GEOL 106 - ENVIRONMENTAL GEOLOGY AND NATURAL HAZARDS
Winter 2025
Course Description
The relationship between human-kind and our ever-changing planet, with a focus on natural geologic hazards (volcanic eruptions, earthquakes, landslides, tsunamis, mass movement, floods, extraterrestrial impacts, etc.), and environmental impacts which result from population and land-use expansion and our increased use of water, energy and mineral resources. A study of the sources and impact of pollution and global climate change. Public perception of and response to geological risk.
Intended Student Learning Outcomes
To complete this course, students will demonstrate their ability to:
1. identify and explain the causes of a variety of natural hazards
2. evaluate the impacts of natural hazards on humans and human infrastructure
3. begin to formulate a plan to mitigate risks from natural hazards
4. identify Earth resources used to support human societies and ways they are exploited
5. critically discuss the ways in which human activities influence the environment and vice versa
Course Materials
A textbook is not required for this course. Knowing that some learners benefit from having a textbook, I recommend ‘Introduction to Environmental Geology’ by Edward Keller. Any edition is acceptable; limited numbers are available at the Queen’s bookstore. If there is a reading that I think will benefit you, I will provide it. All other course material will be available and accessible via OnQ.
Land Acknowledgment
Let us acknowledge that Queen’s University is situated on traditional Anishinaabe and Haudenosaunee territory. To acknowledge this traditional territory is to recognize its longer history, one predating the establishment of the earliest European colonies. It is also to acknowledge this territory’s significance for the Indigenous Peoples who lived, and continue to live, upon it and whose practices and spiritualties are tied to the land and continue to develop in relationship to the territory and its other inhabitants today. In this course we will reflect on the impacts that the way we live and interact with the Earth has an impact on the land (geosphere, atmosphere, hydrosphere, biosphere), and past, present, and future communities and generations.
Equity, Diversity, and Inclusivity Statement
Queen’s University recognizes that the values of equity and diversity are vital to and in harmony with its educational mission and standards of excellence. It acknowledges that direct, indirect, and systemic discrimination exists within our institutional structures, policies, and practices and in our community. These take many forms and work to differentially advantage and disadvantage persons across social identities such as race, ethnicity, disability, gender identity, sexual orientation, faith, and socioeconomic status, among other examples. In discussing topics covered in this class, we will learn about how these identities can increase a person’s vulnerability to natural hazards. I will work to promote an anti-discriminatory, anti-racist, and accountable environment where everyone feels welcome. Every member of this class is asked to show respect for every other member.
Building A Classroom Community
University is a place to share, question, and challenge ideas. Each student brings a different lived experience from which to draw upon. You (and I will as well) can help to create a safer, more respectful classroom community for learners by following these guidelines:
1. Assume the best of others and expect the best of them.
2. Acknowledge the impact of oppression on other people’s lives and make sure your words and tone are respectful and inclusive.
3. Recognize and value the experiences, abilities, and knowledge each person brings to the course.
4. Pay close attention to what your peers say/write before you respond. Think through and re-read what you have written before you post online or send your comments to others.
5. It’s ok to disagree with ideas, but do not make personal attacks.
6. Be open to having your ideas challenged and challenge others with the intent of facilitating growth.
7. Look for opportunities to agree with one another, building on and intentionally referencing peers’ thoughts and ideas; disagree without making personal attacks, demeaning, or embarrassing others.
Name/Pronoun
If, for whatever reason, you wish to change how your name appears in OnQ and/or on class lists, please follow these steps. You may also use this process to add your pronouns to the appearance of your name.
1. Loginto SOLUS
2. Click on Personal Information tab
3. Click on the Names tab
4. Click on the Add New Name tab
5. Choose Preferred from the Name Type drop down menu
6. Enter the name you would like to appear in OnQ and/or on class lists
7. Click Save