GEOG 205 A: Our Global Environment: Physical and Human Dimensions

GEOG 205: Our Global Environment (WIN 2026)

As we are a course at the University of Washington, we recognize the Coast Salish people of this land, which touches the shared waters of all tribes and bands within the Duwamish, Suquamish, Tulalip, and Muckleshoot nations.

Instructor Information

Course Meetings

Course Information

Course Description

This course is an introduction to some of the basic physical geographic processes that shape our interactions with the environment, and considers how human activity in turn shapes the natural world. In other words, we will consider how human-environment relations are co-produced. You will be asked to think critically about your own relationship to the environment, and what consequences your behaviors have for physical and social systems across time and space. In this process, you will improve your environmental and geographical literacy, develop an understanding of the complex relationships between nature and society, and come to think critically about environmental issues and their underlying premises.

Learning Objectives

• Gain a basic understanding of key biophysical processes that operate in the environment (e.g. (eco)systems, population models, Earth-sun relations, hydrologic cycle, tectonic plate movement, etc.).
• Trace how physical geographic processes both impact and respond to varied social and political factors.
• Appreciate the diverse and dynamic interactions between humans and non-human environmental systems, and how they shape each other across time and space.
• Critically engage how knowledge, technology, and access play multiple roles in creating and resolving contemporary environmental conflicts across the globe.

Course Structure: Team-Based Learning

This course is structured as a Team-Based Learning course. Based on your intake form responses on Day 1, you will be placed into teams of six to seven people that will remain together for the entire quarter. Your teams will be announced during the first Quiz Section meeting.

Lecture sections (Tuesdays/Thursdays)

The class is organized into four modules of two weeks each, or four lecture classes: 1) Biosphere, 2) Atmosphere, 3) Hydrosphere, and 4) Lithosphere. Each module will follow a similar format:

• Module Lecture 1: You will prepare for class by completing a Canvas module that covers foundational material for that section. In class, you will complete a 15 question quiz covering that material twice: first individually, then in your teams. Please see the Readiness Assessment Quiz (RAQ) section below for more information.
• Module Lectures 2-4: The remaining modules will build from the foundational material tested in the RAQ. Because everyone learns differently, these sections will include a variety of different approaches to introduce and help you process information about human-environment interactions. These will include short lectures, discussion (both as a class and in smaller groups), individual writing exercises, and assorted in-class activities. Although these sessions are described as “lectures,” my aim is to not talk at you for the entire class. Each day will use a version of the following structure, with some variation day-to-day:
  • Announcements (as needed)
  • Lecture covering new material interspersed with questions/discussion
  • In-class activity (some days)
  • Exit Ticket

Quiz Sections (Wednesdays)

Quiz Sections will be led by our fearless TA. You will be assigned into small teams (5-6 people) with whom you will work over the entire quarter (see above). Quiz Sections will use a 'group roles' model, where every week you will have a different assigned role with assigned tasks (see Weekly Team Tasks under the Course Assignments section below). Most weeks will look something like the following:

• Before class: complete assigned readings and associated weekly role assignments
• In class: teams discuss assigned readings separately, then come together for class discussion.

Course Materials

To be as inclusive as possible, all readings will either be available to download through the UW Library system and/or available to you through Canvas. All readings are listed in the day-by-day bibliography below. If you have any issues meeting the course requirements due to a lack of access to resources (e.g. computer, internet, etc.), please come talk to me for alternative accommodations. Required materials for each class include:

• Paper and a pen or pencil
• The ability to access Canvas and to write/submit responses to discussion boards, etc. during class
• For Discussion Sections, access to assigned readings/materials and your completed team role assignments

Grading System: Specifications Grading

We will be using an alternative form of grading in this class called "Specifications Grading". Rather than assigning points or percentage weights to each assignment, your grade will instead be determined by the number of assignment 'bundles' that you successfully complete. This means if you do not want to complete a particular assignment, you do not have to do it and can still pass the class. 

