Political Science 159 (Honors ) Robert V. Bartlett International Environmental Governance

Political Science 159 (Honors )
International Environmental Governance
University of Vermont
Fall 2013
Robert V. Bartlett
Office: Old Mill 534
Telephone: 656-8142
Email: [email protected]
Office Hours: MW 2:00-4:20 p.m.
and by appointment
The crisis of our times grows out of our perverse reluctance to accept the
judgment of history on the modern world, and to take up the difficult task
of making the changes in attitudes, behaviors, and institutions required for
the transition to an enduring and endurable future.
Lynton K. Caldwell, Between Two Worlds
In recent decades there have been many fascinating and immensely important
developments in environmental policy that extend beyond the borders of any one country. The
first overtly environmental agreements between countries were adopted in the late nineteenth
century, but since the United Nations Conference on the Human Environment in Stockholm,
Sweden, in 1972, there has been an explosion of activity. Hundreds of multilateral environmental
agreements have been adopted and environmental provisions have been included in many other
treaties such as the General Agreement on Tariffs and Trade. International environmental
policies of varying effectiveness exist for ozone depleting substances, whaling, weather
monitoring, ocean dumping, hazardous waste disposal, endangered species, long range
transboundary air pollution, and Antarctica, among a great many others. Yet the nation-state has
been inadequate to cope with the expanding environmental problems of the last century. Global
pollution, climate change, hazardous wastes, species extinction, management of commons
resources, pandemics, nuclear proliferation, wildlife protection, and more, all challenge the
capabilities of states individually and collectively. Nation-states are also challenged by global
civil society, transnational corporations, and global markets. In response to these competing
pressures, political authority has been flowing upwards to (formal and informal) bilateral,
multilateral, or supranational bodies, downwards to networks of regional and local governments,
and sideways to private actors interacting transnationally. International environmental
governance has not been the exclusive preserve of sovereign states for many years already.
In this course we will attempt a broad overview, looking at the development of
environmental governance capacity among, across, and beyond nation states and assessing the
implications of international environmental governance for US environmental politics and
policy.
EXPECTATIONS AND FORMAT
I view this as a fascinating, exciting, terribly important subject. I will do my best to make
learning about it interesting, fun, and rewarding by using a variety of learning exercises in class.
All of these involve you in some mode of active learning, of learning by doing. This is not a
class in which you can come to class occasionally, sit back and watch and memorize, and expect
to do well. Learning should be fun, but it isn't just fun--it requires work and discipline. My job
includes coming to class every day prepared to teach, unless I have compelling reasons to miss,
and likewise your job is to come to class every day, on time, prepared to learn and to contribute
to the learning of others. You cannot do this unless you do the assigned readings and written
work BEFORE class.
To succeed in this course you need an interest in the subject matter, honors level reading
and writing skills, and a willingness to work and to participate actively. Whatever your learning
style, there should be some learning activities that appeal to your strengths and some that
challenge your weaknesses.
In our postindustrial world, the three skills most important for college graduates are the
ability to think critically, to write well, and to speak articulately. People who have these skills
succeed and become leaders (and in crass material terms, usually get paid more over their
careers). These may also be the three most important citizenship skills you will need in order to
contribute positively to the creation of a better future. An overarching goal of this course,
therefore, is to help you improve your writing, speaking, and critical thinking skills.
To that end, rather than mere comprehension of facts and memorization of details, we
will emphasize higher-level cognitive skills such as application, analysis, evaluation, and
synthesis. It is a course offered on the assumption, however valid or invalid, that the primary
goal of every student enrolling is to learn. Whatever your true goals or objectives, you will be
treated and evaluated as though your primary motivation is to learn. I expect students to play an
active role in the learning process by participating in classroom activities. Part of the course
grade will be determined by the mastery you demonstrate of oral questioning, discussion, and
presentation skills.
