Introductionto ENVS195EnvironmentalStudies

Tues.&Thurs.11:30-12:50AL116

Course Description

This course introduces the field of environmental studies through an exploration of environmental issues that contribute to crises and challenges at the global, national and local levels. The course provides an overview of human ecological aspects of environmental studies from an inter-cultural and global perspective, and offers an integrative framework for understanding them.

Grades Breakdown

Due Date Weight Entry Survey 1st Week or ASAP 1% Syllabus Quiz Sept.9 1% Academic Integrity Modules & Quiz Sept.22 1% Reading Quizzes Weekly 10%

(Best 10 of 12) Election Assignment

Part A: Historical Summary Part B: Comparative Analysis Part C: Election Debate Part D: Group Discussion

Sept.29 Oct.13 Oct.10 Oct.22

36% (15%) (15%) (3%) (3%)

Bubble Bursts (Issue Deliberation) 1st - Nov.5 2nd - Nov.122

5% 5%

Life Cycle Assignment Nov.26 20% Exit Survey Nov.29 1% Final Exam Exam Period 20% Bonus Questions Throughout Year Up to 2%

(0.25% each)

Dr. James Nugent Teaching Assistants Office Hours: EV1-202, Tues. & Thurs. 1-2pm or by appointment: james.nugent@uwaterloo.ca

Asher Imam Shupa Rahman Danielle Lebre Augustine Osei Jordan Bean Amanda Lim

s5imam@uwaterloo.ca s96rahman@uwaterloo.ca dlebre@uwaterloo.ca a2osei@uwaterloo.ca jebean@edu.uwaterloo.ca ayylim@uwaterloo.ca

ENVS195 Syllabus 2

Course Overview

This is a survey course that exposes you to the wide range of issues, debates and ways of thinking that constitute the fields of environmental studies and environmental science. Beyond providing you with basic knowledge about socio-ecological systems and environmental policies, we reflect critically on the underlying values and beliefs that shape individual environmental behaviour and that drive environmental governance. By the end of the course you will be able to distinguish and apply different methodological and disciplinary approaches for analyzing and solving environmental problems.

Intended Learning Outcomes

By the end of the course, you will be able to:

• Situate the scale and pace of environmental degradation within a (very) long-term historical context;

• Describe the causes and implications of key environmental challenges, including: climate change; biodiversity loss; air and water pollution; soil depletion and healthy food provision; sustainable energy; fisheries collapse; and coral reef bleaching.

• Explain how human activities impact and are impacted by biogeochemical cycles, energy flows through ecosystems, and other ecosystem dynamics;

• Identify and discuss dominant narratives and theoretical approaches aimed at explaining and addressing environmental degradation (e.g., demographic transition; tragedy of the commons; limits to growth; consumerism; maldistribution; patriarchy; racism; neocolonialism; capitalism; technocentricism; policy/governance failure);

• Discuss “nature” as a power-laden socio-cultural construction;

• Define and assess the value of ecosystem services;

• Compare value-systems that underly environmental problems and proposed solutions;

• Develop an informed opinion about controversial ethical issues by critically examining multiple perspectives, claims and evidence;

• Examine how environmental problems and debates shape Canadian electoral politics;

• Compare and appraise Canadian political parties in terms of their approaches to environmental issues;

• Apply planning and management concepts and frameworks to key environmental issues;

• Appraise potential solutions to key environmental challenges; and

• Use life cycle assessment to inform environmental policy decision-making.

ENVS195 Syllabus 3

Sept 5 Introduction: What is environmental studies? Interdisciplinary; transdisciplinary; wicked problems; environmental science; values, norms, beliefs. “Big” Questions: What is nature? Is there a crisis? What kind of world do you want to live in/leave? What is the “good life”? What moral responsibilities do we have to one another or to the planet?

Orr, David. 1991. What Is Education For? Six myths about the foundations of modern education, and six new principles to replace them. The Learning Revolution. Winter. http://www.context.org/iclib/ic27/orr

Optional: Chapman, R. 2007.

How to think about environmental studies. Journal of Philosophy of Education. 41(1):59-69.