You will decide which assignment bundles you plan to complete by the end of Week 1 - I will ask you to submit your decision and commitment then. You will also have an opportunity at mid-quarter to re-evaluate and, if desired, change your decision. 

It is up to you to decide which/how many bundles that you complete! Please be aware that as the grades increase, so too will your responsibilities and the time needed to complete the work. The goal is to give you more power and autonomy to determine what works best for your capacity and circumstances.

Assignment Bundles

There are six possible 'bundles' of assignments that students can complete for this class. Successfully completing more bundles will result in a higher base grade. 

Assignment Bundle Requirements

Successfully completing the minimum requirements for each bundle will result in the base grade, as shown in the table above. Completing additional requirements will raise your grade, as described below. 

1. Participation Bundle

• Fully participate in at least 80% of scheduled classes (i.e., miss no more than 4 lectures or 2 quiz sections) 
  • (+) Fully participate in at least 90% of scheduled classes (no more than 2 lectures or 1 quiz section)
  • (++) Fully participate in 95% of scheduled classes (miss 1 lecture and no quiz sections)
  • NOTE: I will use responses to in-class PollEverywhere questions to determine whether students were in-class for Lecture classes. The TA will take attendance for Quiz Sections. 

2. RAQ Bundle

• Receive 70% or higher (10+ questions correct) on all four Readiness Assessment Quizzes (individual and team) 
  • (+) Receive 80% or higher (12+ questions correct)  on all individual/team RAQs
  • (++) Receive 90% (14+ questions correct) or higher on all individual/team RAQs

3. Final Exam Bundle

• Receive 70% or higher (42+ questions correct) on the Final Exam (individual and team)
  • (+) Receive 80% or higher (48+ questions correct) on both individual/team Final Exam
  • (++) Receive 90% (54+ questions correct) or higher on both individual/team Final Exam

4. Team Role Assignment Bundle

• Complete a minimum of six (6) Team Role Assignments
  • (+) Complete seven (7) Team Role Assignments
  • (++) Complete eight (8) Team Role Assignments

5. SciComm Project Bundle

• Complete the SciComm Project 
  • (+) Pass at least 50% of rubric categories at "Exceeds Expectations" level
  • (++) Pass at least 80% of rubric categories at "Exceeds Expectations" level

6. Final Reflective Essay & Learning Portfolio Bundle

• Complete the Final Reflective Essay and Learning Portfolio assignment
  • (+) Pass at least 50% of rubric categories at "Exceeds Expectations" level
  • (++) Pass at least 80% of rubric categories at "Exceeds Expectations" level

Grading Assignments

All assignments will be graded as either Satisfactory/Unsatisfactory- there is no partial credit given for any assignments in the class. Either you meet the stated requirements (i.e., specifications) for the assignment, or you don't. I will use detailed rubrics (available to view for each assignment) which list the individual specifications you need to meet to pass each assignment. 

To pass an assignment, you must meet every specification listed on the rubric! Even missing one specification will result in 'failing' the assignment. I will grade each assignment using the following four categories: 

• "E" or Exceeds expectations (Satisfactory): Complete and clear communication, demonstrates clear understanding, any error is trivial
• "M" or Meets expectations (Satisfactory): Understanding is evident; may need some revision or expansion, but written comments are enough. No additional teaching is needed.
• "R" or Revision needed (Unsatisfactory): Partial understanding is evident, but significant gap(s) remain. Needs more work / instruction / communication.
• "F" or Fragmentary (Unsatisfactory): Clear misunderstanding. Attempt is insubstantial. Not clear that work is students' own (i.e., may be written by LLMs/AI tools)

Resubmitting 'Unsatisfactory' Assignments

You will have five (5) 'tokens' that you can spend throughout the quarter to revise and resubmit an 'unsatisfactory' assignment.