SPECIFIC COURSE OBJECTIVES
By the end of the term:
The student should be able to demonstrate mastery of basic concepts and theories of international
relations and international law and to demonstrate the application of these to understanding
environmental policy questions.
The student should be able to demonstrate mastery of the concept of governance and to be able to
explain current key nongovernmental institutions and processes of international environmental
governance.
The student should be able to describe and analyze basic characteristics of the state, to analyze and
evaluate the role of the state in global environmental governance, and to critically assess the
prospects for environmental governance of the development of quasi-state institutions and
processes.
The student should be able to describe and analyze ways that intergovernmental organizations,
nongovernmental organizations, and transnational corporations affect global environmental politics.
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The student should be able to describe basic features of environmental policy development in the
international arena and to explain how this development differs from that which occurs within
nation states.
The student should be able to use a set of arguments from one reading and apply them to analyze
critically a different issue or set of arguments.
The student should be able to analyze and evaluate an international environmental policy or policy
proposal, basing an assessment of merit, worth, or value on sound arguments and evidence.
The student should be able to advance a normative position on critical matters of international
environmental politics, backing this judgment with sound arguments and evidence.
The student should be able to demonstrate the above skills in written essays, in brief prepared
presentations, and in extemporaneous discussions.
PROTOCOL
Achieving all of the above requires active discussion, questioning, and dialogue. I welcome
the presentation of a range of perspectives, positions, and experiences. I encourage you to
present relevant arguments, experiences, and stories for the consideration of all of us, subject to
time availability. I insist, however, on the following protocol in all class meetings:
1.
Students are expected to attend and be prepared for ALL regularly scheduled
classes.
2.
Students are expected to arrive on time and stay in class until the class period ends.
If a student knows in advance that he or she will need to leave early, he or she should
notify the instructor before the class period begins.
3.
Students are expected to treat faculty and fellow students with respect. For example,
students must not disrupt class by leaving and reentering during class, must not
distract class by making noise, and must be attentive to comments being made by the
instructor and by peers. This requires an active effort on the part of all students with
regard to:
•
ACTIVE LISTENING—hearing is not the same as listening. Conscious attention to a
speaker’s words and potential meanings is essential.
•
ACTIVE RESPECT—showing consideration for alternative viewpoints in a manner that
continues the dialogue without denigrating the dignity of other participants.
•
ACTIVE REFLEXIVITY—a willingness to employ self-critique and to consider
collegial constructive criticism.
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LEARNING ACTIVITIES AND GRADES
The University as a whole has adopted a policy that states the work expectation for
all UVM classes is, at a minimum, two hours of work outside of the classroom for each hour
of class meeting time. In other words, 6 hours of work outside of class per week for a 3
credit course. As honors students, I assume you can read or write quite a bit in a full six hours
each week. In addition to all assigned reading, your work outside of the classroom includes the
following.
Blackboard Readings Journal Blog
This is a journal in which you reflect about YOUR LEARNING. By 6 a.m. before each
class period (except the first day, last day, and midterm exam day) write and complete the
following in 50 to 100 words (2 -4 sentences) on your Blackboard Reading Journal (blog): “The
most important thing I learned from today’s reading is . . . .” Identify the most important
thing you learned about international environmental governance and politics AND indicate why
it is important. You do not get credit for identifying some nonpolitical fact as important, or for
calling some obviously minor point important. Next write and complete the following in 50-75
words (1-2 sentences): "This new learning builds on something I previously learned in
[name the reading]. . . ." This should be your reflection on how this new thing you have
learned builds upon (BUILDS UPON!, which is more than how it is "related to" or "connects
with" or "compares with" what you earlier learned from POLS 159 readings or activities). Your
total comment should be 100-175 words (3-5 sentences). Remember, your reflection is about
how your new learning builds upon your previous learning from earlier readings, NOT how the
reading itself builds upon earlier readings.