Sept 10 Welcome to Earth! Valuing the Blue Planet Big History; Eco/biocentrism vs. anthropocentricism; geological time scale; rare earth hypothesis; human evolution; biodiversity; deep ecology; ecotheology; environmental health; environmental justice.

Should we eat animals?

Chp.1, p.1-7 (Dearden & Mitchell) Chp.5, p.163-164

Sept 12 What is Nature? Dynamic ecosystems; trophic levels; food web/chains; limiting factor principle; ecological succession; laws of thermodynamics; biomes; optimum range; invasive species; shifting baselines.

Ch.2 & Chp.3 Optional: Cronon, W. 1995. The Trouble with Wilderness. In Cronon (ed.), Uncommon Ground. New York: W.W. Norton.

Sept 17 Biodiversity Evolution; ecosystem services; keystone species; drivers of extinction; “parks vs. people” debate; Convention on Biological Diversity; intercontinental convergence zone.

Are zoos wrong?

World Wildlife Fund for Nature. 2016. Living Planet Report. https://goo.gl/xUGhAF P.4-18 Chp.14

Sept 19 The Anthropocene: A Socio-ecological Crisis Carrying capacity; ecological footprint; planetary boundaries; Industrial Revolution; the Great Acceleration; demographic transition; Kuznet curve; environmental health and well-being; environmental justice; Malthusianism; I=f(PAT); sustainable development. Guest: Bailey Gardien, UW Engineers Without Borders

Should we have babies?

Chp.1, p.12-36 Optional: Christian, D. & McNeil, W. 2011. “The Great Acceleration of the Twentieth Century.” In Maps of Time: An Introduction to Big History. P.440-463

Sept 24 (Drop Deadline)

The Science of Climate Change Carbon cycle; greenhouse effect; evidence of climate change; proximate causes and implications; feedback loops; tipping points; climate change modelling; IPCC; carbon sequestration; ocean acidification; coral bleaching; decoupling.

Should nuclear energy replace coal and gas?

Chp.7,p.201-217

Sept 26 The Politics and Ethics of Climate Change: Energy

Chp.12, 420-442. Chp.1,p.7-12

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Nuclear energy; renewable energy; energy efficiency; tar sands; peak oil; energy conservation; energy democracy; low-carbon transportation; green building; acid deposition.

Should the Canadian government build the Trans Mountain Pipeline?

Oct 1 Film on Climate Change

Oct.3 The Politics and Ethics of Climate Change Kyoto Protocol; Paris Agreement; Montreal Protocol; mitigation pathways; adaptation; carbon tax; cap-and-trade; scientific uncertainty; risk; the politics of science; climate justice; just transition; enclosures; climate refugees; discount rate.

Is flying wrong?

Chp.7, p.217-237.

Oct.7 (Optional)

Federal Election Leaders Debate Viewing Party (Room TBA)

Oct 8 Narratives of Environmental Crisis I Environmental discourse; neo-Malthusianism; technocentricism; tragedy of the commons; externalities; limits to growth; I=f(PAT); overconsumption; green capitalism; ecofeminism; ecosocialism.

Should Canada have a universal basic income?

Dryzek, J. 2013. Chapter 1: Making sense of Earth’s politics; A discourse approach. Pp.3-23. In Dryzek, J. The politics of the earth : Environmental discourses (Third ed.). Oxford: Oxford University Press.

Oct.9 Election Debate on the Environment

Oct 10 Narratives of Environmental Crisis II

Should Canada have proportional representation?

Optional: Robbins et al., 2014. Environment & Society (2nd Edition). Chp.8: “Social Constructions of Nature.” Hoboken, New Jersey : Wiley-Blackwell.

*Reading Break*

Oct 22 Workshop: Group Discussions on Debates & Election

Oct 24 Workshop: UW EDGE Skills Identification and Articulation Guest: Centre for Career Action

University of Waterloo. 2019. About Edge. https://uwaterloo.ca/edge/about-edge

Oct 29 Food & Agriculture Industrial farming; the Green Revolution; hunger; malnutrition; GMOs; monocultures; land degradation; salinization; biocides; resistance; bioconcentration; sustainable food production systems; organic food; locavore; virtual water; biofuels; food miles; biogeochemical cycles; feed conversion ratio.

