Objectives
By the end of this course, you should be able to:

1. recognize and understand the key concepts concerning the rhetoric of biological diversity in North America
2. identify and make connections between the discourse of biodiversity conservation and species extinction and the larger ecology of environmental discourses in which it participates
3. discuss how ethics, aesthetics, and science have shaped and been shaped by one another and how they have influenced and been influenced by personal behaviors, corporate actions, and governmental policies
4. analyze and evaluate the relationship between science (natural history, biology, ecology) and activism (conservation, preservation, environmentalism)
5. indicate the ways in which scientists have attempted to describe, catalog, and explain biodiversity; writers and artists have represented (and thus helped to construct) biodiversity; and people throughout North America have valued (and not valued) biodiversity
6. apply your knowledge to real-world examples on the local, regional, and global levels
7. communicate your ideas effectively in a variety of written and spoken formats

On Teaching and Learning
Being a graduate student means being both a student and a teacher, an admittedly awkward state of affairs. Keep in mind, however, that being a professor means exactly the same thing. Our primary goal in this class will be the creation of an intellectual community, in which we all must function as both teachers and learners. I encourage you to treat me and one another as equal partners in this endeavor. Indeed, I can think of no better professional goal--whatever your profession--than to become expert in the difficult task of balancing intelligence, knowledge, and preparation with humility, trust, and faith. Let us strive to achieve this goal together.

On Environmental Values
Just as medical education is biased toward health, and legal education is biased toward justice, this course is biased toward sustainability. It begins with the assumption that environmental health and environmental justice are desired goals. Such an assumption does not, however, imply that you must be an "environmentalist" to succeed in this course. In fact, we will spend much of the course discussing the disagreements that exist regarding environmental issues. While I will try to present the course material as objectively as possible, you should always think critically about the information you receive. Ultimately, my goal is to demonstrate not only that it is possible to distinguish between better and worse environmental choices, but also that good citizenship involves cultivating the knowledge and skills to make such choices wisely.