Your comments and should clearly be comments that could only be made by someone
who has carefully read and thought about the assigned reading. If by 6 a.m before class you
submit a post that demonstrates that you have read the material and given it some thought, you
earn up to two points. Everyone starts with 25 points, so the highest possible grade is 99. This
activity is worth 10 percent of your course grade.
For some class meetings, our discussion of the readings will be provoked and guided by a
selection of these comments. Do not be surprised to hear me read your comments in class. I
may ask you to explain further what and why you wrote what you did.
Exams
The midterm and final exams will consist of essay questions. To aid in your learning, all
possible questions for the exams will be distributed in class in advance. Some of these questions
will be randomly selected for your response at the time of the exam.
Under certain conditions, students may choose to participate at a high level in lieu of
taking the final exam. The exam option is available to all students. The participation option
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(that is, having participation count an additional 25 percent of the course grade in lieu of a
final exam, is available only to students who
(1)
(2)
have not missed or been late to more than two classes and
whose cumulative participation and presentation grades are 85 or above on
the last class of the semester
A class counts as missed if a student is absent for more than ten minutes of a class. If a
student does take the final exam, it will count as 25 percent of the final grade and the weight
assigned to participation will be 10 percent. Unless a justifiable excuse is received and approved
in advance of the exam date, any make-up exam will be assessed a 10 point penalty.
Participation
This is a participation intensive class, a class in which you can develop and refine some
valuable and important skills. Routine daily participation, including involvement in discussions,
debates, and games, is also required and a part of your grade. I expect students at this level to
demonstrate their professionalism routinely by coming to class prepared and on time. I expect
you to do all the readings each day and to be ready to discuss them. Your grade for participation
will be based on a roughly equal weighing of the quantity and quality of your contributions, so
you must participate and your contributions as a whole ought to be the kind that advance, in a
positive way, your own education and the learning of others. Some of you may find involving
yourself in discussion difficult, but it is no less important for being difficult. One of the best
ways to prepare to participate is to bring questions to class that you would like to have answered
or discussed. You may ask me what your current participation grade is after mid-session.
To participate you have to show up. Attendance, which includes arriving on time, is
expected and required. There are no excused absences unless I receive an official university
notification that you are missing class because of an official university activity. Beginning 9
September, I will take attendance every time the class meets. To earn credit, you must be in your
seat BEFORE 12:50 and stay until class is over, AFTER 1:40. Repeatedly arriving late to class,
leaving early, or leaving and returning without a very good reason are all disrespectful to your
fellow students, disrespectful to the professor, and disruptive of learning. If attendance at nearly
every class is going to be difficult for you, please drop the class. Beyond two missed classes
over the semester, expect the grade you otherwise would get for participation to drop a half letter
grade for each class you miss. Again, THERE ARE NO EXCUSED ABSENCES.
The Development in Governance Paper
Students will sign up for dates when the paper will be due and for presenting their
developments in governance analysis to the class.
The development in governance paper should be 1500-2000 words (6-8 double-spaced
typewritten pages). The paper and presentation must be based on an international environmental
politics, law, or policy EVENT or series of events that has occurred (at least in part) in the last
5
year and was written up in a newspaper or periodical (a periodical is a magazine or a journal
published at regular intervals) in the six months before the paper is submitted. (Developments
that are about technology or some aspect of environmental science per se are NOT acceptable
topics, nor nature stories, nor political developments that are contained within one country).
Development in governance papers may be submitted twice, with the two grades being
averaged together. So each paper will have two due dates--the date when the polished draft is
due and the date when the optional revised draft is due (one week after the polished draft is
returned with comments by the instructor). For the second submission, improvements must
justify a grade improvement of at least five points (1/2 letter grade). If only very minor
improvements are made, it will receive the same grade as the polished draft.
A paper must be in PDF format and submitted on Blackboard no later than noon on the
day it is due (you will sign up for your individual due date). Click on the "Development in
Governance Papers" link on the class Blackboard page and attach your paper there. Papers
submitted more than 50 minutes late will be penalized ten points for each class meeting (or
fraction thereof) late.