The final deadline for resubmitting assignments is Friday, March 13 by 11:59 p.m.

However, I highly encourage that you re-submit assignments along the way rather than waiting until the end of the quarter! In my experience, waiting until the end of the class means you are much less likely to complete the work to a satisfactory level. 

Due to scheduling constraints, the Final Exam will not be eligible for re-submission. 

How do I redeem a token?

To redeem a token, email or message your TA (for Team Role Assignments) or Dr. S (for all other assignments) to let them know you wish to revise and resubmit an assignment. In your message, state which assignment you would like to revise and resubmit. 

• For assignments turned in on Canvas (Team Role Assignments, SciComm Project), your TA or Dr. S will re-assign the assignment to you. You will then turn in the revised assignment on Canvas to be re-graded.
• For RAQs, you must email Dr. S to schedule a time to re-take the RAQ in person. 
• For Participation, you may redeem a token to make up a class (lecture or Quiz Section) you missed. We will update students with their participation grades at Weeks 4 and 8 in the quarter. You do not have to do anything to make up the missed dates. However, you may want to wait until the end of the quarter to ensure that there are no other assignments you wish to use tokens on before redeeming missed classes.

Late Policy

Assignment deadlines help me manage my workload (i.e. grading all your stuff!) so I can turn around grades and feedback in a timely and manageable way. That said, I’m not interested in harsh late policies which can disproportionately impact more vulnerable students (e.g. those with family care responsibilities, multiple jobs outside of school, etc.). With this in mind, I have tried to make my late policy balanced and fair:

• Assignments must be turned in by the Canvas deadline to be eligible for re-submission in the event of an "Unsatisfactory" grade. 
• You may turn in assignments up to five (5) days after the deadline. However, you will not be able to re-submit these assignments if they receive an "Unsatisfactory" grade. Additionally, your TA and I will likely not be able to provide any feedback on late assignments. 
• If you need more than five days to turn in an assignment, please contact your TA (Team Role Assignments) or Dr. S (all other assignments) to request an extension. 

My Grading Philosophy

I use evidence-based principles for equity-based grading. Unfortunately, a lot of grading norms in U.S. higher education tend to marginalize certain groups due to legacies of ableism, classism, and racism. I do my best to make sure that grading in this class does not unfairly (dis)advantage anyone.

That said, this is always a work in progress - I am always looking for how to improve! If you ever have questions, suggestions, or concerns, please reach out to me - I am open to feedback and willing to answer any questions you may have.

Course Assignment Bundles

The following descriptions go over all assignment bundles as mentioned above. 

Participation (Bundle 1)

Team-Based Learning is inherently highly participatory. This class will involve many opportunities for different methods of participation, most prominently working with your team over the quarter to develop your ability to work together effectively.

On our first day, we will co-create a participation rubric as a class. Together, we will revise the criteria for what it means to "fully participate" in the class (i.e., what is needed to achieve Bundle 1) - see below.

Revised Criteria for "Full Participation"

• You are present in class (unless there are extenuating circumstances you have discussed with me/your TA)
• You are no more than 10 minutes late, and do not leave early (unless there are extenuating circumstances you have discussed with me/your TA)
• Lecture: you complete in-class activities (e.g., PollEverywhere questions) 
• Quiz Section: you contribute to team and class discussion

NOTE: Participation requirements for lectures and/or quiz sections can be waived on a case-by-case basis in the event of extenuating circumstances and/or excused absences. Please communicate with Dr. S (for lectures) or the TA (for quiz sections) as early as possible to discuss accommodations. 

Readiness Assurance Quizzes (Bundle 2) 

Each course module will begin with a quiz covering foundational concepts and material for that module.