Should consumption of luxury goods be a right?

Chp.4, p.113-141. Chp.10

Oct 31 Systems Thinking: Life Cycle Analysis

Theis, T. 2018. Life Cycle Assessment. In Theis, T. & Tomkin, J. (Eds.) Sustainability:

ENVS195 Syllabus 5

Industrial ecology; embodied energy/pollution; carbon footprint; cradle-to-grave/cradle; waste-to-product ratio; fast fashion.

A Comprehensive Foundation. OpenStax CNX. https://cnx.org/contents/F0Hv_Zza@45.1:Vn0zQ3aY@12/Life-Cycle-Assessment

Nov 5 Commodification of Nature: Mining & Industry Impact benefit agreements; tailings; acid mine drainage; uneconomic growth; Second Contradiction of Capitalism.

Do we have ethical obligations to past and future generations?

Chp.4, p.141-149 Chp.12, p.409-420

Nov 7 Planning & Resource Management Environmental assessment; sustainability assessment; adaptive management; co-management; risk assessment; precautionary principle; dispute resolution.

Chp.5 & 6

Nov 12 Workshop: Bubble Burst & LCA Assignment

Nov 14 Urban Environments Air pollution; smog; congestion; urban form; urban sprawl; NIMBYism; urban heat island; greenfields vs. brownfields; soil remediation; LEED.

Chp.13

Nov 19 State Regulation: Water & Waste Management Supply vs. demand management; Horton overland flow; virtual water; eutrophication; informal settlements (“slums”); e-waste. Guest: Colleen Brown, Region of Waterloo Water Services

Should humans colonize mars?

Chp.11

Nov 21 Governing the Commons: Oceans & Fisheries Shifting baseline; bycatch; fishing down the food chain; bottom trawling; endocrine disruption; aquaculture; coral reef bleaching.

Should Canada open its borders

to all environmental refugees?

Chp.8

Nov 26 Market-based approaches: Forests Carbon offsets; debt-for-nature swaps; FSC; community forestry; putting a price on nature.

Costanza et al. 2014. Changes in the global value of ecosystem services. Global Environmental Change. 26(152-158).

Nov 28 Environmentalism: Individual & Collective Action Sustainable Development Goals (SDGs); values-action gap; theories of social change.

Is breaking the law OK to save the environment?

Chp.9

Dec 3 Fears, Hopes and Complexity

ENVS195 Syllabus 6

Email Policy

Please put “ENVS195” into the subject line and use your UW email address whenever communicating with the Instructor or TAs. I usually try to respond to emails in one or two business days, but please allow more time during busy periods. Please do not expect a response over the weekend.

Communications with Instructor and Teaching Assistants

All communication with students must be through either the student’s University of Waterloo email account or via Learn. If a student emails the instructor or TA from a personal account they will be requested to resend the email using their personal University of Waterloo email account.

Required Texts & Readings

Dearden, P. & Mitchell, B. (2016). Environmental Change and Challenge (5th ed). Toronto: Oxford University Press. ISBN-13: 9780199015146. Other required and optional readings can be found on LEARN > Content.

Classroom Expectations

Your attendance in class every week is expected and is the best way to maximize your learning. We will be giving you important guidance on your assignments and doing regular in-class activities. Bonus marks will be only given out during class and there are no ways of “making up” for missed bonus marks. If you attend class, please be considerate of other students. Students who are disturbing other students or the instructor (e.g., by talking during lecture) may be asked to leave.

ENVS195 Syllabus 7

Late Penalty

The late penalty on assignments is 20% for each additional calendar day (including weekends) that the assignment is submitted beyond the Grace Period (see below).

It is crucial to stay on top of your deadlines both for your sake and for the TAs who are doing most of the marking. Assignments submitted late will be deducted a full 20% per calendar day (i.e., including each weekend day) beyond the Grace Period (see below). E.g., if the earned grade on your paper is 70% and you submit four hours past the Grace Period, then your final grade will be 50%. Please expect a delay in the grading of work submitted late. Please note that there is no “make-up” for bonus mark questions.

