Course Syllabus

CLICK HERE TO DOWNLOAD (BETTER FORMATTED SYLLABUS)

E324 / E400 / H455 / V450

Controversies in Environmental Health

Summer 2026, May 12th – June 19th

The O’Neill School of Public and Environmental Affairs

Indiana University

 

INSTRUCTOR: Brian DeLong OFFICE: SPEA 323   CLASS LOCATION: SPEA 278

E-MAIL: brdelong@indiana.edu PHONE: 812-856-7585

Zoom office hours: After class and by appointment           

Schedule Office Meetings: https://calendly.com/brdelong/summer-courses

 

CLASS MODALITY: The class is expected to be in-person with a few exceptions.

 

PURPOSE

This course will enable students to explore, in detail, various substantive environmental health controversies while improving skills for effective preparation and presentation of complex information. The course requires that students participate in researching, taking part in, and evaluating ten debates on environmental health topics chosen by the instructor and the class.

 

Required Readings:

• Primary topic readings will be uploaded and posted in the weekly modules by your professor

 

• Conway, E. M., & Oreskes, N. (2014). Merchants of doubt. (Kindle $9.58) https://www.amazon.com/Merchants-Doubt-Handful-Scientists-Obscured-ebook/dp/B003RRXXO8/ref=sr_1_1?dchild=1&keywords=Merchants+of+Doubt&qid=1589047939&sr=8-1

 

• Hanna-Attisha, M. (2018).What the eyes don't see: A story of crisis, resistance, and hope in an American city. (Kindle $13.99)https://www.amazon.com/What-Eyes-Dont-See-Resistance-ebook/dp/B076NXWWXB/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=1589047977&sr=8-1

 

• Gibbs, L. M. (2011). Love Canal: And the birth of the environmental health movement. Washington: Island Press. (Kindle $16.99) https://www.amazon.com/Love-Canal-Environmental-Health-Movement-ebook-dp-B00821SJG6/dp/B00821SJG6/ref=mt_kindle?_encoding=UTF8&me=&qid=

 

• Mnookin, S. (2011). The panic virus: A true story of medicine, science, and fear. New York: Simon & Schuster. (Kindle $12.99) https://www.amazon.com/Panic-Virus-Story-Medicine-Science-ebook/dp/B0043RSJTK/ref=sr_1_1?dchild=1&keywords=Panic+Virus&qid=1589047851&s=digital-text&sr=1-1

 

 

COURSE POINT ALLOCATION

Final grades will be based upon a total of 1000 points as follows:                          

1. Controversy proposal assignments (2x30 points) 60 points
2. Practice panel 40 points
3. Research articles (18 total articles at 5pts each) 90 points
4. Panel presentation outline + citations (3x10)                         30 points
5. Panel performance (3x100) 300 points
6. Peer evaluation/Response to panels 90 points
7. Participation/engagement/presence 90 points
8. Online secondary reading response posts (4x50) 200 points
9. Final 6-9 page paper: Research advocacy paper that is written on a subject 100 points
   of one of the semester’s controversy areas.
   
   TOTAL POINTS:                                                                                                     1000 Points

                                                                                                                       

ASSIGNMENT DESCRIPTIONS

Controversy Advocacy Proposal Paper:

Once we complete Panels 1-3, students will submit proposed environmental health controversies for the class to vote on. The paper will be 1 paragraph long and should include at least 2 quality references that prove that the issue is indeed a viable controversy for the course. The top three controversies will be selected for panels 4-6 and then subsequently panels 7-9.

 

Practice Panel: All students in the class will be assigned a role for the precautionary principle topic. You will deliver and upload a 1-minute constructive presentation along with presentation outline and citation. If you complete the assignment full credit will be awarded.

 

Controversy Panel Participation:

Each student will be asked to participate in three panels (beyond the first practice panel) in roles designated by the instructor. Prior to the beginning of each controversy panel, the student must submit a one to two-page outline supporting the essential points of his/her position on the resolution. Attached to the outline should be a reference page indicating at least 4-qualified references used in researching the student’s position. Each resolution shall be in the form of a resolute statement such as: “Be it resolved that the ban on the use of DDT within the United States should be lifted.” The participating student should post up to a 5:00 minute presentation defending their position on the topic to the discussion board. Include your outline with the video posted. The students will be evaluated by classmates, the instructor and teaching assistant on his/her preparation, organization, smoothness of delivery, quality of content, logic of arguments, choice of language and strategy. After constructive speeches are delivered, students will then upload and delivery a 2:00 minute rebuttal presentation by the next day.  

 

Peer evaluation of panels: Students will watch the presentations of their peers, including panels that are not their own. Feedback will provide additional feedback for colleagues in the class AND the assignment will ensure that you are critically thinking and learning from the work of your peers. Feedback will be evaluated based on quality. Higher quality feedback receives higher quality grades.

 

Participation/Quizzes: Quizzes will be integrated into professor lectures to ensure that students are keeping up with their work. Participation will only be deducted for online behavior that is reduces the quality of the learning environment for professor and student.

 

Research Articles:

One purpose of this course is to provide a primer on contemporary environmental controversies. To ensure participation and engagement with the topics from participants and audience members, as well as to build your research skills, students will be required to:

1. Post two substantive affirmative and two substantive negative articles in the appropriate discussion forum on the topic that you are assigned. The articles should be downloaded and attached (PDF or word documents). Avoid “links.”
2. You just also post, one affirmative and one negative article on a topic that you are NOT assigned to speak on.

