ENVS 195 Academic Planning Workshop
SPRING 2017 SYLLABUS
Instructor: Elizabeth (Ibit) Wright
[email protected], 656-0176
Weekly open advising at Bitt.
Mon., Thurs. 10:00 – 11:30
For appts., call 656-4055
Digital office hours:
Mon. 1:30 – 2:00, Wed. 4:00 – 5:00
Graduate TA: Kenzie Fuqua
[email protected]
269-501-8200
Office hours in 312 Aiken
Wed. 11 - 12, Thurs. 10 - 12
Program Assistant: Rory Shamlian
[email protected]
Weekly open advising at Bitt.
Mon., Thurs. 10:00 – 11:30
For appts. call 656-4055
Kenzie Fuqua joins us as our graduate TA from the Rubenstein School where she studies the psychology
of recreation. Kenzie completed her undergraduate degree at Kalamazoo College in 2013 with a major in
psychology and minor in environmental studies. After college Kenzie hiked the Appalachian Trail, and
settled here in Burlington to work in the outdoor industry before starting graduate school. She spends
much time outside skiing, running, climbing, and biking with her dog. Kenzie will be grading low-stakes
assignments and the Lives and Livelihoods assignment. She will attend some of our APW class meetings,
and will be available during her office hours and by e-mail at your convenience.
While at UVM, Rory Shamlian ENVS ’14 focused her major on Sustainability Studies. After graduating
she worked for Grow Compost of Vermont for two years. In college, she found a passion for landscape
architecture and design, and plans to pursue graduate school in this field. Rory is a ceramic artist, cyclist,
and avid gardener. She began as our Program Assistant last September, and has quickly become
invaluable. Rory will come to some of our APW class meetings and will help grade assignments relating
to academic plans. Feel free to contact her with any questions regarding major plans, internships, the
course and Environmental Studies in general.
Course Description
This one-credit, six-week course replaces ENVS 151 as a requirement for ENVS majors. It is designed to
inform and direct ENVS majors who have completed both ENVS 001 and 002 and are ready to develop
an interdisciplinary plan of study that aligns with their emerging academic, personal and professional
goals and interests. A range of activities will instruct, inspire, assist and challenge students to take
initiative for their education with all of its requirements, choices and opportunities. Students will be asked
to complete readings and reflective writings, engage with guest speakers, do research and interview
practitioners in a chosen field of interest, and engage with peers, the graduate TA, ENVS faculty and
staff, and ENVS peer mentors. Students will leave the course having completed an introductory
exploration of a “life and livelihood,” and a comprehensive academic plan through graduation.
Prerequisites: ENVS major, sophomore standing, ENVS 001 and 002, or permission.
Learning Outcomes and Goals
If you successfully engage in class and complete all assignments, you will:
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better understand the interdisciplinary field of Environmental Studies, learn the history of UVM’s
Environmental Program—the impact it has had with its legacy of faculty, students and activism—
and some of the practical applications of an ENVS education beyond college.

become an engaged member of a peer group of ENVS students within the Environmental
Program—a community with more than four decades of tradition as leaders, reflective thinkers,
interdisciplinary teachers and learners, practitioners, creative agents of change, and responsible
citizens.

understand your responsibilities and opportunities as a student in your UVM college/school and as
an ENVS major.

identify and assess your background, knowledge, skills, experience, talents, and interests in
relation to your choice of major in ENVS, and some ideas for how these can direct your future.

interview one or more environmental practitioners who works in a field that interests you, practice
your networking and interviewing skills and reflect on what you learn.

develop a plan of undergraduate study that aligns well with your academic and personal values,
interests and goals relating to Environmental Studies.

identify an action plan of high impact learning experiences you can pursue to augment your
academic course work.

