2014 full nso advisor packet by Vanessa Major Harris

2014

ADVISOR GUIDE: New Student Orientation (NSO)

From the Office of University Advisement Student Success Center 277-7000

UNM 5/28/2014

Advisor Guide: NSO

TABLE OF CONTENTS NSO SCHEDULE LOBO ACHIEVE CORE & DIVERSITY R EQUIREMENT AP/CLEP/IB SCORES COMPASS HONORS PROGRAM BLUE CARD PROCESS IS COMPATIBLE COURSES FLC C ALENDAR ENGLISH MATH PEER LEARNING FACILITATORS (PLF) RESTRICTED COURSES ADDITIONAL FALL COURSES TUITION/ FEES UNM WEST COURSES MISCELLANEOUS ITEMS ADVISOR DIRECTORY LOBO READING EXPERIENCE (LRE)

2 3 8 14 22 30 32 35 37 45 47 49 51 53 56 65 68 72 80 92

NSO SCHEDULE

The University of New Mexico New Student Orientation Schedule Who Content DAY 1 (CEP Program)

Time

Location

9:00am –11:30am 12:00pm -12:30pm 12:30pm – 1:30pm

SUB Lobo Lab La Posada Courtyard Areas around Student Housing

COMPASS Testing Check-In Get Acquainted: Get into small group sessions with CEP Advisor, Orientation Leader and students Walk to Classroom

1:30pm 1:45pm – 2:15pm

Classroom??

Dr. Walt Miller & Dr. Tim Gutierrez

2:15pm – 3:15pm

Classroom???

Overview of CEP Program – Introductions to staff, review of program Break

3:30pm – 4:15pm

Classroom???

4:15pm – 5:00pm

Classroom

Overview of CEOP Programs -CAMP (College Assistance Migrant Program) -SSS (Student Support Services – TriO) -Ronald McNair/ROP Program Expectations – What to expect the next two days Walk to La Posada Dining Hall

3:15pm – 3:30pm

5:00pm

Opening Session – Welcome

5:15pm – 6:00pm

La Posada Dining Hall

Dinner

6:00pm – 6:15pm

Santa Clara Hall

Getting Ready for Cooperative Games

6:15pm – 8:30pm

Cooperative Games/Team Building

8:45pm - 10:00pm

Johnson Field/Low Ropes Course Santa Clara Hall

11:00pm

Santa Clara Hall

Getting to Know Your Support System - Academic Strategies for Success Lights Out

DAY 2 (Combined Orientation)

7:30am – 8:15am

La Posada Dining Hall

CEP Students

Breakfast

7:30am – 8:30am 8:30am -9:15am

Hokona Hall UNM Campus

Leaders Leaders

Check –In Get Acquainted: Get into small groups by Orientation Leader

9:15am – 9:30am

Walk to Woodward Hall

Leaders

9:30am – 9:50am (20 min)

Woodward Hall

Welcome, Videos Administrator/NSO Staff

Opening Session – Where Am I? Welcome to UNM! Why am I going to College?

9:50am – 10:25am (35 min)

Woodward Hall

10:25am – 11:05 (40 min) 11:05am – 11:10am

Woodward Hall

11:10am -12:00pm

Woodward Hall

12:00pm – 1:00pm

Student Union Building (SUB) UNM Campus Woodward Hall Woodward Hall Woodward Hall La Posada Dining Hall Woodward Hall Woodward Hall

1:15pm – 5:00pm 5:10pm - 5:20pm 5:20pm – 5:40pm 5:40pm – 6:00pm 6:15pm – 7:00 pm 7:05pm -8:05pm 8:05pm -9:30pm 9:45pm – 11:00pm 11:00pm

Rob Del Campo, Stephan Bishop, John Benavidez Daniel Borrego & Nathalie Dominque

Break

Why am I going to College? Rights and Responsibilities Financial Aid & Scholarships/Bursar Parents separate

Sonia/FLC Instructors (30m) Career Services Staff(20m)

Hokona Hall Hokona Hall/Santa Clara Hall

Who am I and what are my interests? Ted Talks, CS Activity Lunch

Various Adv. Centers PATS - Staff SAC - Staff Res. Life/ACC - Staff Student Staff OEI - ??? John Steiner, Summer Little, Rob Burford Student Staff

Academic Advisement/Registration Forming Community

Dinner Inclusion Choose Your Direction – COSAP/Sexual Assault/Safety Social Lights Out

DAY 3 7:00am – 7:45am

La Posada Dining Hall

GROUP 1 – CTLB 300 (120) 8:15-9:00 9:10-9:50 9:55-10:05 10:25-10:55 10:55-11:05 11:05-11:10 11:10-11:50 11:50-12:00 12:00-12:30

(45m) (40m) (10m) (30m) (10m) (5m) (40m) (10m) (30m)

12:30pm – 1:30pm 1:30pm – 4:00pm 4:00pm – 4:45 5:00pm

Lobo Card Office Bookstore Tour SHAC tour $ Matters LoboPerks ARC Learning BYCR Tech at UNM Lobo Reading

Students/Staff

Breakfast

GROUP 2 – CTLB 330 (60) 8:15-8:20 8:20-9:00 9:00-9:10 9:30-10:15 10:20-10:30 10:40-11:20 11:30-12:00 12:00-12:30 12:30-12:40

Student Union Building (SUB) Student Union Building (SUB)/UNM Campus SUB Ballroom C Hokona Hall/Santa Clara

ARC Learning BYCR Tech at UNM Lobo Card Office SHAC Tour Bookstore Tour Lobo Reading $ Matters LoboPerks

GROUP 3 – CTLB (120) 8:15-8:45 8:45-8:55 8:55-9:00 9:00-9:40 9:40-9:50 9:50-10:20 10:35-10:45 10:55-11:40 11:45-12:25

$ Matters LoboPerks ARC Learning BYCR Tech at UNM Lobo Reading SHAC Tour Lobo Card Office Bookstore Tour

EVERYONE Lobo Lunch BREAKOUT SESSIONS (See below for schedule) Closing Ceremony/Prizes Check out

Event

Time

Description

Coffee Talk (Faculty) Letting Go (Leaders) (P.A.) Discover (Depts.) Campus Resources (Depts.) Scholar Opportunities (Depts. /Stud. Orgs.) Student Orgs. (Student Groups) Financial Questions (One-Stop) Non-ABQ (Leaders) ABQ (Leaders) Cohort/College Campus Tours (Leaders) College of Fine Arts Open House

2:00-2:30 PM 3:15-3:45 PM 1:30-3:00 PM 1:30-3:00 PM 1:30-3:00 PM 1:30-3:00 PM 2:00-4:00 PM 2:30-3:15 PM 2:30-3:15 PM 3:30-4:00 PM 1:30- 4:00 PM 1:30- 4:00 PM

School of Engineering Open House

1:30- 4:00 PM

Registration Lab (Advisors) Compass Testing (Testing/ NSO Staff)

1:30-4:00 PM 1:30-4:00 PM

CFA Student Success & Advisement Center, room 1103 Computer Lab in ESS, Room 2094, Centennial Engineering Center

Below are the tentative rooms for each advisement centers for NSO

LOBOACHIEVE

How to Create Group Appointments in LoboAchieve Step 1. 2.

Action Under your appointment tab, click the Under title you will need to name the Group Session(s).

button.

Enter when your meeting will happen. In the first drop down box you will need to indicate if and when this meeting repeats.

Then select the Date of the Group Session(s).

Step 5.

Action Select What time the Group session(s) will occur.

Select where the session will occur. It must be one of the locations you have created in your Appointment Preferences area.

Select the Reason for your Group Appointment.

If you need to limit it how many students can be in your Group Session, enter it here:

Please do NOT check either of these boxes: Allow students to see other students who have signed up. (Possible FERPA & Confidentiality flag violation)

10.

Or Support supplemental instruction. (Not enabled at this time). Enter any instructions you might have for students about this Session. It will be sent to their UNM email.

Step 11.

Action If your Group Session happens more than once, you will need to enter your Start and End date.

12. 13.

When you are done, select the button. Now when you go into your appointments on the day you scheduled your session, it should appear!

How to use Group Appointments in LoboAchieve Step 1.

Action To add students to your Group Session, select

Add any students by their name or student ID # and select

When you have added everyone you need to the session, click the

botton. When it is time to leave notes in the session, you will go to the Outcomes area:

Step 5.

Action Next enter the notes in the individual sections allotted for students. MAKE SURE to check the box that indicates if the student missed the Session, and mark the session as shared so that others can read your advisement notes.

If your department is utilizing Speednotes, check the needed boxes.

7. 8.

When you are done, select . These notes will now be saved in the Studentâ&#x20AC;&#x2122;s LoboAchieve Meetings folder. You are done!

CORE & DIVERSITY REQUIREMENT

UNM CORE CURRICULUM WORKSHEET All UNM Students are required to complete the Core Curriculum as part of their baccalaureate (Bachelor's) degree program. There are VERY limited, specific exceptions allowed, and only for certain specific colleges or majors. All Courses are one semester in length. Unless noted, all courses are offered for 3 credit hours.