 

Articles should include a synopsis, full citation and full article uploaded to the canvas page. Grades will be assigned based on the quality and substance of the articles. When posting, the synopsis paragraph should explain the reasons why the article is relevant to the discussion, why it is qualified and what it uniquely brings to the discussion.

 

Replication of previous research articles by colleagues who posted earlier, will not receive full credit. There are benefits to posting your material earlier than later!

 

Final Paper:

Final 6-9 page paper double spaced: The final paper will be due via Canvas upload in .docx format by 5:00 PM the Friday of the last week of class. Your paper should be a research advocacy paper that is written on the subject of one of the semester’s environmental health topics. The paper should include at least 6 qualified sources. Students are encouraged to start working on their paper early. Select a topic from the first two panel sessions so you have enough time to produce a quality product (100 points).

 

Example Controversy Panel Format:

Resolution – Resolved: The Arctic National Wildlife Refuge should be protected from natural resource extraction.

 

Each student will be given one of the stakeholder roles outlined above. You have artistic license to choose specific type of person or entity within that role. For example, you can be a representative of the Oil and Gas Industry if you are assigned as Industry For. If you are assigned Government For you could be a representative of the Gwich’in tribal council, a mayor of a local town, or even a Department of Interior political appointee. The goal of the stakeholder position is to guide your research and argument construction to ensure a diverse array of perspectives on the topic. Usually students choose to “role play” as the character they are assigned. However, if you feel uncomfortable “role playing” you can, at no penalty, use the constructive speech time to identify what this stakeholder’s position likely is (i.e. rather than being the person/organization, you talk about what the person/organization would say considering their position).

 

2026 SUMMER CALENDAR

 

 

 

 

 

 

Example Controversy Topics Fall of 2011

10/24 (Mon) Introductions to the Course/Debate Structure and Form

10/26 (Wed) Select Debate Topics/Assign Roles

10/31 (Mon) Practice Debate on Reducing USFG support for Concentrated Animal Feeding Operations

11/2 (Wed) EPA Regulations on Hydraulic Fracturing/ Post-debate discussion

11/7 (Mon) Cap and Trade System with Forest Credits / Post-debate discussion

11/9 (Wed) Uranium Mining / Post-debate discussion

11/14 (Mon) Mandate Labeling of Genetically Modified Foods / Post-debate discussion

11/16 (Wed) Extend Ban on Drilling in ANWR / Post-debate discussion

11/21 (Mon) non-therapeutic use of antimicrobials in animal farms / Post-debate discussion

11/23 (No Class Thanksgiving Break)

11/28 (Mon) CAFE standards to 40 MPG / Post-debate discussion

11/30 (Wed) Increase the size of Marine Protected Areas  / Post-debate discussion

12/5 (Mon) Court ruling on Whale’s protected by 14^th Amendment / Post-debate discussion

12/7 (Wed) Mandatory Recycling Program (If Needed), paper discussion

 

COURSE POLICIES

 

Academic Integrity: It is expected that all students are familiar with IU’s policies on academic misconduct and maintaining the integrity of the university. You should be familiar with what constitutes plagiarism, fabrication, and legitimate use of materials. In this class you will deliver speeches that rely heavily, at times, on the expertise of research material in the field for a given topic. While you have been well-informed that full citations are required for any work/speeches/research that you do; it is also important that your oral arguments also include citations where you give credit when it is due.

 

Academic Community: By design this class engages in controversial topics that requires active participation by members of this course. We will surely disagree with each other in our online discussions, uploaded panel videos, and feedback forms (and I encourage it!).  The challenge, of course, is working through our disagreements in a productive way that takes into consideration the diverse backgrounds, life experiences, and perspectives we all have.  Please treat your peers with respect and kindness in your exchanges.  Behavior that violates this policy will not be tolerated.  

 

 

Technology:

You will need the following in order to participate in this course:

• Computer or tablet;
• Reliable internet connection;
• Microphone;
• Some way to make and post a simple video (e.g., using a webcam, or a smartphone)
• Access to Zoom and Canvas using a supported web browser or app.

 

Communication: If you are unable to meet during my scheduled office hours, please speak to me about making an appointment.  Please use my email for any correspondence, plan for a 24-hour turn around on all emails.  Finally, ask questions sooner rather than later!

 

Disability Needs: If you have a documented disability that requires instructor accommodation, please see Disability Support Services to obtain a certified memo.

 

Assignments:

The final paper should be typed, double spaced, with one-inch margins, in 12-point font (Times, Courier, Arial).  I do not accept assignments via email, unless we have made prior arrangements for special circumstances.  Do not use a cover page or folder. 

 

Late Assignments: Late assignments are not accepted. If you anticipate special circumstances that affect your ability to complete an assignment by its deadline, it is your responsibility to contact me to make alternative arrangements.  I respond to these on a case-by-case basis.

 

Grade Disputes: Communication with your professor about your grades is a good practice. My policy for grade disputes is that the student must wait 24 hours after receiving the grade before discussing the matter. Learn to be a good advocate for yourself. Come prepared to my office hours or by appointment with a good argument as to why you believe the grade is not reflective of the work. All discussions should take place no sooner than 24 hours after the assignment is returned, and no later than one week after the assignment is returned. 

 

Recorded materials in the course: All recorded materials in the course are for educational purposes only. They should remain within the confines of the course.