Science of Environmental Systems We will utilize a systems approach to study selected environmental topics as we learn how to integrate scientific principles of biology, chemistry, geology, and physics. We will also explore intentionally interdisciplinary approaches such as socioecological and regenerative systems frameworks. In lecture, we will take a more global approach as we examine climate change, water, energy, biodiversity, ecosystem services, pollution, and agriculture. We will discover emerging knowledge that is shaping potential solutions and learn how to evaluate such efforts through a systems science lens. In the lab units, we will investigate local manifestations of human-environment relationships through experiential, hands-on, embodied approaches.

Navigating A Toxic World: Environmental Health in Your Daily Life Have you ever wondered how the environment around you impacts your health? Environmental health scientists study how water, air, food, and the built environment affect wellbeing. In this class, we will explore environmental health topics relevant to our daily lives, including what’s in “BPA Free” water bottles, the science and politics behind your waterproof raincoat and mascara, and whether organic foods are actually better. We will also explore themes of environmental justice because who you are and where you live determine your environment and, in turn, your health. We will engage in lecture, discussion, and a semester-long project on environmental health in your daily life. (Not open to students who have already completed FYSE 1104.) 3hrs lect.

Environmental Detectives: Using Exposure Science to Measure Hidden Health Threats Environmental conditions can impact human health in many ways. In this project-based course, we will learn how scientists investigate environment-health relationships and how this knowledge informs public health policies? To do so, we will apply tools used to evaluate environmental conditions (e.g., water, food, consumer products, sound, air) that impact heath, including environmental sensors, surveys, and data analysis techniques. We will engage in lecture, discussion, and a semester-long research project about an environmental exposure of interest. Through this work, we will gain experience designing an environmental public health research question, collecting and interpreting data, and presenting research findings to inform recommendations about how people can protect their health.

Community-Engaged Environmental Studies Practicum In this course students work in small groups with one of a variety of partners and organizations to complete a semester-long, community-engaged project. Project themes vary by term and typically focus on local and regional environmental issues that have broader application. Projects rely on students’ creativity, interdisciplinary perspectives, skills, and knowledge developed through their previous work. The project is guided by a faculty member and carried out with a high degree of independence by the students. Students will prepare for and direct their project work through readings and discussion, independent research, collaboration with project partners, and consultation with external experts. The course may also include workshops focused on developing key skills (e.g., interviewing, public speaking, video editing). The project culminates in a public presentation of students’ final products, which may various forms such as written reports, policy white papers, podcasts, or outreach materials. (Open to Seniors) (ENVS  0112 OR APES[5]) AND (ENVS  0211 OR PSCI  0211) AND (ENAM 0215 OR ENVS  0215 OR ENGL  0215) AND (GEOG  0120 OR ENVS  0120 OR GEOG  0150 OR ENVS  0150 OR ENVS  0251 OR GEOG  0251 OR ENVS 0261 OR GEOG  0261 OR ENVS  0271 OR GEOG  0271 OR ENVS  0281 OR GEOG  0281 OR GEOG 0252))

Environmental Health In this course we will explore the science underlying reciprocal relationships between human health and the environment, with emphasis on health inequities and vulnerable populations. Through the context of the four pillars of environmental health (exposure assessment, epidemiology, toxicology, and risk assessment), we will study common types of chemicals found in consumer products, climate change and air pollution, food and nutrition, and characteristics of the built environment. We will engage in discussions and a semester-long project to apply principles of environmental health as we explore connections between personal actions and local as well as global impacts.

Navigating our Toxic World Have you ever wondered how the environment around you shapes your health? In this course, we will learn how environmental health scientists study the often surprising ways that water, air, food, and the built environment affect wellbeing. For instance, we will answer questions such as what is in “BPA Free” water bottles, are organic foods actually better, and what is the science—and politics—behind your waterproof raincoat and mascara? We will also explore themes of environmental justice because who you are and where you live determine your environment and, in turn, your health. Through research and critical analysis of primary and secondary sources, we will challenge common myths and reveal complex truths behind environmental health connections in our daily lives.

