) 
         23   The Medieval Technological Revolution,  The Cistercians 
         25   Man,  Nature, and Christianity,  The Historical Roots of our Ecological Crisis (if you want to pursue  this topic there is a bibliography at:
         27   Issues--the origins of the western worldview 
         30   The Industrial Revolution--read Cross ch. 4,  Engels intro and ch. 1 (pp.15-35) 

Sept  1    The world of the textile factory--read Engels ch. 2 and 5 (pp. 36-86 and 106-143) 
          3     Industry and reform--read Engels chs. 6  and 8 (pp. 144-196 and 220-247) 
                 (good place to check questions-- 
          6     political responses to the industrial revolution 
          8     Issues--the industrial world  Link to Group Project Page 
         10   The Romantic Reaction: read Faust pp. 446-472  PEM's Faust notes 
         13   Knowledge and Power--read Goethe's Faust part 1 pp.1-49 
         15   Magic and Alchemy --read Goethe's Faust part 1 pp. 49-117
         17   Life and non-life--read Goethe's Faust part 2 act 5, pp. 280-308 
         20   further discussion of Faust  group project page 
         22   Issues--is there more to life than science can describe? 
         24   Modern Times 
         27   Take-home Hour Exam Due 
         27   The Millenium and the Apocolypse: Technology and War: 
                 For background on the industrial revolution in the United States skim Cross chs. 5-7, 10 
                 and see summaries at:  Textile Factories Come to the US ,  Transportation 
         29   The Civil War--read Cross ch 12 

Oct.   1     World War I 
          1     Term paper topic statement due 
          4     group project page.  World War II--read Cross, ch. 18. 
                  If you want to explore further check out  Nuclear Fallout 
           5    7:30-8:30 pm Teleconference--The Postmodern Millennium--meet in F149 Poole Ag. 
           6     Issues--will technology destroy us? 
           8     no class 

         11    Dependence on Technology: Electric light and power--read Cross ch 10-11 
         13    The Automobile--read Cross ch. 15 
         15    The Great Northeast Blackout of 1965 
         18    Fall Break 
         20    Computers--read Cross ch 19 
         22    The Y2K problem 
         22    Term paper bibliography due 
         25    Y2K attitudes The Y2K Problem 
         27    issues--dependence on technology  group project page 
         29   Pessimism for the Millenium: Neoluddites 

Nov.   1    History of the environmental movement--read Cross, ch. 20 
           2   7:30-8:30 pm Teleconference--Diversity 2000--meet in F149 Poole Ag. 
           3   Who does technology benefit?--read Sale introduction and chapters 1-3
           5   no class 
           8   Questioning progress--read Sale chapters 4-10 
           8   Rough draft of term paper due 
         10   Issues--the limits of technology  group projects page 
         12   no class (instead of Nov. 19) 
         15   Optimism for the Millenium: Technology as a liberating force (discuss your 
                 overall impression of Wired)  read  The Killer App 
         16   7:30-8:30 pm Teleconference--Urbanism Run Amuck--meet in F149 Poole Ag. 
         17   Work--read Wired "Anatomy of a Spam"  Oct. 1999 pp. 144-166, "'s Competitive 
                Streak" Nov. 1999 pp. 135-146 
         19   Health and Leisure--read Wired "Independents Day" Oct. 1999 pp. 222-225, "Sony's Plan for World  Recreation," Nov. 1999 pp. 264-275 
         22   Issues--technology and the future--read Wired "The Visionary Thing" Nov. 1999 pp. 300-303 
         22   Final Draft of term paper due 
         24   Thanksgiving 
         26   Thanksgiving 
         29   Predictions for the Millenium: Forecasting technology, read: 200 Futures for 2020 ,  Past Bad 
         30   7:30-8:30 pm Teleconference--Waking up Tomorrow--meet in F149 Poole Ag. 

Dec.   1   Issues: Hope and despair.  More material on the future:  The Millenium Institute ,  Predicting the 
                 Future,  Progress & its Sustainability,  Resources for Futures Research,  The End of Progress 
           3   No class.  Last day to post to Web CT 
           7   Take Home exam due by 4:30 pm 

Sustainability Issues in Sciences for Education Majors

John Wagner - Professor of Geology 
Clemson University 

The original sustainability grant funding was used to hire master teachers and graduate students to work  together to update the lab manuals used in PH SC 107 and PH SC 108 (earth science and physical science for future elementary school teachers).  A major part of the update was incorporating sustainability concepts into many of the lab exercises and creating a new activity dealing with earth resources (renewable vs. non-renewable). This was completely a teaching related process and we believe it will benefit the students taking these courses immensely. 