Grace Period

There is only one due date for assignments and quizzes: the due date stated in the syllabus and assignment instructions. It is your responsibility to meet this deadline or risk incurring a late penalty. Unexpected circumstances (health issues, family emergencies, etc.) may arise during the course of preparing an assessment ahead of the due date. To minimize the amount of paperwork and emails around these circumstances, you will be automatically granted a Grace Period during which time you can still submit your assignment without incurring a late penalty.

The Grace Period begins immediately after the assignment is due and continues for one week (i.e., seven 24 hour periods thereafter). So long as you submit during this Grade Period you will not be deducted any late penalties. E.g., if your assignment is due at 11:50pm on Sunday evening, but you fall ill the day before and cannot submit until Tuesday, you will not incur a late penalty. The Grade Period is automatic and does not require you submit any form of documentation. You do not need to email the instructor or TA to submit during the Grace Period. Although your assignment will show up as “x days late” on LEARN, you will not be deducted a late penalty so long as you submitted within the Grace Period. The Grace Period means that if an illness or circumstance arises in advance of the due date, you will have time to recover and then submit your assessment without penalty up to the end of the grace period. Please note: the Grace Period is not an extension. If your illness or any other circumstance begins or takes place AFTER the due date (i.e., during the Grace Period), then you will not be granted an additional extension beyond the grace period for that assessment.

Any illness or circumstance that begins before the due date and continues beyond the grace period will require official Verification of Illness form from the Student Medical Clinic or your physician. In these cases, contact the course instructor as soon as possible – and no later than one-week – after the original due date. Be aware that submitting a note that has been altered or obtained under false pretences is considered a very serious offence by the University. Submitting documentation does not guarantee that you will be allowed to submit the assignment late. Please see the University’s full accommodation policy: Accommodations. Elective arrangements (such as travel plans) are not considered acceptable grounds for granting an accommodation.

Summer by Giuseppe Arcimboldo (1563)

Winter by Giuseppe Arcimboldo (1573)

ENVS195 Syllabus 8

Assignment Regrade Policy

Do not email the instructor until you have read and completed the following.

Your Teaching Assistants make every effort to give you a fair grade based on the quality of your work. The grading rubric is carefully laid out for each assignment. Please be sure to read the rubric before starting your assignment. If after receiving your grade you feel your mark does not reflect the quality of your work:

1. Within two weeks of receiving your grad go see your TA in-person during their office hours to discuss your assignment. Listen to what the TA has to say about why your paper received the grade that it did. Take some notes.

2. Reflect on what the TA has said. If you still believe you have been graded unfairly, write a formal email to the TA to request an assignment regrade within one week of your meeting with the TA. Be sure to includes all of the following information:

i. your name and student number; ii. the name of the assignment;

iii. date assignment was due and date when you submitted; iv. justification for a higher grade in reference to the grading rubric; the

assignment instructions; and the TA's feedback. 3. The TA will then re-grade your assignment. **Please note that your mark can

be raised, lowered, or remain the same through a re-grade**

4. If you believe your re-graded mark still does not reflect your effort/achievement, then you can appeal your assignment grade by emailing the instructor. **Please note that your mark can be raised, lowered, or remain the same through a re-grade, in addition or subtraction to what the TA has given you.** Please submit your paper for consideration by email to the instructor no later than one week following your receipt of the decision by the TA. Include a formal business letter that includes the following information:

i. your name and student number; ii. the name of the assignment;

iii. date assignment was due and date when you submitted; iv. name of your TA v. your original grade, and the TA's amended grade following their re-grade;

vi. an explanation of why you think you deserve a higher grade with specific reference to the grading rubric, the assignment instructions and your TA's original and amended feedback.

5. If you still feel that your rights have been denied then you can request a formal reassessment procedure under Policy 70 - Student Petitions and Grievances. Pay close attention to the timeline and deadlines and your responsibilities for communication with the instructor (referred to as the “Individual” in this case) as listed under Appendix B.

ENVS195 Syllabus 9

LEARN

We will be using Waterloo LEARN for this course. You are required to upload your assignments to LEARN dropbox. Please make sure you regularly check LEARN for announcements, deadlines, and discussion boards throughout the semester.