This is not a research paper! You only need one source in addition to the course readings
(although extra sources are acceptable). The purpose of this paper is to illustrate the application
of ideas, concepts, and arguments from the course readings using a recent development in
governance. The more you are able to tie in the course readings, the better.
Guidelines for the Development in Governance Paper:
Assume that your audience consists of fellow college students of diverse majors and
interests. The paper must be organized in the following four sections:
1.
Introduction. This section should be one paragraph long, less than one-half page, about
100-125 words. A subheading is optional. In this introduction you should have a thesis
statement. A thesis statement is the central idea of your paper—an overarching claim,
proposition, or argument that captures what your paper is about. It should be worded as a
claim or proposition. “My paper is about this” is NOT a thesis statement! Everything
else in your paper should in some way support your thesis statement, particularly the
analysis section. Therefore, your thesis statement should in some way draw upon ideas,
concepts, and arguments from the course readings.
2.
The development in governance. Begin this section with a subheading naming
development in governance you will be describing. In this section you will provide basic
information necessary to understand your development in governance. Assume that your
audience knows nothing about the development in governance you are analyzing. Briefly
summarize the event or development. But keep this summary to 250-300 words (about
one page). Using APSA format (see Scott and Garrison, available on Blackboard), cite all
sources of information about your developments in governance (only one is required).
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3.
Your analysis and evaluation of the development in governance. Begin this section with
a subheading, “Analysis and Evaluation.” The purpose of the paper is to offer the reader
your thoughtful, well-argued, deeper understanding of the developments in governance
and its significance using concepts and ideas from the readings. The main two questions
this section should answer are: How does this development in governance help better us
better understand particular concepts or arguments introduced in earlier readings? How
can concepts or ideas from earlier readings be used to provide a deeper understanding of
this development in governance? The more concepts, ideas, and readings you
thoughtfully and insightfully tie in, the better. Frequently cite the particular readings that
present the concepts and ideas you use in your analysis.
Identify the three to five main arguments that you are going to make to support your
thesis statement. Each of these should be presented and developed in a separate
paragraph. These arguments should be arranged in a logical order and there should be
transitions or links between the paragraphs. Among the other things you may want to
address are: Why is this event or development important? What is it an example of?
What are the biases or assumptions of the media coverage of this development in
governance? What important matters are not being addressed in the media coverage of
this event? Be sure your analysis supports the thesis statement you presented in the
introduction. Using APSA format (see Scott and Garrison guide on Blackboard), cite all
sources of ideas or quotes in your analysis of your development in governance.
Frequently refer to and cite course readings in your analysis, primarily course readings
assigned in the weeks immediately prior to your due date. The more you are able to tie in
the course readings, the better. To repeat: this analysis is the main point of your paper,
not the summary of the development in governance. This part of your paper should be
1100-1500 words long.
4.
Conclusion. This should begin with a subheading, “Conclusion.” It should be one
paragraph long, about 100-125 words. Restate, in new words, your main findings and
arguments. Restate, in new words, your thesis statement.
5.
Do a word count of each section. Present the results at the end of your paper.
Use complete sentences. Avoid basic spelling, punctuation, and grammatical errors.
Avoid substantial quotations.
If your paper does all of the above, it will earn at least a B. A paper that is also
thoughtful, lively, and insightful, revealing mastery of several of the course objectives, will earn
an A. For the second submission, improvements must justify a grade improvement of at least
five points (1/2 letter grade). If only very minor improvements are made, it will receive the same
grade as the polished draft.
Paper Blog
You will be in either the "Monday Group" or the "Wednesday Group" of the
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Development in Governance Blog. By midnight Sunday each week, read all Current Event
Papers posted by students from the other Group each week, click on "comment" for each, and
post a question about the analysis to the author of each paper. No later than the following
Sunday, paper authors are then responsible for answering the questions posed (additional
research to answer the questions is not expected). Your grade will be based half on the quality of
questions you pose to others and half on your responses to questions posed to you. (Note that a
quality question always draws on and cites the course readings.)