A GRADE OF C (NOT C-) IS NEEDED FOR ALL COURSES TO SATISFY THE CORE REQUIREMENTS AREA 1: WRITING AND SPEAKING - 9 credit hours required, including English 110 or 111/112 or 113, English 120 and 1 additional course. Pre-Fall 2014 ENGL 101: Composition 1

ENGL 110: Accelerated Composition

ENGL 113: Enhanced Composition

Pre-Fall 2014 ENGL 102: Composition 2

ENGL 111 / 112: Composition 1 & 2 (2 Semesters)

ENGL 120: Composition 3 (Traditional 102)

All Students are required to demonstrate competency in ENGL 120 and complete one additional course from the following: ENGL 219: Technical Writing

CJ 130: Public Speaking

ENGL 220: Expository Writing

PHIL 156: Reasoning & Critical Thinking

UHON 201: Rhetoric and Discourse

AREA 2: MATHEMATICS - 3 credit hours required. Choose one course from the following: Any pre-requisite Math courses required by placement (IS Math 100 or MATH 101,102,103) do not fulfill the core requirement. MATH 121: College Algebra

MATH 150: Pre-Calculus

MATH 180: Elem. Of Calculus

MATH 129: Surv of Mathematics

MATH 162: Calculus 1 (4cr)

MATH 181: Elem. Of Calculus 2

MATH 215: Math for Elementary Teachers 3

MATH 163: Calculus 2 (4cr)

STAT 145: Intro to Statistics UHON 202: Mathematics in the World

AREA 3: PHYSICAL AND NATURAL SCIENCES - 7 credit hours required. Choose two courses from the following (one must include a one credit lab): ANTH 120: Arch. Method & Theory

CHEM 101: Chemistry in Our Community

PHYC 102: Introduction to Physics

ANTH 122L: Req. Lab for ANTH 120 (1cr)

CHEM 111: Elem of General Chemistry (4cr)

PHYC 102L: Opt. Lab for PHYC 102 (1cr)

Pre-Spring 2013 ANTH 121L:Arch. M&T(4cr)

CHEM 121: General Chemistry I

PHYC 105: Physics and Society

ANTH 150: Evol & Human Emergence

CHEM 123L: Req. Lab for Chem 121 (1cr)

PHYC 151: General Physics

ANTH 151L: Opt. Lab for ANTH 150 (1cr)

CHEM 122: General Chemistry II

PHYC 151L: Opt. Lab for PHYC 151 (1cr)

ANTH 160: Human Life Course

CHEM 124L: Req. Lab for Chem 122 (1cr)

PHYC 152: General Physics

ANTH 161L: Opt. Lab for ANTH 160 (1cr)

CHEM 131L: (Honors) Gen. Chemistry I (4cr)

PHYC 152L: Opt Lab for PHYC 152 (1cr)

ASTR 101: Intro to Astronomy

CHEM 132L: (Honors) Gen. Chemistry II (4cr)

PHYC 160: General Physics

ASTR 101L: Opt. Lab for ASTR 101 (1cr)

EPS 101: Intro to Geology

PHYC 160L: Opt. Lab for PHYC 160 (1cr)

BIOL 110: Biology for Non-Majors

EPS 105L: Opt. Lab for EPS 101 (1cr)

PHYC 161: General Physics

BIOL 112L: Opt. Lab for BIOL 110 (1cr)

EPS 201L: Earth History (4cr)

PHYC 161L: Opt. Lab for PHYC 161 (1cr)

BIOL 121L: Principles of Biology (4cr)

ENVS 101: The Blue Planet

*NTSC 261L: Physical Science (4cr)

BIOL 122L: Principles of Biology (4cr)

ENVS 102L: Opt. Lab for ENVS 101

*NTSC 262L: Life Science (4cr)

BIOL 123: Bio for Health-Related Sciences

GEOG 101: Physical Geography

*NTSC 263L: Environmental Science (4cr)

BIOL 124L: Opt. Lab for BIOL 123 (1cr)

GEOG 105L: Opt. Lab for GEOG 101 (1cr)

UHON 203: Science in the 21st Century

* Natural Science (NTSC) 261L, 262L, and 263L are for pre-service K-8 teachers only AREA 4: SOCIAL AND BEHAVIORAL SCIENCES - 6 credit hours required. Choose two courses from the following: AFST / CCS / NATV / SUST / WMST 109: Intro to Comparative and Global Ethnic Societies #

ECON 105: Intro to Macroeconomics

POLS 110: The Political World

ECON 106: Intro to Microeconomics

POLS 200: American Politics

AMST 182: Intro to Env. Sci. & Technology #

CRP 181: Intro to Environmental Problems

POLS 220: Comparative Politics

AMST 185: Race, Class & Ethnicity

ENG 200: Technology in Society #

POLS 240: International Politics #

ANTH 101: Intro to Anthropology

GEOG 102: Human Geography #

SOC 101: Intro to Sociology

ANTH 130: Cultures of the World #

LING 101 / ANTH 110: Intro to Linguistics

UHON 204: Individual & Collective

PSY 105: General Psychology

AREA 5: HUMANITIES - 6 credit hours required. Choose two courses from the following: AFST 104: Intro to Africana Studies

ENGL 150: Study of Literature

NATV 150: Intro to Native American Studies #

AMST 186: Intro to Southwest Studies #

ENGL 292/293: World Literatures #

PHIL 101: Intro to Philosophical Problems #

CCS 201: Intro to Chicana & Chicano Studies #

GEOG 140: World Regional Geography #

PHIL 201: Greek Thought

CLST 107: Greek Mythology

HIST 101: Western Civilization (to 1648)

PHIL 202: From Descartes to Kant

CLST 204: Greek Civilization

HIST 102: Western Civilization (from 1648) #

RELG 107: Living World Religions #

CLST 205: Roman Civilization

HIST 161: History of the US to 1877

RELG 263: Eastern Religions #

Pre-Fall 2012 CLCS 223/224: Lit Questions

HIST 162: History of the US since 1877

RELG 264: Western Religions #

COMP 222:Fairy and Folk Tales #

HIST 181: History of Early Latin America

UHON - Honors Legacy Sem, 100-200 level

COMP 224: Lit Questions

HIST 182: Modern Latin American History

UHON 205: Humanities Society & Culture #

MLNG 101: Languages and Cultures #

AREA 6: FOREIGN LANGUAGE - 3 credit hours required. One Course chosen from any lower-division non-English language offerings from the Dept of Linguistics (including Sign Language), Spanish and Portuguese, Foreign Languages and Literatures, and foreign languages in other depts and programs (except Latin 105, Pre-Spring 2007). Foreign Language Course:________________ # AREA 7: FINE ARTS - 3 credit hours required. Choose one course from the following: ARCH 121: Intro to Architecture

DANC 105: Dance Appreciation

THEA 105: Intro to Theatre Appreciation

Pre-Fall 2010 Arch 101: Intro to Architecture

FA 284: Experiencing the Arts

Pre-Fall 2010 THEA 122: Theatre Appreciation

ARTH 101: Intro to Art

MA 210: Intro to Film and Study

UHON 207: Fine Art as Global Perspective

ARTH 201: History of Art 1

MUS 139: Music Appreciation

ARTH 202: History of Art 2

MUS 142: Rock Music Appreciation

Any 3 credit hour studio or performance course offered by the Department of Art and Art History, Music, Theatre and Dance, Media Arts or IFDM. # Denotes course that meets "U.S. and Global Diversity and Inclusion," 3-credit undergraduate degree requirement Course is no longer offered but will be accepted. Z:\UCAC\New Forms\Core Sheet\Core Sheet 2014.5.8

Prepared by jconn 5/22/2014

University of New Mexico, U.S. and Global Diversity and Inclusion 3-credit undergraduate degree requirement

Below is the list of courses that students can take to meet the new diversity requirement. If the course that the student is taking meets a core area it will also fulfill the requirements for diversity as well. NOTE: Language courses that count in core curriculum as part of the Foreign Language Requirement also meet the diversity requirement.