In-Class Computer Use

A growing body of literature suggests that trying to “multi-task” during lecture does not work. Using a computer or other electronic devices during lecture reduces comprehension which could, in turn, negatively affect your grades. Computers also act as a distraction to other students. See:

Dynarski, Susan. 2017. “For better learning in college lectures, lay down the laptop and pick up a pen.” https://www.brookings.edu/research/for-better-learning-in-college-lectures-lay-down-the-laptop-and-pick-up-a-pen/

Students using computers or other devices (e.g., cell phones) during class are required to have all sound turned off, and may be asked to locate in designated seating at the back of the classroom to avoid distracting other students.

Religious Observances

The University acknowledges that, due to the pluralistic nature of the University community, some students may seek accommodations on religious grounds. Accordingly, students must consult with their instructor(s) within one week of the announcement of the due date for which accommodation is being sought. Failure to provide a timely request will decrease the likelihood of providing an accommodation. Students need to inform the instructor at the beginning of term if special accommodation needs to be made for religious observances that are not otherwise accounted for in the scheduling of classes and assignments.

Academic Integrity

In order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. The University’s guiding principles on academic integrity can be found here: http://uwaterloo.ca/academicintegrity. ENV students are strongly encouraged to review the material provided by the university’s Academic Integrity office specifically for students: http://uwaterloo.ca/academicintegrity/Students/index.html

ENVS195 Syllabus 10

Students are also expected to know what constitutes academic integrity, to avoid committing academic offenses, and to take responsibility for their actions. Students who are unsure whether an action constitutes an offense, or who need help in learning how to avoid offenses (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. Students may also complete the following tutorial: https://uwaterloo.ca/library/get-assignment-and-research-help/academic-integrity/academic-integrity-tutorial When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline: https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-71. Students who believe that they have been wrongfully or unjustly penalized have the right to grieve; refer to Policy #70, Student Grievance: https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-70 Please note that I reserve the right to ask you to speak with me in person about any assignment you have submitted for marks. This may include a request to show me drafts or previously saved versions of your assignment and for you to walk me through the logic, arguments, and sources of your assignment. The most common mistake made by students who plagiarize is that they cut-and-paste a sentence or part of a sentence from a source and fail to put the quote into quotations as well as provide a proper citation. If you quote another person, “then you should put it into quotations to look like this” (Nugent, 2019).

Turnitin.com

Text matching software (Turnitin®) will be used to screen assignments in this course. This is being done to verify that use of all materials and sources in assignments is documented. Students’ submissions are stored on a U.S. server they are subject to the USA PATRIOT ACT, 2001; therefore, students must be given an alternative option (e.g., scaffolded assignment or annotated bibliography) if they do not want to have their assignment screened by Turnitin® out of privacy and/or security concerns. In the first week of the term, details will be provided information about arrangements and alternatives for the use of Turnitin® in this course. See: https://uwaterloo.ca/academic-integrity/guidelines-instructors for more information.

ENVS195 Syllabus 11

Citation Format

Properly referencing your sources helps you avoid plagiarism and builds the credibility of your argument by pointing to supporting evidence. In general, please use either APA (American Psychological Association) style or the Chicago style for referencing your sources, unless otherwise instructor. For more information on these styles, please consult:

http://ereference.uwaterloo.ca/display.cfm?categoryID=15&catHeading=Citation%20/%20Style%20Guides.

Group Work

This course requires significant amounts of in-class group work. The pedagogical goals of group work and strategies of resolving conflicts within groups will be discussed in more detail during lecture. Group work helps train you for collaborating in your civic life as well as working in teams in your future career. Group work demonstrates for us the importance of listening, negotiating and compromising in light of group members’ range of experiences, skills, personalities, attitudes, etc. Group work can potentially lead to a more creative process and robust output due to the diversity of strengths and unique insights that each team member brings to the job. Group work will therefore help you to: identify the strengths of your peers and to maximize these talents in the completion of an assignment; engage one another in peer education such that students with strengths can mentor and improve their colleagues’ capacities; and to resolve conflicts constructively amongst team members. If you are experiencing conflicts within your group then you should try to apply the strategies discussed in class and/or speak with your Teaching Assistant. I am always available to meet with groups that are experiencing conflicts. The first step will always be for your group to describe what is happening, why you think it is happening, and how you think it the problems could be resolved.