Your questions and answers in this blog are worth 5% of the course grade.
Presentations
Each student will give a presentation to the class on the same topic as his or her paper.
This requires significant additional preparation--the presentation is not about the paper, rather the
paper is useful background work for the presentation. A good paper by itself NEVER makes a
good speech.
Each student’s presentation will be on the day scheduled, usually the class meeting after the paper is
returned by the professor.
Eleven imperatives for an excellent presentation:
1. DO NOT READ YOUR PRESENTATION! Use a brief outline of key points, and make certain the
print is large and easy for you to read. These notes should be submitted at the conclusion of the
presentation.
2. DO NOT REFER TO YOUR PAPER in your presentation! No one in the audience (other than the
professor) cares about what you did in your paper. Do not start by saying "My presentation is about
. . . ." Your first sentence is important--think about it and come up with a sentence that will capture
the attention of your audience.
3. Your presentation must have an identifiable introduction of no more than one minute. In that
introduction, you should present what is obviously a thesis statement--a bold, provocative claim that
you are making. A thesis statement is a one-sentence summary of the much longer overall argument
you will make in your presentation--a main point to be supported by subarguments, good reasons,
and evidence. A bold, provocative thesis statement will be more interesting than a wishy-washy,
vague one. Everything else in your presentation should in some way support this overarching claim,
your thesis statement. Repeat your thesis statement as part of your conclusion.
4. Your classmates are your audience, not the professor. Your presentation should be an interesting
learning experience for your classmates. Your presentation will be more interesting, and your
classmates will learn more, if it is well organized and well delivered.
5. Use of visual aids is required. But NEVER, NEVER, NEVER present a lot of WORDS via
Powerpoint!
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6. The purpose of the presentation is to offer your classmates understanding and insight--mainly the
thesis and the main arguments and evidence bearing on that thesis, NOT an eruption of facts and
details.
7. Identify the three or four (or five) main arguments that you are going to make to support you thesis
statement. Each of these should be presented and developed. These arguments should be arranged
in a logical order and there should be transitions or links between them that are clear to your
audience.
8. Your presentation should have a conclusion that restates your arguments briefly and also restates
your thesis statement.
9. Use complete sentences. One or two brief quotations are okay, but avoid substantial quotations.
10. Your presentation should be between 5 and 10 minutes long. Shorter and longer presentations will
both be penalized in grading.
11. Invite questions. Presentations that receive no questions will be penalized.
Grades
The following weights will be given to each component in calculating final course
grades:
Blackboard readings journal blog, 20%
development in governance paper, 20%
paper blog, 5%
class presentation, 10%
routine daily attendance and participation, 10%
midterm exam, 10%
final examination (or participation), 25%.
All course grades can be converted as follows:
A = 90 - 99
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 0 - 59
= nearly excellent to truly excellent
= very good
= satisfactory
= passing but less than satisfactory
= failing
DISHONESTY POLICY
Please read UVM’s Code of Academic Integrity
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(http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf).
Copying material from another source or using another's ideas without acknowledgment
(citation) is plagiarism. Using notes during exams is cheating. These and all other forms of
academic dishonesty will result in an automatic grade of F and will be reported to the University
for further action.
ATTENDANCE AND ILLNESS POLICY
Attendance, which includes arriving on time, is expected and required. There are no
excused absences. If you need to miss a class, leave early, or arrive late, that is your business. I
have assumed that some of us will be briefly ill this semester and have tried to build in as much
flexibility as possible to accommodate actual illnesses. But there is no hiding the fact that
missed classes means missed learning, which causes student grades to suffer. The more classes
you miss over the semester, the more your grade for the course is likely to be hurt. Again, there
are no excused absences and illness does not excuse an absence, so there is no need to provide
me with any excuses.