Class prefix ARAB AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AFST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST AMST ANTH ANTH ANTH

Course Number 101 380 380 380 380 397 332 380 397 150 115 250 280 284 285 303 309 333 385 386 392 395 396 397 399 491 251 330 356 330 330 356 356 183 185 186 251 252 315 332 352 353 354 426 130 330 340

Title Elementary Arabic I Comp Lit Children in Conflict Great Books Postcolonial Development Rebles African Literature and Post Colonial Development African Women Writers African Great Books Foundations of Africana Studies Communication Across Cultures Black women African-American Culture African American History I African American History I Introduction to Black Liberation Black Politics Black Political Theory The African World Peoples and Cultures of the Circum-Caribeean Black Liberation and Religion Education and Colonial West Africa Emancipation and Equality Race and Law Culture and Education African American Religious Traditions African American Literature I Native American Women & Gender Contemporary Native America Native American Women & Gender Native Education and Gender Art & Politics of Native Creative Expression Contemporary Native America Introduction to Gender Studies Race Class and Ethinicity Intro to Southwest Studies The Chicano Experience in the United States The Native American Experience Race, Class and Gender in the Culture Industry Politics of Sex [Sexuality and Culture] Native American Cultural Production Race Relations in America Social Class and Inequality Native American Representation and Resistance Anthropology of Hunger Principles of Cultural Anthropology Culture & P

ANTH

340

Palestinian Memoir: An Exercise in Post Colonial Critique

ANTH ANTH ANTH ANTH ANTH ANTH

340 340 361 130 339 365

Colombia Indigena Indigenous People of North America Behavioral Biology & Ecology of Sex Roles Cultures of the World Human Rights in Anthropology Anthropology of Health

Core Area Area 6 Foreign Language

Area 4 Social and Behavioral Science Area 5 Humanities

Area 4 Social and Behavioral Science

Class prefix ANTH ARCH ARSC ARSC ARTE

Course Number 385 442 198 198 493

ARTH

429

ARTH ARTH ARTH ARTH ARTH ARTH

429 453 482 492 449 449

Title Images of the Indian in American Culture Politics Culture and Architecture International Studies and Careers Fairytales Sexual Idenity and Social Justice in Art Education Visual Agendas: Pro- and Anti- Abolitionist images in American and British Art and Culture The Victorian Nude African American Art India During British Rule American Landscape Art of Spain African American Art

CCS

109

Introduction to Comparative Global and Ethnic Studies

CCS CCS CCS CCS

201 332 342 360

Introduction to Chicana(o) Studies Introduction to Chicana Studies Race, Culture, Gender, Class in New Mexico Comparative Latino Civil Rights

CCS

362

Chicano and Chicana Movement: El Movimiento Chicano

CCS CCS CCS

364 372 374

Raza Genders and Sexualities New Mexico Villages and Cultural Landscape New Mexico's Literary Landscape & Beyond Community Based Learning in Chicano(a) Hispana(o) Communites Immigration and "assimilation" Chicanos in a Global Society Chinese Women in China Chinese Study Abroad: Issues of Contemporary China Topics in 20th Century Chisese Film Communication Across Cultures

CCS

384

CCS CCS CHIN CHIN CHIN CHIN CHIN CJ CJ CJ

393 460 101 300 201 320 370 115 313 314

317

International Cultural Conflict and Community Building

CJ CJ CJ COMP COMP COMP COMP COMP CRP CRP CRP CRP CRP DANC DANC DANC

318 326 469 222 331 331 432 453 428 472 473 474 486 127 169 116

Language, Thought and Behavior Gender and communication Multiculturalism Gender and Media Fairy and Folk Talies Modern China in Literature and Film Intro to China: Literature, History and Thought Inventing America 1492-1624 Asian Studies Thesis Gender and Economic Development Indigenous Planning Planning on Native American Lands Cultural Aspects of Community Development Plans Planning Issues in Chicano Communites African Dance I Flamenco Mexican Folk Dance The Social, Politcal and Cultural Context of Children and Families Economics of Race and Gender

ECME

325

ECON

239

Intercultural Communications

Core Area

Area 5 Humanities

Area 6 Foreign Language

Class prefix ECON ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL ENGL

Course Number 331 265 292 293 360 340 364 365 397 420 455 464 465 468 455 474 479 555 574 458 264 265 281

HIST

300

HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST

387 470 472 387 463 466 181 182 260 300

Title Economics of Poverty and Discrimination Intro to Chicano Literature World Literature Ancient to 1600 World Literature: 17th Century to Present Jane Austen Professional Writing in Globalized World Native American Women Writers Chicano/a Cultural Studies Regional Literature Professional Writing in Globalized World Women Writers 20th Cenutry Native American Literature Chicano/a Narrative Asian American Literature Women Writers and Fictions of Seduction and Rape Contemporary Southwest Literature Postcolonial Literature Women Writers Contemporary Southwest Literature Modern British Literature Survey of Native Literatures and Rethorics Introduction to Chicano(a) Literature African American Literature I The Jewish Experience in American Literature and Culture World Literatures World Literatures Technology in Society Native Literary Tradition & Innovation: Survey of Native Literatures French French Rebels Without a Cause Ethnic Minority Family Introduction to Human Geography World Regional Geography Law Control Geography of New Mexico & Southwest Food and Natural Resources City as Human Environment German German Europe & the Balkans The Irish Diaspora Medieval Minorities: Persecution, Tolerance & Coexistence Modern Middle East Latin American Labor and Working Class History Women in Modern Latin America Modern Middle East Hispanic Frontiers Native American Southwest Studies History of Early Latin America Modern Latin American History New Mexico History India During the British Rule

ENGL

308

ENGL ENGL ENGL

292 293 200

ENGL

264

FREN FREN FREN FS GEOG GEOG GEOG GEOG GEOG GEOG GRMN GRMN HIST HIST

175 201 332 484 102 140 364 445 464 466 201 202 300 300

HIST

320

History of Women from Acient Times to the Enlightment

HIST

321

Women in the Modern World

Core Area

Area 4 Social and Behavioral Science Area 5 Humanities

Area 5 Humanities Area 5 Humanities

Class prefix HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST HIST HMHV HMHV IFDM/LTAM JAPN JAPN JAPN JAPN

Course Number 322 323 324 344 345 363 364 375 426 464 464 465 471 473 474 101 310 400 200 200 201 320

Title History of the Women's Rights Movement History of the Jewish to 1492 Modern History of the Jewish People U.S Women to 1865 U.S Women since 1865 Early Mexican Americans Contemporary Chicano(a) History Rebellion and Revolution in Modern Andean Nations History of the Holocaust U.S. Mexican Borderlands Early history of Mexican Americans History of Immigration Women in Early Latin America Indigenous Peoples in Latin America Slavery and Race Relations Contours of Health in New Mexico Health and Cultural Diversity Ecuador: Fieldwork Gender in Japanese Culture Imperial & Colonial Japan Japanese Japanese Society

JAPN

339

Topics in Japanese Literature and Culture in Translation

LING LING

331 334

Language in Society Language and Gender

LLSS

315

Educating Linguistically and Culturally Diverse students

LLSS

393

LLSS

456

LLSS LLSS LTAM LTAM MA MGMT MGMT MGMT MGMT MGMT MGMT MLNG MLNG MUSE NATV NATV NATV NATV NATV NATV NATV NATV NATV NATV NATV NATV NATV NATV

457 458 400 354 336 306 308 457 469 490 490 109 101 293 300 305 325 326 402 423 450 450 450 450 450 150 250 251

NATV

315

NATV NATV NATV NATV NATV NATV

385 436 445 450 461 474

School and Society First and Second Language Development with in Cultural Contexts Language, Culture and Mathmatics Literacy Across Cultures Traditional Medicine Without Borders Introduction to Latin American Society I Images of (Wo)men Organizational Behaviour & Diversity Ethical, Political and Social Environment Diversity in Organizations Management of Native American Owned Enterprises Women in Management Indigenous Entreprenuership Biblical Hebrew Languages and Cultures Multicultural Awareness Through Music Skills Research Methods in Native American Contexts Indigenous Determination in Education Tribal Government Tribal Gaming Education Power and Indigenous Communities Self-Determination and Indigenous Human Rights Indigenous Leadership Native American Vote and Political Ambivalence Principles of Leadership Digital Native American Newspaper Publications Intoduction To Native American Studies Socio-Political Concepts In Native America Research Issues in Native America Language Recovery,Revitalization, and Community Renewal Indigenous Worldview Enviormental Ethics and Justice in Native America Politics of Identity Critical Navajo Studies Community Based Learning in Indigenous Context Traditions of Native American Philosophy

NATV

480

NATV

486

NURS NVJO NVJO NVJO NVJO

331L 101 102 202 206

Building Native Nations: Community Revitalization, Sustainability, Decolonization, and Indigenous Thought Contemporary and Traditional Views on Indigenous Leadership Principles and Application, Community Assesment Elementary Navajo for Non-Native Speakers Elementary Navajo for Non-Native Speakers Intermediate Navajo Creative Writing and Advanced Reading

Core Area

Area 5 Humanities

Class prefix NVJO OCTH OILS PADM PCST PEP PHIL PHIL POLS POLS POLS POLS POLS POLS POLS POLS PORT PORT PORT PSYC RELG RELG RELG RUSS RUSS SHS SIGN SIGN SIGN SOC SOC SOC SOC SOC SOC SOC SOC SOC SPAN SPAN SPAN SPAN SPAN SPAN SPAN SPAN SPAN SPAN

Course Number 201 499 493 590 221 485 101 441 240 300 307 308 313 318 376 377 276 275 201 374 107 263 264 201 202 459 201 352 352 216 307 308 312 328 398 415 420 422 200 201 201 203 212 275 276 212 301 431