Unclaimed Assignments

Unclaimed coursework will only be held for one month following the last day of classes. Following one month any unclaimed coursework will be deleted or destroyed in compliance with UW’s confidential shredding procedures..

ENVS195 Syllabus 12

Intellectual Property

Students should be aware that this course contains the intellectual property of their instructor, TA, and/or the University of Waterloo. Intellectual property includes items such as:

• Lecture content, spoken and written (and any audio/video recording thereof); • Lecture handouts, presentations, and other materials prepared for the course (e.g.,

PowerPoint slides); • Questions or solution sets from various types of assessments (e.g., assignments, quizzes,

tests, final exams); and • Work protected by copyright (e.g., any work authored by the instructor or TA or used by

the instructor or TA with permission of the copyright owner).

Course materials and the intellectual property contained therein, are used to enhance a student’s educational experience. However, sharing this intellectual property without the intellectual property owner’s permission is a violation of intellectual property rights. For this reason, it is necessary to ask the instructor, TA and/or the University of Waterloo for permission before uploading and sharing the intellectual property of others online (e.g., to an online repository). Permission from an instructor, TA or the University is also necessary before sharing the intellectual property of others from

completed courses with students taking the same/similar courses in subsequent terms/years. In many cases, instructors might be happy to allow distribution of certain materials. However, doing so without expressed permission is considered a violation of intellectual property rights. Please alert the instructor if you become aware of intellectual property belonging to others (past or present) circulating, either through the student body or online. The intellectual property rights owner deserves to know (and may have already given their consent).

AccessAbility

AccessAbility Services located in Needles Hall, Room 1401, provides academic support for University of Waterloo students who have both permanent and temporary disabilities. AccessAbility Services collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with AccessAbility Services at the beginning of each academic term (https://uwaterloo.ca/accessability-services/about).

ENVS195 Syllabus 13

Mental Health

The University of Waterloo, the Faculty of Environment and our Departments/Schools consider students' well-being to be extremely important. We recognize that throughout the term students may face health challenges - physical and/or emotional. Please note that help is available. Mental health is a serious issue for everyone and can affect your ability to do your best work. Counselling Services http://www.uwaterloo.ca/counselling-services is an inclusive, non-judgmental, and confidential space for anyone to seek support. They offer confidential counselling for a variety of areas including anxiety, stress management, depression, grief, substance use, sexuality, relationship issues, and much more.

Grievances

A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. See Policy 70 - Student Petitions and Grievances, Section 4, www.adm.uwaterloo.ca/infosec/Policies/policy70.htm. When in doubt please contact your Undergraduate Advisor for details.

Appeals

A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances (other than a petition) or Policy 71 – (Student Discipline) may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 (Student Appeals) www.adm.uwaterloo.ca/infosec/Policies/policy72.htm

Recording lectures

Use of recording devices during lectures is only allowed with explicit permission of the instructor of the course. If allowed, video recordings may only include images of the instructor and not fellow classmates. Posting of videos or links to the video to any website, including but not limited to social media sites such as: Facebook, twitter, etc., is strictly prohibited.

The Garden of Eden with the Fall of Man by Peter Paul Rubens and Jan Brueghel the Elder (1617).

“I don’t understand why when we destroy something created by man we call it vandalism, but when we destroy something by nature we call it progress.” -Ed Begley Jr.

ENVS195 Syllabus 14

Co-op interviews and class attendance

Co-op students are encouraged to try and choose interview time slots that result in the least amount of disruption to class schedules. When this is challenging, or not possible, a student may miss a portion of a class meeting for an interview. Instructors are asked for leniency in these situations; but, a co-op interview does not relieve the student of any requirements associated with that class meeting. When a co-op interview conflicts with an in-class evaluation mechanism (e.g., test, quiz, presentation, critique), class attendance takes precedence and the onus is on the student to reschedule the interview. Co-operative Education and Career Action provides an interview conflict procedure to manage these situations. Students will be required to provide copies of their interview schedules (they may be printed from WaterlooWorks) should there be a need to verify class absence due to co-op interviews.

Prerequisites

None. Antireq: EARTH 122