Nature is often understood as space outside of human influence. Yet while there might be objective laws of nature that we can discover, the very idea of nature itself is a fascinating window onto cultural values. This course explores the idea of nature in America. We examine spiritual, romantic, industrial, recreational, philosophical, and environmental views of nature (among others) and how these have played off each other over the last 400+ years.
Note at the top of this page, there is a link to our SCHEDULE page! All the readings and assignments are listed there. This page is dedicated to course logistics. We are not using Canvas for anything!
Please note that the schedule is a living document and changes depending on what’s going on in the course. If you print it out (not recommended), you’ll need to keep your paper version up to date with the online version, which will be a serious chore. If you keep a browser tab open all semester, make sure you refresh it whenever you go to look something up.
To access all articles and book chapters on the syllabus, we use a tool called Zotero to manage and provide access to articles and chapter scans. ALL readings that aren’t already online will be available through the class Zotero library. You will NEVER have to find anything on your own.
If you don’t have one already, sign up for a free account at zotero.org. Creating a Zotero account requires only that you specify a username, password, and email address. You will not get any spam from Zotero or anyone else because of your Zotero account. Use your UNM email address!
You should see your username or a “Log Out” link on the top nav bar. If you see a “Log In” link, you need to log in. Pretty straightforward.
Once you know you are logged in to zotero.org, visit our Zotero Group homepage, and click the red “Join” button off to the right, which will send an email to me. As soon as I see it (usually within an hour or two unless you’re doing this late at night), I’ll approve your request to join the group. There is nothing else you need to do at this point.
Once you’ve completed the steps above, and I’ve approved your request to join our library, you can access our course readings most easily via our Group Library page. If you are asked to log in, do that, but you end up on the Zotero homepage. Come back here to click the above link again.
When you can see all the items in our library, double-clicking an item brings up a PDF of the article or chapter. If it brings up the wrong thing, there are multiple PDFs linked to that item. Select the item you need, then click the Attachments tab in the upper right of the page to see all the attachments. The box+arrow icon will open the PDF.
There is a fair amount of reading for this class, but average for a 2H humanities course. However you look at it, You cannot possibly read every word, or every page, or master all the ideas, and that’s just fine. I DO expect you to gain a familiarity across all the readings so that they can inform your participation in class and weekly assignments.
For almost everything we read, we’re reading to ENGAGE with it, NOT because it’s RIGHT. There is a LOT to disagree with across the readings. And we don’t all have to agree on anything, anyway.
Preparedness and engaged participation in most every class meeting. Lots of absences negatively impact your grade. You should come to class with something to say; it can be what you wrote in the pre-class reflections. Always be prepared to comment on the questions below, what you found interesting in the readings, and ask thoughtful questions.
These should be PRINTED OUT and brought to class each day (unless otherwise specified). Yes, old school.
Unless I provide other instructions for a special assignment (which will be noted on the syllabus), here’s what I expect in your pre-class reflections:
Your new challenge for these reflections is: THREE THINGS. Tell me three ideas you have about the collection of readings. Remember the main goal is to demonstrate your familliarity with ALL the readings. Formulate your reflection to show off your knowledge of the material! Your THINGS should not be highly specific statements taken out of context. Be sure you offer some specifics from the readings to illustrate your point. Please DO NOT SUMMARIZE the readings one by one. I’m looking for how you can compare and contrast them, and relate them to previous course material.
Questions to help you come up with your ideas to write about, but you don’t need to answer these directly:
See the final course reflection guide for more details. Please submit via email.
If you want to try to raise your grade by a notch (B+ to A-, for instance), write a ~600-word essay on the how you can use the sources from the course to interpret the newish Landscape exhibit on display at the Albuquerque Museum. Note that the Cole’s Studio part starts Nov 18, but everything else has already started. Please submit via email.