SPAN

439

UHON UHON UHON UNIV UNIV UNIV UNIV WMST WMST WMST WMST WMST WMST WMST WMST WMST WMST WMST

121 122 222 175 175 175 175 200 304 313 324 325 325 331 379 379 379 498

Title Intermediate Navajo Introduction to Mexican Traditional Medicine Roots of Poor Health & Action at the Local Level Native American Economic Development Global Issues Diversity in Sport and Physical Activity Introduction to Philosophical Problems Philosophy of Gender International Politics Comparative Health Policy The Politics of Ethnic Groups Hispanics in U.S. Politics Women and Law Civil Rights Politics and Legislation Health Policy & Politics Population Policy and Politics Intensive Intermediate Portuguese Intensive Intermediate Portuguese Intermediate Portuguese Cross Cultural Psychology Living World Religions Eastern Religions Western Religions Intermediate Russian I Intermediate Russian II Multicultural Considerations in Communication Introduction to Sign Language Language and Culture in Deaf Community Languages and Culture in the Def. Communit, Part 1 Dynamics of prejudice Sociology: Race and Gender Sociology of Gender Causes of Crime and Delinquency Sociology of Native Americans Special Topics: Community Organizing Social Stratification Race and Cultural Relations Sociology of Religion Intermediate Spanish Abroad Intermediate Spanish I Intermedicate Spanish II Spanish Conversation Intermediate Spanish as a Heritage Lang. II Accelerated Beginning Spanish Accelerated Intermediate Spanish Intermediate Spanish as a Heritage Language II Movimientos Sociales en latinoamerica Survey of Spanish America Produccion Cultural y Politicas Migratorias entre Norte y Centroamerica Immigration Gender, Race, Class Holocaust Corps without Borders: Immigration Praxis Community Learning Food and Community Learning Community Health Introduction to Women Studies Feminist Theories: Identity Knowledge and Power Women and the Law Contemporary Feminist Asian American Women: Race, Class, and Feminisims Race Class Feminism Transnational Feminism Native Education & Gender Queer Theory Cuaranderismo in the Southwest & Mexico Feminism in Action

Core Area

Area 5 Humanities Area 4 Social and Behavioral Science

Area 5 Humanities Area 5 Humanities Area 5 Humanities

* Graduate Courses NOTE: Some Undergraduates May Take Grad Courses if they meet requirements specified in Catalog Class prefix Course Number Title Core Area AFST 580 Great Books ARTE 593 Sexual Identity and Social Justice in Art Education ARTH 582 Race, Gender, and History COUN 584 Multicultural Counseling EDPY 586 Pyschological Development of Women Advanced Studies in Native Literatures: Writing the ENGL 564 Modern ENGL 568 Asian American Literature ENGL 650 Post Colonialism GEOG 466 Intro to Human Geography HIST 644 History of the U.S Mexico Borderlands HIST 645 History of Immigration HIST 684 Seminar: Chicano Political and Intelectual History LEAD 600 An Ethnographic Examination of College Students LEAD 501 Educational Leadership in a Democratic Society LEAD 509 Leadershp & Organizational Change LEAD 550 Culturally Responsive Leadership for Social Justice LEAD 593 Diversity & Multiculturalism in Higher Ed LEAD

595

Enhancing Leadership Through Educational Anthropology

LLSS LLSS LLSS LLSS LLSS LLSS PADM SOC SOC SOC SOC

510 524 530 587 588 593 526 507 507 520 520

SPAN

639

WMST WMST WMST WMST

512 579 510 579

Paulo Freire Critical Race Theory Whiteness Studies Education and Gender Equities Feminist Epistemology & Pedagogies Critical Theory & Education Diversity in the Public Sector Intersectionalities: Race and Gender Race and Education Race and Cultural Relations Racial and Ethnic Relations Produccion Cultural y Politicas Migratorias entre Norte y Centroamerica Feminist Methodologies Violence of the Normative Grad Feminist Theories Postcolonial Queer Studies

revised 1/21/14

AP/CLEP/IB SCORES

MINIMUM AP SCORE 4 5 3 3 3 3 5 4 3 5

AP TEST # and TITLE

UNM COURSE EQUIVALENT

UNM CREDIT HOURS

07 US HISTORY 13 ART HISTORY 13 ART HISTORY 14 ART DRAWING 15 ART GENERAL 16 ARTS 2D or 3D DESIGN 20 BIOLOGY 20 BIOLOGY 20 BIOLOGY 25 CHEMISTRY *Starting summer 2014*

6 CREDITS 6 CREDITS 3 CREDITS *SEE DEPT* *SEE DEPT* *SEE DEPT* 8 CREDITS 4 CREDITS 4 CREDITS 7 CREDITS

4 3 4

25 CHEMISTRY *Starting summer 2014* 25 CHEMISTRY *Starting summer 2014* 28 CHINESE LANG & CULT

3 5 4 4 4 5

ENGL 101 & ENGL 102

6 CREDITS

ENGL 110

3 CREDITS

ENGL 101

3 CREDITS

ENGL 120 & ENGL 150

6 CREDITS

ENGL 101 & ENGL 102

6 CREDITS

ENGL 110

3 CREDITS

ENGL 101

3 CREDITS

48 FRENCH LANGUAGE

ENGL 110, ENGL 120 & ENGL 150 ENGL 101, ENGL 102 & ENGL 150 ENVS 101 & ENVS 102L HIST 102 FREN 101, FREN 102, FREN 201 & FREN 202 FREN 101, FREN 102, &

9 CREDITS

3 4 5

28 CHINESE LANG & CULT 33 COMPUTER SCIENCE AB 33 COMPUTER SCIENCE AB 34 MICROECONOMICS 35 MACROECONOMICS *NEW: 36 ENGLISH LANG/COMP Starting SUMMER 2014* 36 ENGLISH LANG/COMP *ENDING SPRING 2014* *NEW: 36 ENGLISH LANG/COMP Starting SUMMER 2014* 36 ENGLISH LANG/COMP *ENDING SPRING 2014* *NEW: 37 ENGLISH LIT/COMP Starting SUMMER 2014* 37 ENGLISH LIT/COMP *ENDING SPRING 2014* *NEW: 37 ENGLISH LIT/COMP Starting SUMMER 2014* 37 ENGLISH LIT/COMP *ENDING SPRING 2014* *NEW: 36 & 37 COMBINED Starting SUMMER 2014* 36 & 37 COMBINED *ENDING SPRING 2014* 40 ENVIRONMENTAL SCIENCE 43 EUROPEAN HISTORY 48 FRENCH LANGUAGE

HIST 161 & HIST 162 ARTH 201 & ARTH 202 ARTH101 *SEE DEPT* *SEE DEPT* *SEE DEPT* BIOL 201 & BIOL2T** BIOL 201 BIOL 123 & BIOL 124L CHEM 121, CHEM 123L & CHEM 122 CHEM 121 & CHEM 123L CHEM 111 CHIN 101, CHIN 102, CHIN 201 & CHIN 202 CHIN 101 & CHIN 102 CS 251L CS 151L ECON 106 ECON 105 ENGL 110 & ENGL 120

5 3 3 5 5 3 3 5 5

4 CREDITS 4 CREDITS 12 CREDITS 6 CREDITS 3 CREDITS 3 CREDITS 3 CREDITS 3 CREDITS 6 CREDITS

9 CREDITS 4 CREDITS 3 CREDITS 12 CREDITS 9 CREDITS

3 5

48 FRENCH LANGUAGE 51 FRENCH LIT

51 FRENCH LIT

3 3 5

51 FRENCH LIT 53 HUMAN GEOGRAPHY 55 GERMAN LANGUAGE

55 GERMAN LANGUAGE

3 3 3 5

55 GERMAN LANGUAGE 57 GOVT & POL US 58 GOVT & POL COMP 60 LATIN VIRGIL

MINIMUM AP SCORE 4

AP TEST # and TITLE

3 4

60 LATIN VIRGIL 61 LATIN LIT

3 4 3 4

61 LATIN LIT 62 ITALIAN LANG & CULT 62 ITALIAN LANG & CULT 64 JAPANESE LANG & CULT

3 3

64 JAPANESE LANG & CULT 66 CALCULUS AB

68 CALCULUS BC

69 CALC AB SUBGRADE

75 MUSIC THEORY

3 4

75 MUSIC THEORY 78 PHYSICS B *Through SUMMER 2014*

4 4 3 3 4

78 PHYSICS 1 *FALL 2014 forward* 78 PHYSICS 2 *FALL 2014 forward* 78 PHYSICS B *Through SUMMER 2014* 78 PHYSICS 1 *FALL 2014 forward* 80 PHYSICS C MECH