understand the ENVS capstone options and consider your plans in relation to the choices.
How Much Work is a One-Credit Course?
Most of this one-credit course takes place over 6 weeks, with two final class meetings—one in late March
and one in late April. For any one-credit course, UVM expects 45 hours total of classroom time and
independent student work. We will meet for 14 class sessions, 1.25 hours each, totaling 17.5 hours. That
leaves 27.5 hours—or roughly 3-4 hours for each of 6 weeks of your own work and activities outside of
class, and then about 6 hours to work on your final paper. Independent work outside of class includes
reflection, reading, writing, research, academic planning, interviewing a practitioner, web research; and
pursuing advising, mentoring, and ideas and resources to help you successfully complete this course.
This is a short, fast-paced course with important work to accomplish. Your presence in every class session
is important. Academic success requires commitment to keep up with assignments and to actively engage
in class and with your own reflective learning and planning. It is easy to earn an “A” if all assignments are
thoughtfully and thoroughly completed as directed. Students who earn a course grade lower than a “B-”
will be strongly advised to pursue a different major.
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Course Policies
Class meets every Tuesday and Thursday, 1:15 - 2:30 for six weeks, January 24 – March 2.
Then you will have three weeks to work on your Lives and Livelihoods assignment before we meet again
on Thursday, March 23. We will meet for one final class on Thursday, April 20.
We’ll keep careful track of attendance. Each unexcused absence will result in the subtraction of 5 points
from your final grade.
Homework assignments are designed to prepare you for the following class, future assignments and the
final course products—the Academic Plan, and the Lives and Livelihoods Exploration. You are expected
to keep up with course reading and writing assignments and turn in papers when they are due.
Communicate responsibly if you will have problems meeting any deadlines. Exceptions will be made
only under dire circumstances.
Please come to class ready to stay in class for the hour and 15 minutes without having to leave for the
bathroom or water fountain. It’s a big class, chairs are tightly arranged. Your leaving and returning to
class will distract us all.
Course Packet Contents:
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Syllabus
Assignment Schedule
Environmental Lives and Livelihoods Exploration (L&L) Assignment / Guidance
ENVS 001 Personal Statement Assignment
Environmental Program Mission Statement
Environmental Program’s Twelve Outcomes for Student Learning
Guidance for Interviewing and Networking for L&L Work
Major plans for CALS, CAS and RSENR
Semester-by-semester course list template
Six ENVS Concentration Sheets
High-Impact Educational Practices Handout
ENVS 191/291 Environmental Practicum Guidelines
ENVS Capstone Guidelines
UVM Four-Year Plan for Career Success
UVM Environmental Program—40 Years booklet
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Course Assignments:
Low-Stakes Assignments, due via Blackboard (unless specified) by class time the due date:
They will be graded by checks: + = 2 pts.,  = 1 pt., - = 0 pts. — for 16 pts. total possible.
This work is meant to help you make progress toward your major assignments, to actively reflect on the
panels, to practice presentation skills, and to generally learn the information and accomplish the planning
this course was designed for. While the points may be low—and few comments will be written on your
papers—the higher your investment in the task, the greater your reward, and the less work for you later on
when the stakes are higher.
1.
2.
3.
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5.
6.
7.
Revision of personal essay from ENVS 001
Major plan — due in class, on paper *
Semester-by-semester course list — due in class, on paper *
Major plan narrative — due in class, on paper *
Annotated list of goals/plans for high impact learning experiences (HILE’s)
One-page reflection paper on the Alumni Panel
Lives and Livelihoods “Takeaway” Pecha Kucha slide and presentation
Instructions for these last assignments will be forthcoming.
(
(
(
(
(
(
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=
/2)
/2)
/2)
/2)
/2)
/2)
/4)
/16
* Assignments 2-4, above, are to be typed on paper, stapled, and turned in together in class
on the due they are due.
High-Stakes Assignments — for 86 pts. total possible
1. Environmental Lives and Livelihoods Exploration (L&L) — 44 pts. possible
For specific information on this, see the L&L Assignment and Guidance.
( /44)
2. Academic Plan — 40 pts. possible
For more specific information, see the Academic Plan Assignment and Guidance ( /40)
= /100
Each point contributes to your final grade — 100 points possible on traditional letter grade scale.
For every day late any assignment is turned in, one point will be marked off.
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WEEK 1: Course Introduction, Personal Essay Review/Revision,
L&L Assignment, Networking and Interviewing
TUESDAY CLASS, January 24: Welcome. Introductions. Hand out course packets. Clarify the
course plan and expectations.
Homework:

Carefully read the syllabus and the Lives and Livelihoods (L&L) assignment.
Review everything else in the course packet.
Bring to next class any questions or comments that arise.

Locate your Personal essay from ENVS 001 and review it.
Consider how your ideas may have changed or evolved since you wrote it, and/or how your
statement might relate to the design of your major. Make notes about these considerations. If
you didn’t take ENVS 001, begin to write this essay.

