The Earth's Oceans in the Global Environment

First Year Writing Seminar, Department of Earth and

Environmental Sciences, Vanderbilt University
Fall 2006

[Click to download syllabus as PDF]

Read an interview with Jeff Johnston about this course in a July 14, 2007
press release from Defying Oceans End.

Instructor:

Jeff Johnston, Ph.D.
Lecturer, Department of Earth and Environmental Sciences
Assistant Director, Vanderbilt University Center for Teaching

Course description:

This seminar will introduce you to the planet’s oceans and the vital role they play in our lives.  In addition to looking at some of the physics, chemistry, geology and biology of the marine environment and how these aspects are interconnected in the ocean system, we will consider societal factors affecting progress in marine science, changing popular attitudes toward the oceans, and key current policy implications of marine science.  This is an exciting time for marine science, as new technologies are giving us better access to the growing amount of information we have about the vast and largely unexplored ocean environment.  From our increased understandings of the world’s oceans, we will learn how they form the basis of the Earth’s life support system, and how humans have the capacity to alter basic global processes.  Readings will come from the scientific literature, popular science books on the oceans, and from a number of recent reports from governmental and non-governmental organizations on the health of the marine environment.

Course goals:

As a first year writing seminar, this course has two types of goals: those related to the course content (knowledge about the oceans and the ability to apply this knowledge), and those related to writing and research skills.  We will work together to integrate these two types of goals as much as possible in this course.

  • Explain the key components of the earth system (the geosphere, the biosphere, the atmosphere, the hydrosphere, and the anthroposphere) and how they interact with each other.
  • Explain the limits to what we currently know about the world ocean and recognize the key fundamental questions that remain.
  • Explain the ways in which the ocean is the cornerstone of Earth’s life support system and vital to human well being and survival.
  • Explain ways in which humans are altering basic global processes.
  • Interpret information about the ocean environment and build hypotheses based on this data.
  • Recognize the complex nature of ocean policy issues, i.e., there are no absolute truths or clear-cut, easy answers.
  • Develop the research, analytical, communication, and writing skills that will help you succeed at Vanderbilt and beyond.    
  • Develop your skills in working closely with a small group of fellow students on team projects.
  • Develop oral communication and presentation skills

Class components:

Major writing assignments (high stakes writing) (15% ,20% and 20% of your grade):

There will be 3 major writing assignments spread throughout the semester: the first will ask you to analyze a peer reviewed scientific paper, the second will be a research paper on a marine ecosystem of your choice, and the third paper will be a research paper on an issue in ocean policy. More information about these assignments will be handed out in class.

Weekly writing assignments (low stakes writing) (10% of your grade):

Most weeks there will be a short (~1-2 typewritten pages, double spaced) writing assignment based on the readings and on the material covered and discussed in class.  These assignments are an important way for me to assess whether or not the class as a whole understands the material, and is a way for you to track your own progress. These assignments will be graded generously for honest effort according to the scale below.  These short assignments are expected to reflect your thoughts in progress, not a polished work.

Samples of weekly writing assignments:

In one to two pages, describe the key features of the “extreme” ecosystems found at oceanic hydrothermal vents.  What is the fundamental difference between the organisms living in these vent communities and the organisms we are more familiar with?  What enables these organisms to thrive in such an inhospitable place?  What long-held scientific beliefs have been overturned by discoveries at hydrothermal vent communities?

In your own words, describe the most important feedbacks to the Earth’s climate system discussed in the readings.  Describe the time scale of the feedback (i.e., over a period of years or millennia), and whether the particular feedback is positive (destabilizing) or negative (stabilizing).

In approximately two typewritten pages, describe the role of iron in surface waters of the ocean and the connection between iron concentrations and the earth’s climate. What did scientists learn from the iron fertilization experiments in the open ocean? What is your reaction to the notion of large scale iron fertilization of the oceans as a way of controlling the earth’s climate?  Is this a policy that you would support? Why or why not?

Group presentation (10% of your grade):

You will work in a group with 2 other students to prepare a presentation and class discussion on one of the case studies (chapters 1-5) from Defying Oceans End.

  • The Carribean
  • Seamounts
  • The Southern Ocean
  • The Coral Triangle
  • The Gulf of California

Final Exam (15% of your grade):

The take-home final exam will cummulative, covering material from the entire semester, and consist primarily of short answer questions.

Class participation (10% of your grade):

Class time will consist primarily of discussion, small-group activities, supplemental mini-lectures, viewing media, and some in-class writing exercises.  Because we will be spending so much time in discussion, it is critical that you come to class prepared by having read the assigned material prior to coming to class. 

Course text books:

The course is structured around readings from 4 texts available in the bookstore (and places like Amazon.com), which will be supplemented with additional materials throughout the semester.

A schedule of course topics is available in the course syllabus.

Contact Jeff Johnston for more information about this course, jeff.johnston [at] vanderbilt.edu