» In the Real World

  • Real World Context
  • Aspirational Schools
  • Current Status of the Environmental Science and Policy Program
  • Alumni
  • SCHMID Sustainability Curriculum
  • Including Sustainability in Graduation Requirements
    • International Political Events
      • Syrian Crisis
      • Paris Accords
    • Disappearing Land
      • Five Solomon Islands now under water
      • New York, New Orleans, and Miami all threatened by sea level rise
    • Multinational Corporations
      • PepsiCo, Ikea, Google, Patagonia, Coca-Cola, etc. produce sustainability reports
    • Advertisements
      • Patagonia, “Don't Buy This Jacket”
      • Coors Light, “Pushing Forward”
        • Pioneered recyclable can
        • Most powerful solar array at any one brewery in the country
        • Breweries are land-fill free
    • Entertainment Industry
      • NBCUniversal, Green is Universal
        • Guidelines for sustainable TV, film, and theme park management
        • Dedication to integrating sustainability behind and in front of the camera
      • Producer’s Guild of America
        • Unified Best Practices Guide
        • Going Green and Saving Green: A Cost-Benefit Analysis of Sustainable Filmmaking
    • Major League Sports
      • NHL Green
      • MLB Greening partnered with NRDC
    • Food Industry
      • Ugly Food Movement
      • Packaging recycling
    • Farming Industry
      • Hydroponics
    • Health
      • Policy and technological advancements to improve air quality, resulting in improved respiratory health
  • Aspirational Institutions

    • Claremont Mckenna College
      • Environment, Economics, and Politics Major and Environmental Analysis Program Major are both interdisciplinary
      • Courses spanning from science to humanities with collaboration across five of the colleges.
    • Gonzaga University
      • Environmental Studies Major emphasizes the humanities and social sciences
      • Option to take upper division lab science courses
    • Occidental College
      • Environmental Science Major is tailored toward scientific endeavors
      • Requires an economics course
    • Seattle University
      • Foundational courses include biology, chemistry, physics, statistics, and environmental engineering
      • Core curriculum, includes philosophy, literature, economics, and law
    • Tufts University
      • Five tracks: Environmental Science, Sustainability, Policy, and Equity, Environmental Communication, Food Systems, Nutrition and the Environment, and Environmental Humanities
      • Core curriculum help students to master basic scientific principles of environmental processes, to examine interactions between technology and the environment, and to explore the societal context for implementing environmental policy
    • University of Redlands
      • Learning outcomes specify having the ability to integrate social and environmental science to critically evaluate complex environmental problems or opportunities, emphasizing social sciences, ethical dimensions, and/or the humanities
    • University of San Francisco
      • Core course are hard science based
      • Elective courses range from science and engineering to economics, politics, law, social justice, and ethics
    • In terms of numbers, the major has grown since its creation, but there does not seem to be a clear rate of growth or shrinkage (Figure 2).
    • The larger enrollment of students has a wide array of student interests and involvements, which may not be well reflected in the major’s stagnant curriculum requirements.


    • When breaking down awareness into class standing, there are appears to be a trend where students learn about the program as they progress in college with about a 20% increase in awareness from Freshman to Seniors (Figure 5).
    • In turn, students learn about the ES&P major after starting their college career, and are not necessarily interested in the major. If the major begins to receive more enrollment, funding, support, and resources from the school will also increase.
  • Since the ES&P program is relatively new, these connections are even more valuable for students as the current alumni are pioneers in turning their education at Chapman into a career. This is where some of the alumni are currently.





    Figure 5. Percentages of Students that responded "yes" to "are you aware there is an Environmental Science & Policy program on campus" by class standing. Freshman (n=170) Sophomore (n=104) Junior (n=115) Senior (n=124)

  • While the occurrence of environmental science and sustainability keywords has gone up from the 2006/2007 to the 2016/2017 catalog year (Figure 10.6), when normalized by the number of courses to account for Schmid College’s growth, the average occurrence of these keyword per class has gone down. (Figure 10.7).



    When faculty were interviewed, they expressed willingness to learn about sustainability but said they did not have enough time to do so.  Giving faculty time to learn and incorporate sustainability is important for the growth of Schmid’s curriculum. This can be accomplished through adding faculty and student assistants based on the size and difficulty of courses, and the expertise required by the course objectives.

    Adding new sustainability related courses should be delayed until the current courses are searchable.  Increasing the likelihood of higher enrollment through advertising of new courses, adding keywords to the course catalog and making them searchable through ‘My Chapman’ will make it more likely that courses added in the future will be successful and remain Schmid’s curriculum.


  • Chapman University requires that degree seeking students take courses to fulfill a ‘Global Citizen’ cluster, a ‘Natural Science Inquiry’ and an ‘Ethical Inquiry’.  These requirements add up to a minimum of 12 credits and therefore almost fill a semester.  However, these three requirements are not defined formally, and because of this, students cannot take well suited sustainability related courses to fulfill these requirements.  Some proposed definitions and requirement clarifications:

    Ethical Inquiry

    Suggested description of the ethical inquiry - Throughout college students’ moral values evolve, and the ethics course requirements are designed as a flexible system to help nurture students’ development and evolution of personal beliefs.  

    Suggested description of the ethics requirement – Students can make a case for a course of their choosing to help them develop their own personal values as well as expose themselves to differing values of other students and faculty.  Ethics courses may include, but are not limited to: socioeconomic disparities, resource use and access disparities, ethical treatment of humans or animals, ethics in rhetoric, ethical issues that result from destruction of resources, habitats, access to clean water and food, and ethics behind industries such as the pharmaceutical industry.  Students can make a case for other courses from Schmid College and may substitute courses at the discretion of the department head of the course they are requesting to count for the inquiry (signature required on add/drop form with a note “EC”).   

    Global Citizen

    Suggested description of a ‘Global Citizen’ -  An individual who is recognized not only as a citizen of their country, but also as a member of a world without territory boundaries.  A global citizen is someone who understands how their own actions and the actions of their country impact people and places around the world.  A global citizen acts to protect humans, animals and ecosystems around the world in their personal and professional lives.

    Suggested description for global citizen requirement - Students can make a case for a course of their choosing to help them understand their own impact and others’ impacts on people, animals, and ecosystems.  The course must have a component that fosters changes in behavior by examining the student’s personal choices.    Students can make a case for other courses from Schmid College and may substitute courses at the discretion of the department head of the course they are requesting to count for the inquiry (signature required on add/drop form with a note “GCC”).   

    Natural Science Inquiry

    Suggested description of the natural science inquiry - The Natural Science Inquiry is designed for students to gain knowledge about the natural sciences and scientific method so they can read science related articles, critically think about natural science related topics such as those discussed in the media, and use their knowledge to make educated personal decisions about things like sustainability and food choices.  This inquiry can help students explore a natural science that interests them.

    Suggested description of the natural science requirements - Requirements for the Natural Science inquiry – The Natural Science inquiry can include any course in chemistry, physics, environmental science, biology, geology, or biochemistry.  Students can make a case for other courses from Schmid College and may substitute courses at the discretion of the department head of the course they are requesting to count for the inquiry (signature required on add/drop form with a note “NSI”).