60 LATIN VIRGIL

FREN 201 FREN 101 & FREN 102 FREN 201, FREN 202, FREN 301 & FREN 302 FREN 201, FREN 202 & FREN 301 FREN 201 & FREN 202 GEOG 102 GRMN 101, GRMN 102, GRMN 201 & GRMN 202 GRMN 101, GRMN 102 & GRMN 201 GRMN 101 & GRMN 102 POLS 200 POLS 220 LATN 101, LATN 102, LATN 201 & LATN 202 UNM COURSE EQUIVALENT LATN 101, LATN 102 & LATN 201 LATN 101 & LATN 102 LATN 101, LATN 102, LATN 201 & LATN 202 LATN 101 & LATN 102 ITAL 175 & ITAL 276 ITAL 175 JAPN 101, JAPN 102, JAPN 201 & JAPN 202 JAPN 101 & JAPN 102 MATH 162 & MATH 150 (FOR PRE-REQ ONLY) MATH 162, MATH 163 & MATH 150 (FOR PRE-REQ ONLY) MATH 162 & MATH 150 (FOR PRE-REQ ONLY) MUS 150/150L & MUS 152/152L MUS 150/150L PHYC 151/151L & PHYC 152/152L PHYC 151/151L PHYC 152/152L *SEE DEPT* *SEE DEPT* PHYC 160/160L

6 CREDITS 12 CREDITS 9 CREDITS 6 CREDITS 3 CREDITS 12 CREDITS 9 CREDITS 6 CREDITS 3 CREDITS 3 CREDITS 12 CREDITS UNM CREDIT HOURS 9 CREDITS 6 CREDITS 12 CREDITS 6 CREDITS 12 CREDITS 6 CREDITS 12 CREDITS 6 CREDITS 4 CREDITS (MATH 150 ZERO CREDITS) 8 CREDITS (MATH 150 ZERO CREDITS) 4 CREDITS (MATH 150 ZERO CREDITS) 8 CREDITS 4 CREDITS 8 CREDITS 4 CREDITS 4 CREDITS *SEE DEPT* *SEE DEPT* 4 CREDITS

3 4 3 3 4 3 5 4 4 5

80 PHYSICS C MECH 82 PHYSICS C E&M 82 PHYSICS C E&M 85 PSYCHOLOGY 87 SPANISH LANGUAGE *Starting summer 2013 forward* 87 SPANISH LANGUAGE 89 SPANISH LIT *Starting summer 2013 forward* 89 SPANISH LIT 90 STATISTICS 93 WORLD HISTORY

*SEE DEPT* PHYC 161/161L *SEE DEPT* PSY 105 SPAN 101, SPAN 102, SPAN 201, SPAN 202 & SPAN 302 SPAN 101 & SPAN 102 SPAN 302 & SPAN 307

*SEE DEPT* 4 CREDITS *SEE DEPT* 3 CREDITS 15 CREDITS

SPAN 302 STAT 145 HIST 101 & HIST 102

3 CREDITS 3 CREDITS 6 CREDITS

6 CREDITS 6 CREDITS

MINIMUM CLEP SCORE ******** 50

CLEP TEST # and TITLE

GENERAL EXAMS 121 COLLEGE COMPOSTITION MODULAR 122 COLLEGE COMPOSITION

130 HISTORY

140 HUMANITIES

150 MATHEMATICS

160 NATURAL SCIENCES

170 SOCIAL SCIENCES & HISTORY

******* *NO CREDIT* 50

SUBJECT EXAMS 38 AMERICAN LITERATURE 39 ANALYZING & INTERPRETING LITERATURE 37 ENGLISH LITERATURE 48 FRENCH LANGUAGE 48 FRENCH LANGUAGE 55 GERMAN LANGUAGE 87 SPANISH LANGUAGE

*NO CREDIT* 52 48 63 57 50 45 65 55 55 63 *NO CREDIT* 54 54 56 59 55 55

UNM COURSE EQUIVALENT GENERAL EXAMS ENGLISH GENERAL ELECTIVE ENGL 110 & GENERAL ENGLISH ELECTIVE HISTORY GENERAL ELECTIVE HUMANITIES GENERAL ELECTIVE MATH GENERAL ELECTIVE NATURAL SCIENCE GENERAL ELECTIVE HISTORY & SOCIAL GENERAL ELECTIVES SUBJECT EXAMS *NO CREDIT AT UNM* ENGL 150

87 SPANISH LANGUAGE 87 SPANISH LANGUAGE 58 AMERICAN GOVERNMENT 07 HISTORY OF THE US I: EARLY COLONIZATION TO 1877 08 HISTORY OF THE US II: 1865 TO THE PRESENT 83 HUMAN GROWTH & DEVELOPMENT 84 INTRO TO EDUCATIONAL PSYCHOLOGY 35 PRINCIPLES OF MACROECONOMICS 34 PRINCIPLES OF MICROECONOMICS 85 INTRO PSYCHOLOGY 80 INTRO SOCIOLOGY 43 WESTERN CIVILIZATION I: ANCIENT NEAR EAST TO 1648 44 WESTERN CIVILIZATION II:

UNM CREDIT HOURS ************* 6 CREDITS 6 CREDITS TOTAL (3 EACH) 6 CREDITS 6 CREDITS 6 CREDITS 6 CREDITS 6 CREDITS TOTAL (3 EACH) ************* *NO CREDIT AT UNM* 3 CREDITS

*NO CREDIT AT UNM* FREN 101 & FREN 102 FREN 101 GRMN101 & GRMN 102 SPAN 101, SPAN 102, SPAN 201 & SPAN 202 SPAN 101 & SPAN 102 SPAN 101 POLS 200 HIST 161

*NO CREDIT AT UNM* 6 CREDITS (3 EACH) 3 CREDITS 6 CREDITS (3 EACH) 12 CREDITS (3 EACH)

HIST 162

3 CREDITS

PSY 220

3 CREDITS

*NO CREDIT AT UNM*

ECON 105

3 CREDITS

ECON 106

3 CREDITS

PSY 105 SOC 101 HIST 101

3 CREDITS 3 CREDITS 3 CREDITS

HIST 102

3 CREDITS

6 CREDITS (3 EACH) 3 CREDITS 3 CREDITS 3 CREDITS

50 70 63

1648 TO THE PRESENT 20 BIOLOGY 69 CALCULUS 25 CHEMISTRY

BIOL 110 MATH 162 CHEM 121, CHEM 123L, CHEM 122, & CHEM 124L

3 CREDITS 4 CREDITS 8 CREDITS TOTAL

MINIMUM IB SCORE 4

ART/DESIGN- HIGHER LEVEL

BIOLOGY- HIGHER LEVEL

6 7

CHEMISTRY- HIGHER LEVEL CHEMISTRY- HIGHER LEVEL

ECONOMICS- HIGHER LEVEL

CHEM 121 & CHEM 123L CHEM 121, CHEM 123L & CHEM 122 ECON 105 & ECON 106

ENGLISH- HIGHER LEVEL

ENGL 110 & ENGL 120

4 4

ENGLISH- HIGHER LEVEL FRENCH- HIGHER LEVEL

ENGL 110 FREN 101 & FREN 102

GEOGRAPHY- HIGHER LEVEL

GEOG 101 & GEOG 102

GERMAN- HIGHER LEVEL

GRMN301 & GRMN 302

4 4

HISTORY AMERICAS- HIGHER LEVEL HISTORY- HIGHER LEVEL

HIST 300 & HISTORY 300 LEVEL ELECTIVE HIST 101 & HIST 102

LATIN- HIGHER LEVEL

LATN 303 & LATN 304

MATHEMATICS- HIGHER LEVEL

MATH 162 & MATH 163

PHILOSOPHY- HIGHER LEVEL

PHIL 201 & PHIL 202

PHYSICS- HIGHER LEVEL

PHYSICAL SCIENCE- HIGHER LEVEL

PHYC 160, PHYC 161 & PHYC 262 PHYC 102 & CHEM 111

PORTUGUESE A- HIGHER LEVEL

PORT 311 & PORT 312

PORTUGUESE B- HIGHER LEVEL

PORT 201 & PORT 202

4 4

PSYCHOLOGY- HIGHER LEVEL RUSSIAN- HIGHER LEVEL

PSY 105 RUSS 101 & RUSS 102

SOCIAL ANTHROPOLOGY- HIGHER LEVEL SPANISH A- HIGHER LEVEL

ANTH 130 & ANTH 230

IB TITLE

UNM COURSE EQUIVALENT ART STUDIO GENERAL ELECTIVE BIOL 121 & BIOL 122

SPAN 301 & SPAN 302

UNM CREDIT HOURS 3 CREDITS 8 CREDITS TOTAL (4 EACH) 4 CREDITS 7 CREDITS TOTAL (3, 1 3) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 3 CREDITS 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 8 CREDITS TOTAL (4 EACH) 6 CREDITS TOTAL (3 EACH) 9 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 3 CREDITS 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH)

MINIMUM IB SCORE 4

IB TITLE SPANISH B- HIGHER LEVEL

SWAHILI- HIGHER LEVEL

THEATER ARTS- HIGHER LEVEL

UNM COURSE EQUIVALENT SPAN 101 & SPAN 102 MODERN LANGUAGE GENERAL ELECTIVE THEA 105

UNM CREDIT HOURS 6 CREDITS TOTAL (3 EACH) 3 CREDITS 3 CREDITS

COMPASS

UNM Main Campus Testing Center ACT/COMPASS Placement Table SAT Score:

ACT Score:

COMPASS Score:

Course Placement:

Reading

Reading <= 17 18+

Reading 0-77 78-100

Reading (ISR) 100 Out of Reading 100

English <=400 410-440 450-600

English <17 17-18 19+

Writing 0-67 68-74 75-100

English 111 English 113 English 110

Math <= 449 450 - 509

Math 1 – 18 19 – 21

Pre Algebra 0 – 55 56 – 100

Math (ISM) 100 Math 111, 101 & 102

19 – 21 22 – 24

Algebra 0 – 54 55 – 100

Math 111, 101 & 102 Math 121, 129, STAT 145

22 – 24 25+ 26+ 28 - 31

College Algebra 0 – 54 55 – 66 55 - 66 67 – 100

Math 121, 129, STAT 145 Math 123, 150 or Math 180 Math 162

<=31 32+

Trigonometry 0-59 60-100

Must take Math 123 Out of Math 123

450 - 509 510 - 569

510 - 569 570+ 600+ 640 - 699 <= 699 700+

Required scores and equivalent course placements as used by the University of New Mexico. Note: Math 123 and Math 150 can be taken concurrently. Revised October 17, 2013

ACT and COMPASS Placement Cut Scores with Placement Testing Center

HONORS PROGAM

Honors College Freshman Information If your student has attended the Honors Orientation, he or she should have permission to register for an Honors Course. Freshmen typically enroll in an Honors Legacy course in the fall because it is a prerequisite for all subsequent Honors courses. All Honors Legacy courses (UHON 121) count for HUMANITIES core regardless of topic. Honors Courses in other Core areas: Honors courses numbered in the 200s count in other core areas. Some 200-level Honors courses are offered this fall, but most are offered in the spring (because Legacy is a pre-req). Special information for STEM students: Honors students who are interested in a STEM field may want to take a STEM-related Legacy course in the fall. Honors Legacy Sections 121-002, 121-010, 121-011 and 121-012 are in the Humanities Core, but have greater focus on science and math topics. These count for Humanities Core, NOT science or math core. Honors Legacy courses and Honors Natural and Physical Science Core courses (UHON 203) and Math Core (UHON 202) DO NOT meet math and science prerequisites in STEM disciplines. Non-STEM students: Honors students who intend to major in non-STEM fields are encouraged to take UHON 203 (Science Core) and/or UHON 202 (Math Core) in the spring. Honors Natural and Physical Science Core courses (UHON 203) and Math Core (UHON 202) are primarily intended for non-STEM majors.

An example of an incoming freshman Honors student’s schedule: Fall Semester: Honors Legacy (Humanities Core) Pre-requisites in the student’s major Pre-requisites in the student’s minor Electives or second major Spring Semester: Honors Core Math or Science (if NOT a STEM student) Honors Core Writing or Honors Core Social & Behavioral Courses in major and/or minor More information about Honors Courses: http://honors.unm.edu/current_courses.php or call the Honors Department at 7-7409.

The Honors College 1st Semester Freshman Courses Fall 2014 100-Level Legacy Courses All Honors Legacy Courses count for HUMANITIES core regardless of topic. Legacy Courses are prerequisites for all other Honors courses, including those that meet other Core requirements. 200-Level Honors courses satisfy Social and Behavioral Core, Writing and Speaking Core, Natural and Physical Science Core, Math Core, and Fine Arts Core. Links for course descriptions: http://honors.unm.edu/current_courses.php RESERVED for incoming freshmen or students who have not yet completed a 100-level Honors course. # Sec Course Title 121 001 Legacy of the American Civil War 121 002 Legacy of Darwin's Great Idea 121 003 Legacy of the City 121 004 Legacy of Literary Media Legacy of Power: Building the Perfect 121 005 Government 121 006 Legacy of Comedy 121 007 Legacy of Monsters and Marvels Legacy of Gods and Men: Of Myth 121 008 and Legend 121 009 Legacy of Dreams 121 010 Legacy of Science and Society 121 011 Legacy of Algebra 121 012 Legacy of Science and Society 121 013 Legacy of Dreams 121 014 Legacy of Storytelling: Familial Ties 121 015 Legacy of Success 121 016 Legacy of Dissent and Democracy 121 017 Legacy 121 019 Legacy Legacy 121 020 Always 121 022 Legacy 121 023 Legacy 121 024 Legacy 121 025 Legacy Legacy 121 028 Identity Legacy 121 031 Always

of the Classical World of Law and Society of Struggle: The Poor Are with Us of Locking Eyes with the East of Success of the Classical World of Comedy of Struggle: Immigration & of Struggle: The Poor Are with Us

Instructor Ryan Swanson Jason Moore Allison Hagerman Tanaya Winder

Room Days/Times 16 MW 9-1015 12 TR 2-315 28 S 9-1130 28 M 2-430

Renee Faubion

TR 1230-145

Maria Szasz Leslie Donovan

28 12

TR 800-915 TR 1100-1215

Ashleigh McLean

T 5-730

David Higdon Lizabeth Johnson Chris Holden Lizabeth Johnson David Higdon Kathyrn Collison Richard Obenauf Margo ChavezCharles Sheri Karmiol Lizabeth Johnson

22 9 28 9 22 28 22

TR 930-1045 MW 11-1215 MW 10-1115 MW 1-215 TR 11-1215 W 2-430 MW 10-1115

TR 11-1215

12 9

MW 11-1215 TR 930-1045

Renee Faubion

TR 330-445

Amaris Ketcham Richard Obenauf Sheri Karmiol Maria Szasz

28 22 12 28

TR 1230-145 MW 12-115 MW 1-215 TR 930-1045

Sheri Karmiol

MW 3-415

Renee Faubion

TR 2-315

BLUE CARD PROCESS

BLUE CARD PROCESS The purpose of the Blue Card is to allow students that have registered for an Introductory Study Course (Math (ISM) or Reading (ISR)) to drop the course(s). Students cannot drop these courses. The Blue Card allows the student to drop. There must me a valid reason for allowing the drop. The Blue Card is mainly used when the student has tested out of the IS course or have taken a math or reading intensive course that will negate the need for the particular IS course. As we move to the new advising model with students being advised in their degree granting college for new student orientation, regardless of Introductory Studies (IS) status, a new process has been created for signing blue cards. Students that are taking the Compass test during New Student Orientation (NSO) will have their blue card signed after testing by an advisor from the Student Success Center. An override will be granted, if needed, for students that test out of ISM or ISR after testing. This will only apply during test on main campus from June 2 - August 15, 2014. Testing will be available on main campus:  At the Collaborative Teaching and Learning Building (CTLB) Rm. 110  Monday and Wednesday of NSO  Student’s Bursar accounts will be charged for test. No cash will be accepted. Students will have to complete an authorization form to have their account charge.  A note/comment will be created in LoboAchieve that the override was granted per compass test score. If students still need a blue card signed outside of testing: 1. The departments should email (Vanessa Harris, Laura Valdez, Sarah Nezzer, Dee Dee HatchSanders, Jennifer Conn or Shannon Saavedra) and we will grant an override for the course. If you IM the request an email must follow. 2. Have the student sign the blue card. 3. The advisor should fax the SIGNED blue card to 272-3173. The blue card is need for verification of a change to the student’s record, per the Registrar’s Office. Attached is an electronic copy of the blue form. If students need to switch sections please make sure they fill out the new section portion. We will be relying on advisors to make sure the new section is open. Please do not try to submit this form to the Registrar’s Office without coming through the Student Success Center because the form will not be process and students will be delayed in changing their course. The Student Success Center will be tracking the IS needs of our students to provide accurate feedback to the Provost Office on the IS processed and IS needs of UNM Students.

INTRODUCTORY STUDIES (IS) & COMPATIBLE COURSES

UNIVERSITY ADVISEMENT CENTER IS-Reading Compatible Courses If you placed in IS- Reading, you need to take it your first semester. You have the option of taking the COMPASS test to place out of the IS level. Please speak with your advisor for more information and visit http://test.unm.edu/compass.htm.