It is up to students to prepare for the contingency of unexpected illness by keeping up
with all work and attending all classes while healthy, so that students can take advantage of
maximum flexibility upon the possible onset of flu or other severe illness. If the professor is so
ill as to necessitate cancelling more than one consecutive class, then that part of the course will
become an online course, with all assignments still due on Blackboard. If there is a declared
health emergency and the university is closed, the course will continue as an online course
through Blackboard.
RELIGIOUS HOLIDAYS POLICY
Students have the right to practice the religion of their choice. Students should submit to
me in writing their documented religious holiday schedule for the semester no later than the end
of the second full week of classes (12 September). Those students who do so and who miss
written assignments because of religious observance may make up this work.
READINGS
You are responsible for reading assignments before the beginning of class on the date
assigned.
Five books have been ordered through the bookstore:
Axelrod, Regina S., Stacy D. VanDeveer, and David Leonard Downie, eds. 2011. The Global
Environment: Institutions, Law, and Policy, Third Edition. Washington, DC: CQ Press.
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Bodansky, Daniel. 2010. The Art and Craft of International Environmental Law. Cambridge,
MA: Harvard University Press.
Kütting, Gabriela, ed. 2011. Global Environmental Politics: Concepts, Theories, and Case
Studies. New York: Routledge.
Mitchell, Ronald B. 2010. International Politics and the Environment. Los Angeles: Sage.
Young, Oran R. 2013. On Environmental Governance: Sustainability, Efficiency, and Equity.
Boulder, CO: Paradigm Publishers.
Any additional readings may be accessed through Blackboard.
COURSE SCHEDULE
26 August
Introduction
28 August
Bodansky, Preface, chs. 1, 2
30 August
Bodansky, chs. 3, 4
4 September
Bodansky, chs. 5, 6
6 September
Bodansky, chs. 7, 8
9 September
Bodansky, ch. 9, 10, 11
11 September
Bodansky, chs. 12, conclusion: Peel, in Axelrod, VanDeveer, and Downie
13 September
Young, ch. 1; Axelrod, VanDeveer, and Vig, in Axelrod, VanDeveer, and
Downie
16 September
Young, chs. 1, 2, 3
18 September
Young, ch. 4
20 September
Young, ch. 5
23 September
Young, ch. 6
25 September
Vogler, in Kütting
27 September
Ford, in Kütting
30 September
Young, conclusion; Mitchell, ch. 1
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2 October
Mitchell, ch. 2
4 October
Mitchell, ch. 3
7 October
Mitchell, ch. 4
9 October
Mitchell, ch. 5
11 October
Mitchell, ch. 6
14 October
midterm exam
16 October
Faure and Lefevere, in Axelrod, VanDeveer, and Downie
18 October
Mitchell, ch. 7
21 October
Soroos, in Axelrod, VanDeveer, and Downie
23 October
Downie, in Axelrod, VanDeveer, and Downie
25 October
McCormick, in Axelrod, VanDeveer, and Downie
28 October
Clapp, in Kütting
30 October
Esty, in Axelrod, VanDeveer, and Downie
1 November
Dinar, in Kütting
4 November
Fuchs and Boll, in Kütting; VanDeveer, in Axelrod, VanDeveer, and
Downie
6 November
Ehresman and Stevis, in Kütting
8 November
Betsill, in Axelrod, VanDeveer, and Downie; Harris, in Kütting
11 November
Selin, in Axelrod, VanDeveer, and Downie; Hough, in Kütting
13 November
Jacques, in Kütting
15 November
Brown, in Kütting
18 November
Williams, in Kütting
20 November
Humphreys, in Kütting
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22 November
Najam, in Axelrod, VanDeveer, and Downie
2 December
DeSombre, in Axelrod, VanDeveer, and Downie
4 December
Wrap up and study session
6-13 December
Final Exam.
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