Learning Goals:

• Students will become sophisticated learners, handling ambiguity, shifting perspectives, strategic thinking, and critical thinking.
   
• Students will develop an intellectual identity as planners by considering environmental policy implications and acquiring specialized knowledge and interests within the broader disciplinary domain.
   
• Students will encounter difference (e.g., spatial, cultural, class, status, gender, sexual, ethnic, and racial), recognize these as agents in the environmental policy landscape, and cultivate ways of uncovering, handling and valuing these differences.
   
• Students will understand the importance of space, place, and environment (i.e., human-environment connection).
   

Assessment Criteria:

• Students will think and read critically and analytically.
   
• Students will use effective writing to support and critique multiple viewpoints.
   
• Students will interpret visual texts, media, quantitative data, maps, and landscapes.
   
• Students will be able to connect conceptual frameworks to real world environmental agents and actors.
   
• Students will connect to environmental issues and processes going on a various scales, seeing themselves in relation to and acting on local-to-global dynamics.
   
• Students will be able to connect conceptual frameworks to real world, hands-on problems.