PH SC 108     Laboratory manual and Course Supplement For PH SC 108: Introduction to Physical Sciences.    For Elementary, Early Childhood, and Special Education Majors

Sustainable Citizenship: Considerations of Nature, Leisure, and Civil Society
G. Wesley Burnett, Ph.D.               Professor 
Parks, Recreation & Tourism Mgmt
(864) 656-0372 
H. Gregory Hawkins, Ph.D.
Research Coordinator
Jim Self Center on the Future
(864) 656-0217

This course will reach a large and diverse number of students on the Clemson University campus, with initial offerings directed at graduate and undergraduate students of community development and resource-management.  The program chairs of Policy Studies (PO ST) and Parks, Recreation and Tourism Management (PRTM) have tentatively agreed to offer the course in the next year, and the Chairman from Environmental Science and Policy (ENSP), Dr. Alan Elzerman, has indicated that he would support this course with the department’s program curriculum committee.  The suggested Departments and levels for this course are:  PRTM 4XX / 6XX, ENSP 4XX / 6XX, PO ST 6XX. 

Course Description:   The 1990s marked a period of significant economic growth, and American  society’s indulgence is obvious.  We applaud as the Gross National Product skyrockets.  We openly  profess our faith in the Gods of Technology as we witness miracles and strange works. Forgotten or   repressed are thoughts of the fuel shortages of the 1970s, as we “let the good times roll” from behind the wheel of Lincoln Navigators and Ford Expeditions.  These trends are deeply rooted in American culture, and they are alarming.  According to Arnold Toynbee, a civilization showing “true growth” will emphasize development of a sense of community, the strengthening its democratic processes, the development of a capacity for compassion, and the development of its culture.  This compels us to reinforce principles other than the GNP model for living, where more is understood as inherently better.  Sustainability necessitates contemplation of one’s role in the greater complex of life, an understanding of the relationship between humankind and other life, and the development of environmental and civic responsibility.  The content of this course is designed to provide students with a basis for addressing this dilemma found in cosmologies of nature and philosophy, leisure theory, environmental philosophy and science, and models of democracy and civil society. 

Approach to the Course:   This course involves a weaving of diverse concepts, and consists of five primary sections. 

 I. The Nature of “Nature:”  We will spend considerable time exploring our understanding and experience of “nature” by examining cosmologies of nature.  This section will address classical, late renaissance / Gothic, and modern explanations of nature, along with associated social and cultural philosophies and paradigms. 

 II. Leisure:  The Social Good:  The manner in which we consume leisure and spend time will be examined.  Topics will include social movements emphasizing increased discretionary time, American reactions to these movements, the influence of technology on social change, amusement and entertainment, and the relationship between classical leisure as the “contemplative life” and civic responsibility. 

III. Issues in Environmental Science:  This section will focus on principles of ecology and tradeoffs between simple and cultural carrying capacity.  Topics will include anthropogenic changes to ecosystems, population dynamics, and issues of resource competition within a “commons.” 

IV. Prosperity:   The origins and expressions of the “American Dream,” and the implications of this cornerstone of American culture, will be examined in this section.  Emphases will be placed on both historical and anticipated future contexts as they relate to American patterns of consumption.  Optimization strategies, precautionary principles, and mini-max models will be discussed. 

V. Civil Society:   The final section of the course will introduce a broad discussion of American social and political culture, emphasizing the essential role of civic engagement in determining acceptable and sustainable balances between social, economic and environmental concerns.  Topics will include rights and responsibilities within a democracy, the value of civil society, historical and modern expressions of civil society, and the relationship between the social functions of contemplative leisure, civic responsibility, and environmental sustainability. 

Section 1 Readings 


  1. Classicism: 
                    Late Renaissance / Gothic: 
                    Romanticism:  A Secret Garden, A Far Off Place 
                    Transcendentalism: Walden’s “Walking”-- 
                           Emerson’s “Nature”-- 
                           Muir’s “American Forests”--
  2. Political Philosophy: 


        Section 2 Readings / Reference Materials

                   Vonnegut, Kurt  Player Piano 
                   Postman, Neil  Technopoly 
                   Postman, Neil  Amusing Ourselves to Death 
                   Film   XXXXXXX

        Section 3 Readings 

         Section 4 Readings 

          Section 5 Readings


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