L&L paper: Consider your choice(s) for your Lives and Livelihoods Exploration. Brainstorm
a list of possibilities for your environmental field to explore. Then brainstorm names of people
you might want to interview, or ways to network and how to locate people to interview.
THURSDAY CLASS, January 26: Discussion about the Lives and Livelihoods (L&L)
assignment, networking and interviewing.
Homework:

Writing Assignment due Tuesday: Personal Essay
Rethink and revise—or amplify—your essay from ENVS 001. What has changed in your
thinking/perspective? What would you add to your essay now that will help you as you
develop a thoughtful plan for a rewarding course of study through to graduation?
Note: If you took ENVS 001, turn in both your original and your revised essay.

Read the entire Environmental Program 40 Year Anniversary Booklet.
Identify two to three ENVS alums whose stories you can relate to in some way.
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L&L paper: Make progress further defining your L&L topic, considering people to interview,
and/or researching on the web or in the literature.
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WEEK 2: Understanding the ENVS Major with its responsibilities and
opportunities, and L&L Workshopping
TUESDAY CLASS, January 31: Sign in on attendance sheet and list your L&L Exploration
topic. Presentation by Ibit on ENVS concentrations, course advising resources on the web, and
major plans, including senior capstone options.
Homework:
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Begin to work on your Major Plan and Semester-by-Semester Course List—to include all
courses earned for college credit, beginning with AP or first-semester credits/courses.
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L&L paper: Make progress researching your field and developing a list of interview questions.
L&L Writing Assignment due Thursday: Give your chosen environmental field a name
(a short phrase) and write 1-3 sentences further clarifying what that topic encompasses for you
for this paper. Handwritten is okay. Bring all your L&L work—notes/interview questions,
etc. to class.
THURSDAY CLASS, February 2: Introduce Peer Mentors, L&L Workshop—
choices, resources, interviewees, and interview questions
Homework:

To prepare for Tuesday’s panel, review all 6 ENVS concentration sheets. Read about our
concentrations on the FAQ’s on our web site. Take notes on which concentration you might
choose, and why. Include ideas about which 100-200-level courses you might choose.

If none of the six concentration is a good match for your interests, write about which
concentrations you might draw from, which disciplines/departments you’d choose courses
from, and which course prerequisites might be important. Include ideas about which 100-200level courses you might choose. What might you call your individual-design concentration?

Browse the profiles—students and faculty—on the ENVS web site in the “People Section.”
Consider who inspires you and why.
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WEEK 3: ENVS Student Panel, ENVS concentrations, and Major Plan
Workshop
TUESDAY CLASS, February 7: ENVS Student Panel on concentrations, high impact learning
and capstones—how they developed their major and made choices that reflect their personal,
academic and professional interests and goals.
Homework:

Explore the courses that interest you and the faculty who teach them.
Research the range of options. Read descriptions, syllabi, course and faculty reviews, etc. Be
ready to share your info and thoughts about your courses with your peers next class.
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Work on your major plan. Fill in all you can. Look up requirements for your college/school/
minor/double major, and begin to make choices about your courses for your final semesters.
THURSDAY CLASS February 9: Major Plan Workshop: Students gather by concentrations,
make connections, share knowledge and work on major plans with each other, ENVS peer mentors
and student services staff.
Homework:

To prepare for Tuesday’s panel:
- Review the “Careers, Experience and Study Abroad” section on our web site.
- Read the (pink) High-Impact Educational Practices Handout.
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Writing Assignment due Tuesday: Typed Major Plan and Semester-by-Semester Course
List (Work with the checklist as you complete both of these documents.) Tally carefully to
total 120 credits min. for your degree.
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Writing Assignment due Tuesday: Major Plan Narrative—a (2-3 pg.) persuasive paper
about your choice of ENVS concentration, breadth and concentration courses, and capstone.
Address each of these questions/tasks:
- What were the most important ideas or learning you took from the student panel?
- What concentration(s) most interest(s) you, and why?
- Why did you choose each of your three ENVS breadth courses?
- Include an annotated list of your concentration courses, listed by number and title.
State why you’re choosing to include each course, and how it fits with the cohesive
theme for your ENVS education—your concentration.
- Identify your capstone. Imagine what you’ll do. State why it is your preferred choice.
- Briefly explain your choice(s) of minor or double-minor/major, if appropriate, and any
important or exciting electives ahead.
- Convince the reader you have invested thought into each element of your major plan.
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WEEK 4: High Impact Learning Experiences (HILE’s), Advising/Mentoring,
L&L Workshop
TUESDAY CLASS, February 14: HILE Panel: UVM staff members to inform and inspire
students to pursue a variety of rewarding HILE activities—internships, study abroad, research and
service-learning.
Homework:

Review your notes from the HILE panel and begin to draft your annotated list of HILE’s.
(See instructions below.)

