PHIL 2300: Introduction to Environmental Ethics is a second-year philosophy course in which students explore the theoretical and practical challenges of envisioning and creating a sustainable future for humans and the non-human natural world. While it is difficult to define in singular terms the variety of approaches to environmental theory, environmental philosophers in general believe that our moral, social and political obligations do not stop at our fellow humans, but extend through to the natural world (of which humans are fellow members).  They hold that the only way we'll be able to successfully meet our growing and inevitable environmental challenges is if, while we search for solutions, we also seek to understand, critique, and re-envision how we see ourselves and our relationship to the natural world.  This course accepts their invitation.

“The Blackboard Exemplary Course Program has been great for me as I continue to imagine and create effective, collaborative and engaging philosophy courses, both online and face-to-face. The intensive and self-reflective process of the program enables me to see my courses through a multitude of “lenses” - from Learner Support and Interaction, to Assessment Goals and techniques, and more - and to use a variety of technological and pedagogical tools to bring to students purposeful, professional and meaningful courses in philosophy.” - Jane Drexler, Professor; Course Developer and Designer

Critical thinking

• In terms of pedagogy, enthusiasm and learner engagement this course is outstanding. Engaging and well-structured, it encouarges critical thinking.
  
• What really stands out to me as exemplary in this course is the attention to higher-order thinking. I realize how difficult it is to create activities and assignments that go above Bloom's lower levels on the taxonomy and expect students to apply what they have learned. This course has done an excellent job of doing just that through the discussions and position paper, which serve as models for critical thinking activities.
  

Dialogue with the instructor

• It is obvious that the instructor is passionate about the subject and has invested a great deal of time in setting up an environment that promotes learning.
  
• The student feedback in the “Critical Incident” survey is a great means to create a dialogue between the instructor and students.
  

Varied and interesting media

• The variety of media hits all learning styles. The audio and video materials are not only very well-planned and produced, but also strategically placed where they can be most beneficial to learning. I also like how the instructor gave tips on utilizing the media and provided expectations for success.
  
• The lectures are concise and not just recordings of full-length classroom lectures.