• Before class, you will complete a Canvas module (est. 2-4 hours) which will form the basis for the quiz questions. 
• In class, you will take a 15-question quiz that covers materials in the assigned modules. The RAQ dates are: 
  • Biosphere RAQ: Tues. 1/13
  • Atmosphere RAQ: Tues. 1/27
  • Hydrosphere RAQ: Thurs. 2/12
  • Lithosphere RAQ: Thurs. 2/26
• You will take the quiz twice:
  • Individually: you will first take the quiz by yourself. (15 minutes)
  • Teams: you will then take the quiz in your teams. (25 minutes)
• We will go over the quiz questions as a class. If needed, I will provide additional clarification regarding concepts or information. 

Appealing a question

If your team wishes to dispute a question they missed, you may submit a written appeal to the instructor by the end of the class when the quiz was administered. An appeal must be submitted by the team, not by individuals. All arguments must be supported with evidence from lecture notes or assigned texts. If the appeal is based on an ambiguously or poorly-worded question, the team must suggest a new way to word the question. The decision to grant or refuse an appeal will be made by the instructor after class via email.

Please note, appeals are not merely an opportunity to get more points - they are a chance for teams to make a scholarly argument for their collective position. Only teams that write a successful appeal will get points, even if another team missed the same question(s). Successful appeals will only count towards the team quiz grade, not individual quiz grades.

What happens if I miss an RAQ?

If you miss a class where we will be conducting an RAQ, you may use one of your five 'tokens' to make up the individual RAQ with me or a TA.  (If your absence is due to extenuating circumstances, I will determine whether to waive the need to use a token on a case-by-case basis.)

Make-up RAQs must be completed in person - they cannot be completed remotely / over Zoom. Your make-up RAQ will have different questions than that taken by the class, but will cover the same material. All team members will receive the same team RAQ grade. 

DRS Accommodations and RAQs

If you have DRS accommodations and need extra time on the quizzes or the final exam, you may meet with me directly before class to take your individual RAQ. For the final exam, I will reserve a room in the Geography department for eligible individuals to take the RAQ directly before the scheduled exam time. Please reach out to me individually to schedule these.

Final Exam (Bundle 3)

There will be one cumulative final exam drawing on material from readings, lectures, assignments, and discussions. The final exam will consist of multiple choice, minimal choice, matching, and fill in the blank questions. The final will be in the same format as the quizzes throughout the quarter: you will first complete the final individually, then will complete the final in your groups. The Final Exam takes place Monday, March 17 4:30-6:30 p.m. in CDH 109. 

Readings and Team Roles (Bundle 4)

Team Role Assignments

As described in the Team Based Learning section above, the TA and I will assign you into small groups within your discussion sections. Each team will have five roles: 1) Discussion Facilitator, 2) Illustrator, 3) Connector, 4) Summary Specialist, and 5) Reporter. The roles will rotate with each Quiz Section meeting, so that each team member will perform each role at least once.

Each role has certain tasks and responsibilities relating to group activities, which are outlined in greater detail in this video. You can also find in-depth descriptions of each role and its associated tasks/responsibilities in each week's Team Roles Assignment description.

• All Team Role tasks other than Reporters must be submitted on Canvas by 11:59 p.m. each Tuesday before Quiz Section
• Reporters will turn in their discussion summary by 11:59 p.m. on Thursday

Readings

I do not assign readings for every class. This is because I want you to focus on doing deep dives into the assigned materials for your Team Role Assignments! All readings and other materials (e.g. videos, podcasts) are linked and/or available to download on Canvas. I will include links to optional/suggested readings for those who are interested in learning more.

You can find the assigned readings on each week's Course Material's page, which are available from the Canvas Home Page. You can also find the assigned readings linked on each week's Team Roles Assignment page. 

Co-production Science Communication (SciComm) Project (Bundle 5)

For this project, you will communicate the science behind an environmental case study of your choice, focusing on how this environmental issue is co-produced through both geophysical and social systems. Your project will take the form of a media artifact designed to communicate environmental science to a non-academic audience. You will choose your case study and the format of your project from a list of potential options provided by the instructor. If desired, you may propose an alternative environmental case study and/or format for your project to the instructor via email. 