Justice, Health, and the Environment Since its beginnings, the environmental justice movement has been closely linked to the field of environmental health, a subdiscipline of public health which investigates how environmental conditions affect peoples’ health. In this course, we will explore how the intersectionality of a person’s identities can influence where a person lives, works, and plays, and, ultimately, the environment surrounding them. In doing so, we will explore the science underlying how justice-health connections have influenced pivotal fights in the environmental justice movement. We will engage in lecture, discussion, and a semester-long project to dive deeply into an environmental justice-health case study of your choice.

Data Science Across Disciplines In this course, we will gain exposure to the entire data science pipeline—obtaining and cleaning large and messy data sets, exploring these data and creating engaging visualizations, and communicating insights from the data in a meaningful manner. During morning sessions, we will learn the tools and techniques required to explore new and exciting data sets. During afternoon sessions, students will work in small groups with one of several faculty members on domain-specific research projects in Sociology, Neuroscience, Animation, Art History, or Environmental Science. This course will utilize the R programming language. No prior experience with R is necessary. ENVS: Students will engage in research within environmental health science—the study of reciprocal relationships between human health and the environment. High-quality data and the skills to make sense of these data are key to studying environmental health across diverse spatial scales, from individual cells through human populations. In this course, we will explore common types of data and analytical tools used to answer environmental health questions and inform policy. FMMC: Students will explore how to make a series of consequential decisions about how to present data and how to make it clear, impactful, emotional or compelling. In this hands-on course we will use a wide range of new and old art making materials to craft artistic visual representations of data that educate, entertain, and persuade an audience with the fundamentals of data science as our starting point. NSCI/MATH: Students will use the tools of data science to explore quantitative approaches to understanding and visualizing neural data. The types of neural data that we will study consists of electrical activity (voltage and/or spike trains) measured from individual neurons and can be used to understand how neurons respond to and process different stimuli (e.g., visual or auditory cues). Specifically, we will use this neural data from several regions of the brain to make predictions about neuron connectivity and information flow within and across brain regions. SOCI: Students will use the tools of data science to examine how experiences in college are associated with social and economic mobility after college.  Participants will combine sources of "big data" with survey research to produce visualizations and exploratory analyses that consider the importance of higher education for shaping life chances.  HARC: Students will use the tools of data science to create interactive visualizations of the Dutch textile trade in the early eighteenth century. These visualizations will enable users to make connections between global trade patterns and representations of textiles in paintings, prints, and drawings.

Kate Crawford

Reviews and ratings for Kate Crawford at Middlebury College.Kate Crawford teaches Science Environmental Systems, Toxic World, Environmental Detectives and more.  Explore top rated instructors and find the best for you.Is Kate Crawford good ? Find out on MiddCourses.

Kate Crawford is very kind and passionate about the subject matter. She really wants her students to understand what they are learning and why it is important. I learned a lot in the course, and the assignments and projects were manageable and took different forms throughout the class.

This is a great class for humanities people trying to get a SCI credit; everything is very much approached in a humanities way and very little hard science involved or expected to have prior knowledge of. The content itself is super interesting and grounded in real every-day scenarios, although sometimes it meant getting a little paranoid about how much we're exposed to, but overall an eye-opening and helpful class. Prof Crawford is very nice and I feel like has a good sense of balancing workload and meeting students where they're at. Lectures could get a little dry sometimes but there were also lots of class activities and guest speakers mixed in that made things more interesting and interactive.

I'm an environmental econ major taking this for the ENVS core courses rec and someone who leans way more on the humanities side of climate issues than the STEM side. However, I was kind of excited to take this course for some basic background knowledge on envs issues since i didn't take APES in hs. I really did not enjoy crawford's lecture at all... it was so boring and unclear and somehow with all of the tangents and random stuff we talked about in class there was even more nonsense on the exam. Lab was pretty fun, and Monica was awesome, but it felt like I was in a kindergarten class at the same time as the hardest, weirdest assessments ever. I think if you took it with a different lecture teacher you'll be completely fine, though, especially if you've taken any other basic envs course in high school or here at midd.