Read handout on advising and mentoring.
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L&L paper: Continue work on it.
THURSDAY CLASS, February 16: Discussion about advising and mentoring, L&L workshop.
Homework:

Writing Assignment due Tuesday: Annotated list of HILE’s
What HILE’s have you done, or intend to do, that align with your interests, goals and major
plan? Annotate each HILE in a paragraph as follows:
1) Identify the activity.
2) Offer some description of the activity as you have done it, or anticipate doing it.
3) Identify the meaning of the activity in relation to the skills, values, knowledge and/or
experience you did/hope to gain from it.
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Writing Assignment due Tuesday: L&L Work Update in 3 Parts:
1) Descriptive paragraph of your L&L environmental field of interest.
2) Bulleted list of your L&L accomplishments so far.
3) Bulleted to-do list for finishing your L&L exploration as you want and need to.
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WEEK 5: Alumni Panel on Life after UVM, ENVS Mission and 12 Outcomes,
and Academic Plan Workshop
TUESDAY CLASS, February 21: Alumni Panel to talk about their experiences leaving college,
finding jobs, considering graduate school, making their way in the world, etc. Major Plans and
Semester Course Lists will be returned to students.
Homework:

Writing Assignment due Thursday: One-page Reflection on Alumni Panel takeaways
What did you hear/learn that feels useful at this point? How can you imagine your own first
years out of college will be like? How might you help yourself prepare now?

Read the Environmental Program Mission and the Twelve Outcomes for Students Learning.
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Work on your Academic Plan. Bring questions, document drafts, etc. to next class.
THURSDAY CLASS, February 23: Academic Plan Workshop, including consideration of our
Mission and the Twelve Outcomes for Students Learning
Homework:
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Work on your Academic Plan.
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Consider and draft a Post-APW Task List questions, explorations and decisions still to pursue
as you continue your college education and ENVS major. Items might include things like:
- your decision about which study abroad, or domestic program(s) to pursue. - whether to complete an elective minor, or just to take a few courses in that subject.
- figuring out what you’ll do for an ENVS 191 internship you want to pursue next
summer, and who would be your best choice for your faculty sponsor.
- whether you really want to do a capstone internship, or whether you really might
better serve yourself by doing a thesis project. - making more time to consider your choice for your 3 capstone courses.
- talking with your new concentration advisor about useful skill-specific courses.
- researching graduate schools and programs, and any pre-requisite courses, for them.
etc...
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Consider your choice of ENVS advisor from the list provided.
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WEEK 6: Finishing—for now, Academic Plan Due, Logistics for final class
meetings.
TUESDAY CLASS, February 28: Optional Drop-in Class, if needed.
Rory, Kenzie, Peer Mentors, and Ibit will rove and work with students on Academic Plans, and
L&L assignments as needed, first-come, first-served. Please come with specific questions.
Homework:
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Writing Assignment due Thursday: Academic Plan - See assignment sheet
a)
b)
c)
d)
e)
f)
Major plan narrative (include your choice of advisor)
Annotated course list with list of alternate courses
ENVS major plan—as it stands now
Semester-by-semester course list through graduation—as it stands now
Annotated list of personal goals/plans for your HILE’s
Post-APW task list of questions/personal explorations/decisions still to pursue
THURSDAY CLASS, March 2: Academic Plan due in class and discussion re: L&L paper and
presentation, and logistics for the last two class meetings.
LAST IMPORTANT DATES:
Friday, March 10th —just before spring break—Academic Plans will have been graded and ready
for pick-up at Bittersweet.
Thursday, March 28th: CLASS - L&L Papers due and Lives and Livelihoods PechaKucha
TUESDAY, APRIL 18: LAST CLASS to return all papers, complete course evaluations,
class sharing and send-off. Bring Your Laptop.
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