Choose other courses from the following list: Writing and Speaking: Check your English placement for applicable classes CJ 130: Public Speaking Mathematics: Check your placement for applicable classes Physical and Natural Sciences: None Humanities CCS 201: Intro to Chicana & Chicano Studies (if attached to an FLC) Foreign Language: All Foreign Language Courses Fine Arts: Any Fine Arts Studio or Performance Course

Elective Courses CS 150: Computing for Business Students (must have placed in Math 121 or higher) ENG 116: Intro to Engineering FLC 604: The Freshman Success Project HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (closed for Fall 2014) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

UNIVERSITY ADVISEMENT CENTER

English 111 Compatible Courses If you are required to take English Stretch, you will be restricted to these courses your first semester. Choose other courses from the following list: Writing and Speaking: CJ 130: Public Speaking PHIL 156 Mathematics: Check your placement for applicable classes. Physical and Natural Sciences: You may take any lecture without the lab. Social and Behavioral Sciences ANTH 130 PSY 105 (Note: course requires at least 10 hours of out of classroom work) CRP 181 ECON 105 OR 106 (Note: completion of Math 101, 102, and 103 is recommended) Humanities CLST 107 Foreign Language: All Foreign Language Courses Fine Arts: ARCH 121: Intro to Architecture MUS 139: Music Appreciation Any Fine Arts Studio or Performance Course Elective Courses CS 150: Computing for Business Students (must have placed in Math 121 or higher) ENG 116: Intro to Engineering HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (closed for Fall 2014) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

UNIVERSITY ADVISEMENT CENTER

IS-MATH Compatible Courses If you are required to take IS Math you need to take it your first semester. You have the option of taking the COMPASS test to place out of the IS level. Please speak with your advisor for more information and visit http://test.unm.edu/compass.htm. Choose other courses from the following list: Writing and Speaking: Check your English placement for applicable classes CJ 130: Public Speaking PHIL 156 Physical and Natural Sciences None Social and Behavioral Sciences Any on core sheet but not ECON 105 OR ECON 106 PSY 105 (Note: course requires at least 10 hours of out of classroom work) Humanities Any on core sheet Foreign Language: All Foreign Language Courses Fine Arts: Any on core sheet

Elective Courses Any PE-NP course UNIV 101: Introduction to UNM and Higher Education HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (closed for Fall 2014)

UNIVERSITY ADVISEMENT CENTER

IS-Reading and English 111 Compatible Courses If you are required to take IS Reading and English Stretch classes, you need to take them your first semester. You have the option of taking the COMPASS test to place out of the IS R level. Please speak with your advisor for more information and visit http://test.unm.edu/compass.htm.

Choose other courses from the following list: Writing and Speaking: CJ 130: Public Speaking Mathematics: Check your placement for applicable classes. Physical and Natural Sciences: None Humanities CCS 201: Intro to Chicana & Chicano Studies (if attached to an FLC) Foreign Language: All Foreign Language Courses Fine Arts: Any Fine Arts Studio or Performance Course Elective Courses CS 150: Computing for Business Students (must have placed in Math 121 or higher) ENG 116: Intro to Engineering â&#x20AC;&#x201C; 1 to 3 credits HED 171: Personal Health Management HED 164L: Standard First Aid with Lab UNIV 101: Introduction to UNM & Higher Education Any PE-NP course

UNIVERSITY ADVISEMENT CENTER IS-Reading, IS-Math, and English 111 Compatible Courses If you are placed in IS Reading, IS Math and English Stretch, you need to take these classes your first semester. You have the option of taking the COMPASS test to place out of the IS R level. Please speak with your advisor for more information and visit http://test.unm.edu/compass.htm.

Choose other courses from the following list:

Writing and Speaking: CJ 130: Public Speaking Mathematics: None Physical and Natural Sciences: None Foreign Language: All Foreign Language Courses Humanities CCS 201: Intro to Chicana & Chicano Studies (if attached to an FLC) Fine Arts: Any Fine Arts Studio or Performance Course Elective Courses HED 171: Personal Health Management HED 164L: Standard First Aid with Lab UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

UNIVERSITY ADVISEMENT CENTER

IS-Reading and IS-Math Compatible Courses If you placed in IS Reading and IS Math you need to take them your first semester. You have the option of taking the COMPASS test to place out of the IS R or ISM level. Please speak with your advisor for more information and visit http://test.unm.edu/compass.htm.

Choose other courses from the following list:

Writing and Speaking: Check your English placement for applicable classes CJ 130 Mathematics: None Physical and Natural Sciences: None Humanities CCS 201: Intro to Chicana & Chicano Studies (if attached to an FLC)

Foreign Language: All Foreign Language Courses Fine Arts: Any Fine Arts Studio or Performance Course

Elective Courses ENG 116: Intro to Engineering HED 171: Personal Health Management HED 164L: Standard First Aid with Lab UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

UNIVERSITY ADVISEMENT CENTER

English 111 and IS-Math Compatible Courses If you placed in English Stretch and IS Math you need to take them your first semester. You have the option of taking the COMPASS test to place out of the IS R level. Please speak with your advisor for more information and visit http://test.unm.edu/compass.htm.

Choose other courses from the following list:

Writing and Speaking: CJ 130 PHIL 156 Mathematics: None Physical and Natural Sciences: None Social and Behavioral Sciences ANTH 130 PSY 105 (Note: course requires at least 10 hours of out of classroom work) CRP 181 ENG 200 Humanities CLST 107 Foreign Language: All Foreign Language Courses Fine Arts: ARCH 121: Intro to Architecture MUS 139: Music Appreciation Any Fine Arts Studio or Performance Course Elective Courses Any PE-NP course UNIV 101 HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (closed for Fall 2014)

FRESHMEN LEARNING COMMUNITIES CALENDAR

ENGLISH

New First‐Year Composition Courses and Sequences Accelerated Composition Accelerated Composition replaces English 101 and 102. Students who have taken English 101 can register for English 120.

New Course Numbers Same courses as before, new numbers.  English 101 is now English 110.  English 102 is now English 120.

New Courses & Sequences

Composition I & II – “Stretch” Stretch courses keep students and instructors together across the first two semesters.

We’ve made these changes to make room for two new course sequences:  “Stretch”: English 111 & 112,  “Studio”: English 113. Stretch and Studio are college‐level writing courses that provide additional support.

ISE‐100 No Longer Offered Enhanced Composition –“Studio”

ISE‐100 is no longer offered on main campus. Most branch campuses still offer some version of the course.

English 113 is paired with a one‐credit‐hour small‐group lab that offers additional support for students.

For More Information You can find out more about these courses and placement at the English Department website (english.unm.edu/fyc).

Placement: Test Scores and Prerequisite Courses Course Placed Into

ACT

SAT

COMPASS UNM Prereq

CNM Prereq

110 Accelerated Composition 111* Composition I (”Stretch I”) 112* Composition II (”Stretch II”) 113* Enhanced Composition (“Studio”)

19–25

450‐600

>74

ISE‐100

ENG 0950

<17

<410

<68

n/a

ENGL 111

n/a

17–18

410–440

68–74

n/a

120 Composition III

26–28

610–640

n/a

To place out of all FYC

>28

>640

n/a

ENGL 110, 112, 113 ENGL 120

ENG 1101 ENG 1102

* ENGL 111, 112, and 113 require instructor permission; contact Dylan Gauntt (werewulf@unm.edu; 277‐5576). 48

MATH

UNM/CNM Lower Division MATH/STAT Courses

ISM 100 ≥ 11/220

UNM Course

Subject to change, please see website for most up-to-date information.

m a t h . u n m . e d u

ACT/SAT pre-req

test.unm.edu/compass.htm

MATH 0930 & 0940 or 0950

CNM Equivalent

Intermediate Algebra

MATH 1310

(previously MATH 120)

MATH 101 (1hr) ≥ 19/450

MATH 111 ≥ 19/450 MATH 1110

MATH 112 MATH 1115

MATH 215 (C)

MATH 102 (1hr)

MATH 103 (1hr)

MATH 121 (C) ≥ 22/510

MATH 180 (C) ≥ 26/600

MATH 1315

MATH 1460

MATH 123 ≥ 25/570

MATH 129 (C) ≥ 22/510

MATH 150 (C) ≥ 25/570

MATH 181 (C)

MATH 1465 MATH 1410

MATH 1415

MATH 1320 or MATH 1340

STAT 145 (C) ≥ 22/510

MATH 162 (C)

MATH 163 (C)

≥ 32/700

Note: 162/163/264 are 4 hour courses

OR ≥ 28/640 and TRIG COMPASS > 59

MATH 1330

MATH 1710

MATH 2110 50

MATH 264

MATH 1715

MATH 2710 February 2014 — BV

COURSES WITH PEER LEARNING FACILITATORS (PLF) These are course that have peer (students) embedded in them to assist students in the course. They provide peer-assisted collaborative learning activities in large gateway sections. Courses with PLF are great for students that need that additional support.

