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Course number: ENVS 111 Environmental Ethics

Descriptive word 1, Engaged 2, Inclusive 3, Student-Centered

Reflection on Instructional Change:

At the beginning of the semester I implemented the practice of Establishing Ground Rules for Productive Discourse (modified to be collaborative from the start). My class is discussion based and I sought to engage students in the task of identifying ground rules for discussions. To implement this practice I placed students into small groups, asked them to introduce themselves, and then to generate a list of qualities or characteristics of the most productive discussions they've had, whether at school, at work, or with friends or family. I then had them report out while I typed up their suggestions onto a Powerpoint slide which was projected on the screen. As a class we discussed the list, adding to it and editing it as needed. Finally, I typed up the complete list, posted it on Canvas, and then reviewed it several times over the course of the semester as needed before discussions.

Students reacted positively to the exercise, and were generally eager to share what Ground Rules (qualities / characteristics) they believed important for a productive discussion and readily endorsed the class generated list. My observations of class discussions, including those small group discussions led by students, found that students took the ground rules they created to heart and followed them. Overall, I believe that involving students in setting the terms for engagement was beneficial for student engagement and morale.

I have always been interested in student centered learning and I benefited significantly by my interaction with the FLC activities, as I have from previous ACUE courses. In particular I found the Implementation Resources and Practice and Reflect Assignments provided an opportunity to reflect on my own teaching and to identify proven strategies that I could adopt to create a more inclusive and supportive learning environment for students. I anticipate continuing to harvest strategies from this course long into the future.

One takeaway moment about my teaching I got from the Observe and Analyze Session was validation of my peers that my approach to teaching is engaging and also respectful of students.

Evidence of Instructional Change

Simulation of me providing instructions for activity

Screenshot of Zoom instructions (actual activity was held in person)

Powerpoint slide of student created discussion ground rules

Powerpoint slide of student created discussion ground rules

( ACUE Badge

Practice and Reflect on: Reflected on instructor behaviors that impact classroom and online civility

Course Syllabus

FA22 ENVS 111-01&02 Papouchis Syllabus.docx

Faculty Bio

Picture of Chris Papouchis standing in redwoods

Christopher Papouchis is a conservation scientist, Lecturer in Environmental Studies at California State University, Sacramento (since 2011), and Adjunct Professor of Natural Resources at American River College (since 2008). Courses he has taught include: Environmental Ethics (CSUS), International Environmental Problems (CSUS) and Environmental Science (CSUS), Introduction to Natural Resource Conservation and Policy (ARC), Principles of Sustainability (ARC), Introduction to Wildlife Biology (ARC), and Principles of Ecology (ARC). He holds a A.B. in Government from Cornell University and a M.S. in Environmental Studies (Environmental Biology concentration) from Antioch University New England.

His professional background and interests include wildlife research, conservation advocacy, biodiversity conservation, environmental education and environmental policy. He has conducted wildlife research for state and federal agencies on various species in the western U.S., including bald eagles in Arizona, northern spotted owls in Oregon, coyotes, wolves and grizzly bears in Yellowstone National Park, wild horses in Montana, and bighorn sheep in Canyonlands National Park, Utah. Of particular interest to Chris is the conservation of large carnivores. As the conservation biologist for the Mountain Lion Foundation from 2001 to 2006 he implemented community-based programs in rural communities in an effort to reduce human-mountain lion conflicts. Then in 2006, he helped co-found the Wild Felid Research and Management Association with the mission “To promote the sound management, conservation, and restoration, where necessary, of wild felids in the Western Hemisphere through science-based management and education.” He has served as an elected member of the WFA’s Governing Council, and until July 2013 was managing editor of the association’s publication, the Wild Felid Monitor. Chris has given numerous presentations on mountain lion conservation and other topics at professional conferences and symposia and public forums. Chris has also been involved in various capacities in the conservation and recovery of Sierra Nevada bighorn sheep since 1999, including as a member of the stakeholder and is currently a member of the U.S. Fish and Wildlife Service’s Sierra Nevada Bighorn Sheep Recovery Implementation Team (Science subteam). In his personal time, Chris enjoys playing with his son Nicholas, hiking, backpacking, playing music, practicing yoga, and traveling whenever he gets the chance.

This work was supported by:

National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335

CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development

US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012

*Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.

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