There are no right answers! All assignments are graded primarily on what it looks like your effort to connect to course readings and discussions and to highlight what you found most interesting (which we do in class discussion as well). If you actually do the readings, come to class, and make a serious effort to show me you’ve learned something, it’s almost impossible NOT to get an A.
| Percent of points | Grade |
|---|---|
| 93+ | A |
| 90-92 | A- |
| 87-89 | B+ |
| 83-86 | B |
| 80-82 | B- |
| 77-79 | C+ |
| 73-76 | C |
| 70-72 | C- |
| 67-69 | D+ |
| 60-66 | D |
| 59- | F |
I try to provide some comments on your reflections, but I’m not able to do this thoroughly for everyone for each assignment. PLEASE, if you want more feedback on any assignment, please ask before or after class–I’d love to talk about it!
More generally, please please please email me at any time to learn how I think you’re doing in the class and how it can be improved (if at all). This can be via email or Zoom (in addition to student hours on Wednesday afternoons).
If life gets overwhelming during the course (and something will come up over the next 8 weeks!), it’s easy to miss a few classes or assignments and feel you’re hopelessly behind. Rather than assume the worst, let’s talk about how we can accommodate your circumstances–including shifting deadlines, figuring out a target grade that you can meet with reduced assignments, switching to CR/NC grade mode, taking an Incomplete to buy a little extra time, etc. Please get in touch and let me know what would help you!
Our classroom and our university should always be spaces of mutual respect, kindness, and support, without fear of discrimination, harassment, or violence. Should you ever need assistance or have concerns about incidents that violate this principle, please access the resources available to you on campus, especially the LoboRESPECT Advocacy Center and the support services listed on its website . Please note that, because UNM faculty, TAs, and GAs are considered “responsible employees” by the Department of Education, any disclosure of gender discrimination (including sexual harassment, sexual misconduct, and sexual violence) made to a faculty member, TA, or GA must be reported by that faculty member, TA, or GA to the university’s Title IX coordinator at the Office of Compliance, Ethics, and Equal Opportunity.
We all have shared responsibility for ensuring that learning occurs safely and equitably. UNM has important policies to preserve and protect the academic community, especially policies on student grievances (Faculty Handbook D175 and D176), academic dishonesty (FH D100), and respectful campus (FH CO9). These are in the Student Pathfinder (https://pathfinder.unm.edu) and the Faculty Handbook (https://handbook.unm.edu). Please ask for help in understanding and avoiding plagiarism or academic dishonesty, which can both have very serious consequences.
UNM is committed to providing courses that are inclusive and accessible for all participants. As your instructor, it is my objective to facilitate an accessible classroom setting, in which students have full access and opportunity. If you are experiencing physical or academic barriers, or concerns related to mental health, physical health and/or COVID-19, please consult with me after class, via emailor during office hours. You are also encouraged to contact the Accessibility Resource Center at arcsrvs@unm.edu or by phone 277-3506.
In accordance with University Policy 2310 and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor’s attention, as I am not legally permitted to inquire.
All students are welcome in this class regardless of citizenship, residency, or immigration status. I will respect your privacy if you choose to disclose your status. UNM as an institution has made a core commitment to the success of all our students, including members of our undocumented community. The Administration’s welcome is found on our website: http://undocumented.unm.edu/.
Please ask for help in understanding and avoiding plagiarism (passing the work or words of others off as your own) or other forms academic dishonesty. Doing something dishonest in a class or on an assignment can lead to serious academic consequences, including failing grades and expulsion from the University. Please talk with me about your concerns or needs for academic flexibility or talk with support staff at one of our student resource centers before you do something that may endanger your ability to graduate on time.
Students who ask for help are successful students. I encourage students to be familiar with services and policies that can help them navigate UNM successfully. Many services exist to help you succeed academically, such as peer tutoring at CAPS and various mental health resources. Also see the UNM student guide.
Founded in 1889, the University of New Mexico sits on the traditional homelands of the Pueblo of Sandia. The original peoples of New Mexico Pueblo, Diné (Navajo), Apache, Comanche, Ute, Genízaro and others – since time immemorial, have deep connections to the land and have made significant contributions to the broader community statewide. We acknowledge the brutal history of colonization, and we honor the both land itself and especially those who have been and remain stewards of this land throughout the generations