You can either complete the project individually, or with other members of your team. Not all members of a team need to participate in a group project.

• Sci-Comm Project: due on Canvas by 11:59 p.m., Sun. 3/1

Final Reflective Essay & Learning Portfolio (Bundle 6) 

You will submit a final reflective essay (1000 words minimum) that reflects on your intellectual development over the class. You will incorporate evidence in the form of your own learning “artifacts” over the quarter to illustrate how you have met the course learning objectives.To supplement the essay, you will compile a portfolio with examples of the learning artifacts cited in your essay. These artifacts could include in-class activities; completed assignments; comparisons of early and later drafts; and/or learning “ephemera” such as notes, outlines, etc.

• Final Reflective Essay & Learning Portfolio: due on Canvas by 11:59 p.m., Wed. 3/18

Course Policies

Technology Policy

It is fine to use technology during class to support your learning! I do request that you refrain from using technology for anything other than class-related stuff, as it can be very distracting to your fellow learners. If I notice anyone using technology in a distracting way during class, I will ask you to put it away…or stare at you until you notice and put it away. 

ChatGPT and other AI tools in the Classroom

There are a lot of resources for useful ways that you can incorporate Large Language Models (LLMs) into your learning. We may even use some LLMs during certain in-class activities. However, using LLMs to ‘write’ your assignments is not an appropriate use of these tools in this class. Any time you are copy-pasting work from an LLM into your assignment and passing off this work as your own is a red flag – in such cases you should strongly reconsider how you are using these tools.

Essentially, LLMs are not a replacement for your own intellect! Consider whether you would ask a friend who is majoring in a completely different area and has no knowledge of this class or discipline to do a task. If you do trust such a friend to do this task (e.g. proofread a paper draft), that is likely a task an LLM can do! If you do not trust such a friend to do this task (e.g. draft an assignment, identify useful resources, etc.), then that is NOT a task an LLM can accomplish.

If I find you have used an LLM to generate all or part of your assignment and are passing it off as your own work, I will consider this as plagiarism. I will refer such cases to the UW Community Standards and Student Conduct (CSSC) office for investigation.

Religious Accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available here. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.

Academic Integrity: Cheating & Plagiarism

The University takes academic integrity very seriously. Behaving with integrity is part of our responsibility to our shared learning community. If you’re uncertain about if something is academic misconduct, ask me. I am willing to discuss questions you might have. Acts of academic misconduct may include but are not limited to:

• Cheating (working collaboratively on quizzes/exams and discussion submissions, sharing answers, and previewing quizzes/exams)
• Plagiarism (representing the work of others as your own without giving appropriate credit to the original author(s))
• Unauthorized collaboration (working with each other on assignments)

Concerns about these or other behaviors prohibited by the Student Conduct Code will be referred for investigation and adjudication by the UW Community Standards and Student Conduct (CSSC) Office. Students found to have engaged in academic misconduct will receive a zero on the assignment.

Face Coverings in the Classroom

“UW recommends face coverings indoors and in the classroom when COVID-19 community levels, and strongly recommends face coverings when community levels are medium. Face coverings are strongly recommended for:

• Individuals not up to date on COVID-19 vaccines and boosters
• Immuno-compromised individuals or those at high risk for severe illness
• Crowded settings

UW requires face coverings for anyone who has tested positive for COVID-19 or been in close contact with someone who tested positive: wear a mask until 10 days after start of symptoms, 10 days after positive test with no symptoms, or 10 days after their last contact with the COVID-19 positive person. The health and safety of the University of Washington community are the institution’s priorities. Please review and adhere to the UW COVID Face Covering Policy [pdf].”

I will be wearing a mask indoors when within six feet of other individuals. I will mic myself and/or remove my mask if necessary to reduce accessibility concerns (e.g. difficulty hearing or reading lips).