Bin Bin Pearce: Catalogue data in Autumn Semester 2021 |
| Name | Dr. Bin Bin Pearce |
| Department | Environmental Systems Science |
| Relationship | Lecturer |
| Number | Title | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 701-0007-00L | Tackling Environmental Problems I  Only for Environmental Sciences BSc. | 5 credits | 4G | C. E. Pohl, M. Mader, B. B. Pearce | |||||||||||||||||||||||||||||||||||
| Abstract | Each year in the case study we analyse a different topic from the field of sustainable development and develop solutions to it. | ||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able: - carry out research on a given topic and present the results in a structured report which (a) shows the state of knowledge and (b) the need for knowledge and action (UPL I). - to integrate knowledge of diverse perspectives in a qualitative systems model, to identify problems and to suggest possible solutions from a specific stakeholder's perspective (UPL II). - name the different roles within a group, explain the role(s) they are suited for, self-organise in groups, identify problems of collaboration and constructively address the problems (UPL I and II). | ||||||||||||||||||||||||||||||||||||||
| Content | In the first semester the students compile what is known about the case topic, its principles and challenges. Each group of students makes an inquiry to a given part of the overall problem. The inquiry includes a thematic as well as stakeholder analysis. The results are written in a report and presented at an internal conference. During synthesis week, which takes place during semester break, the results of the different part inquiries are integrated in a qualitative system model. The students identify specific problems and develop solutions. In the second semester, students work independently and in exchange with stakeholders on previously identified problems. They develop a sustainability project with concrete measures that they could implement voluntarily in the third semester. The course concludes with the presentation of the student projects on the "Market of Measures". Most of the time students work independently in groups. Tutors support the students in key steps. Introductions are given for: - The overall topic of the case study (by external experts), - Inquiry, scientific writing and managing references (by experts of ETH library), - Role behaviour and collaboration in groups, - Preparing reports, posters and presentations, - Qualitative system modelling (SystemQ), - Developing solutions (design thinking, Checklands' soft systems methodology, sustainability assessment). | ||||||||||||||||||||||||||||||||||||||
| Lecture notes | Tutors will compile the case study dossier on the basis of the student reports. | ||||||||||||||||||||||||||||||||||||||
| Literature | Methodological documentation will be made available on Moodle during the case study together with the relevant background literature. | ||||||||||||||||||||||||||||||||||||||
Competencies |
| ||||||||||||||||||||||||||||||||||||||
| 701-0009-00L | Tackling Environmental Problems III | 3 credits | 4U | C. E. Pohl, M. Mader, B. B. Pearce | |||||||||||||||||||||||||||||||||||
| Abstract | Students put the measures they developed during the courses Tackling Environmental Problems I & II into practice, in collaboration with partners from civil society, the public and the private sector. | ||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to put the measures they developed to address sustainability problems into practice. | ||||||||||||||||||||||||||||||||||||||
| Content | In Tackling Environmental Problems I & II, students analyze a sustainability topic, identify a specific problem within it, develop measures to address the problem and test the measures for feasibility by presenting them to concerned stakeholders. Some of the students develop their measures to such a degree, that the measures could actually be implemented. Tackling Environmental Problems III provides the opportunity to do so. Together with partners from civil society, the private and the public sector, students agree on the implementation plan, the financial and legal aspects and put the measure into practice. | ||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Tackling Environmental Problems I & II is a prerequisite for taking the course Tackling Environmental Problems III. | ||||||||||||||||||||||||||||||||||||||
| Competencies |
| ||||||||||||||||||||||||||||||||||||||
| 701-0903-00L | The Sustainable Development Goals Book Club | 2 credits | B. B. Pearce, J. Ghazoul | ||||||||||||||||||||||||||||||||||||
| Abstract | The ETH Sustainable Development Goals Book Club is a colloquium for Bachelor students within and outside of Department of Environmental Systems Sicence centered around the discussion of themes from a single book, with the aim of fostering interdisciplinary, intellectual and critical exploration of the scientific and societal complexities related to the Sustainable Development Goals. | ||||||||||||||||||||||||||||||||||||||
| Learning objective | The aims of this course are to: - Create an interdisciplinary approach to understanding key concepts of sustainable development and the SDGs - Create solidarity through a cultural of intellectual exchange at ETH Zurich - Create a common object of intellectual reference for students with different disciplinary interests to enable diverse ways and modes of thinking | ||||||||||||||||||||||||||||||||||||||
| Content | The course is similar to 701-0019-00L Readings in Environmental Thinking with the following differences: - Targeted at Bachelor’s students (especially first and second year, but open to all) within and outside of the department. - All participating students will read one book whose themes will be the basis for discussions. - These discussions, taking place both online and in-person, will be moderated by the main lecturers of the course and discussed by additional professors from within and outside of D-USYS. - Each discussion will be based on a chapter of a book, always linked to a particular aspect of the SDGs. - The modes of discussion will vary in length and form, ranging from the traditional, sit-down meeting, to a Twitter book club format (as already pioneered and popularized by author Robert MacFarlane). - Both students and professors will lead the discussions alternatively. - Each discussion session will result in a visual output or another shareable output that will be developed by a student or group of students. | ||||||||||||||||||||||||||||||||||||||
| Literature | TBD Could be one of the books already used in 701-0019-00L Readings in Environmental Thinking (Silent Spring, The Sand County Almanac, Collapse..etc.) Other possibilities: - Thinking in systems - Limits to Growth - Operating Manual for Spaceship Earth - Small is Beautiful - For the Common Good - Factfulness - The Prize: The Epic Quest for Oil, Money and Power (history of the global petroleum industry from 1850s-1990) | ||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | none | ||||||||||||||||||||||||||||||||||||||