CRN

Class

Instructor

Days & Times

Room

17983 17984 17988 17991

Math 121-013 Math 121-014 Math 121-017 Math 121-019

Martinez Andrew Andrew Andrew

MWF 12 – 1250 MWF 12 - 1250 MWF 1 – 150 TR 2 – 315

DSH 226 DSH 129 DSH 223 DSH 227

18372 18373

Math 150-005 Math 150-006

Andrew Andrew

MWF 10 – 1050 MWF 11 – 1150

DSH 227 DSH 127

48896 48897

Math 162-012 Math 162-013

Martinez Martinez

T 8-915; MWF 2-250 R 8-915; MWF 2-250

DSH 328; 326 DSH 328; 326

CRN 10346

Class Bio 202L-003

Instructor Howe

Days & Times TR 930 - 1045

Room

PLFs

10353

Bio 202L-010

Howe

TR 930 - 1045

CRN 14049 14050 44389 48466 48688

Class Chem 121-001 Chem 121-002 Chem 121-004 Chem 121-005 Chem 121-006

Instructor (staff) (staff) (staff) Knottenbelt (staff)

Days & Times MWF 12-1250 MWF 10-1050 TR 5-615 MWF 12 – 1250 MWF 11-1150

Room Anth 163 Wood 101 Clark 101 CTLB 300 (tbd)

PLFs

14111 26148 44390

Chem 122-001 Chem 122-002 Chem 122-003

(staff) (staff) Yang

MWF 11-1150 TR 5-615 MWF 9 – 950

Pearl 101 Cast 100 SMLC 102

41861

Chem 301-006

Bellew

MWF 11 - 1150

Cast 100

26166

Chem 302-002

Bellew

MWF 9-950

Mitchell 102

CRN 18474

Class EPS 101-001

Instructor Pun

Days & Times TR 1230 – 145

Room

41553 46525

EPS 101-004 EPS 101-008

Pun Pun

TR 930 – 1045 online

PLFs

RESTRICTED COURSES

FALL 2014 Restricted Courses

COURSE

CRN

DAY/TIME

OVERRIDE

BIOL 202.010

10353

T/R 9:30-10:45 am F 9-10:15 am

CAPACITY

BIOL 202.003

CHEM 121.003

10346

14051

T/R 9:30-10:45 am R 12:30-1:45 pm

MWF 10-10:50 am

CAPACITY SPCAPP

BIOCHEM 423.002

25802

T/R 9:30-10:45 am

SPCAPP

CHEM 301.005

40934

MWF 11-11:50 am

SPCAPP

Math 180.013 (BA/MD Section)

Math 180.009 (UNM Section)

Math 180.019 Math 121.023

27560

T/R 9:30-10:45 am

SPCAPP

T/R 9:30-10:45 am

45752

TR 1730-2000

OKAFB - DP

22737

MW 1730-2000

OKAFB - DP

NOTES Capacity increased to open for all students after 4/23/14.

Capacity increased to open for all students after 4/23/14; Still need SPCAPP override

BA/MD Program, S. Martinez until 4/22/14; Martina Rosenberg after 4/22/14 Lisa Whalen BA/MD Program S. Martinez

SPCAPP PROGRAM

18418

OVERRIDE Contact BA/MD Program, Shawnee Martinez, until 4/22/14; Biology after 4/22 but shouldnâ&#x20AC;&#x2122;t need override BA/MD Program, S. Martinez and the Instructor

Instructor or Math Department, Ana Parra Lombard

Contact OKAFB

Calculus for Life Sciences sections, not regular Math 180, designed for prehealth and Biology majors Calculus for Life Sciences sections, not regular Math 180, designed for prehealth and Biology majors

OKAFB - DP ALEKS â&#x20AC;&#x201C; IN (Instructor Permission)

Contact OKAFB

MWF 1000-1050

BA/MD - DP

Contact instructor

TR 1730-2000

OKAFB - DP

Contact OKAFB

Math 121.025

49512

TR 1730-2000

Math 121.035

47033

Arranged

Stats 145.019

29994

Stats 145.021

49520

PHYSICS 151.003

44347

MWF 12:00-12:50 pm

HMHV 101.001 (BA/MD section)

49485

T/R 11:00am12:15pm

39374

T/R 3:30-4:45 pm

25920

T/R 11:00am12:15pm

HMHV 101.002 (UNM section) HMHV 201.001 (BA/MD section)

HMHV 298.001 (BA/MD Section)

HMHV 301.001 (BA/MD section) HMHV 401.001 (BA/MD section)

SPCAPP

CAPACITY SPCAPP PROGRAM SPCAPP PROGRAM SPCAPP PROGRAM

SPCAPP PROGRAM

35980

M 2:00-2:50 pm

39402

MWF 11-11:50 am

43670

T/R 12:30-1:45 pm

SPCAPP PROGRAM SPCAPP PROGRAM

Contact instructor

BA/MD Program, S. Martinez until 4/22/14; Mark Morgan Tracy after 4/22/14 BA/MD Program S. Martinez BA/MD Program S. Martinez BA/MD Program S. Martinez

BA/MD Program S. Martinez

BA/MD Program S. Martinez BA/MD Program S. Martinez

Notes: 1. 2. 3.

All Math sections 180 are correspondence courses. D ue to catalog inaccuracies, any student registering for ENGL249 in fall will need an override. T he prereq for ENG 249 is English 110. If a s tudent scores between 26 and 28 on the A CT, they will need a pre-req override for E nglish 120 due to an error in Banner.

ADDITIONAL FALL COURSES From AdviseL

A Guide to Introductory Chemistry Courses UNM Department of Chemistry and Chemical biology Note: all courses except CHEM 192 fulfill the NM General Education science requirement. CHEM 101 Chemistry in Our Community (3) Introduction for non-science majors to the basic chemistry required to understand scientific topics affecting our community, such as global warming, water quality, nuclear power, plastics, and milk chocolate. This course introduces chemical concepts through repeated exposure via a variety of current topics. It is intended for non-science majors who would like an introduction to chemistry and its applications. The course has no pre-requisites. CHEM 111 Elements of General Chemistry (4) One-semester course in general chemistry, especially for non-science majors in the health sciences except pre-medicine and medical technology. Three lectures, 3 hours demo lab/recitation. This course is intended for health science majors, specifically xxxx. Prerequisite: ACT > 22 or SAT > 510 or MATH 120 or higher CHEM 121 General Chemistry I (3) Introduction to the chemical and physical behavior of matter. This course is intended for science and engineering majors except those who intend to major in the chemical sciences (see CHEM 131 below). CHEM 121 is part of a two semester sequence with CHEM 122 and has a required lab section (123L). Prerequisite: ACT > 25 or SAT > 570 or MATH 121 or higher. CHEM 131L Principles of Chemistry I (4) Chemical and physical behavior of matter, atomic and molecular structure and chemical periodicity. Three lectures, 3 hours lab. Recommended for students intending to major in Chemistry, Biochemistry or Chemical Engineering. Prerequisite: ACT > 28 or SAT > 640 or Pre-or Corequisite MATH 162 or higher. CHEM 192 Preparation for College Chemistry (2) An intensive, eight-week, preparatory course for CHEM 121/123L which includes fundamental topics in high school chemistry and mathematical skills required for college chemistry. On-line with optional face-to-face recitation sessions, offered in June, July, and Fall (online only). Recommended for students intending to take CHEM 121/123L but who lack the prerequisite (ACT > 25 or SAT > 570 or MATH 121 or higher). It is suitable for high school seniors to take as a dual credit course as well as pre-freshman students as a bridge course. No prerequisite.

Chem101: Chemistry in Our Community Fall 2014: TR 12:30-‐1:45 Dr. Julia Fulghum • • • • • •

Fulfills physical science requirement for UNM core curriculum (no lab component) Basic chemistry for non-science majors No pre-requisites Uses a just-in-time approach to teaching just enough chemistry to be able to discuss societally and locally relevant science topics This is NOT a preparatory course for CHEM 111 or 121 Some questions we’ll ask (and probably answer): • How do we know global climate change is really happening? • What energy sources power NM and where are they located? What energy sources should power NM? • Will the jet fuel spill at Kirtland Air Force Base reach our water supply? • What role is UNM playing in developing fuel-cell powered cars? • What impact do the power plants in the four corners region have on the Grand Canyon and Mesa Verde? • Can someone invent a perpetual motion machine? • What chemical problem was so hard to solve that it caused spying among candy makers? • Is there a good answer to “paper or plastic”? • What is going on at the Waste Isolation Pilot Plant? • What is the difference between artificial sweeteners and sugar? • Why do auto emission check policies differ around the state? Why should you care about this course? “.....ignorance of chemistry poses a barrier to the democratic process. Ordinary people must be empowered to make decisions - on genetic engineering, on waste disposal sites, and on dangerous and safe power plants. They can call on experts to explain advantages and disadvantages, the options, benefits and risks. But experts do not have the mandate; the people and their representatives do.” Roald Hoffmann (1989 Nobel Prize in Chemistry)

PEP 293-002 / 593-001 (CRN 47216 / 47217)

Emergency Management and Preparedness Tuesday â&#x20AC;&#x201C; Thursday 2:00 PM to 3:15 PM Fall, 2014 Learn how to better prepare yourself, your family and your community. Learn about emergency preparedness and response on the UNM campus. This 3 hour elective will cover a wide variety of FEMA topics including: emergency management, incident command, active shooter situations, disaster preparedness and response drills. The course is open to all students, faculty and staff of the University, and is eligible for tuition remission benefits. This course will prepare participants to become part of the University's trained team of first responders know as the Campus Community Emergency Response Team (C-CERT). For Further Information, Contact: Byron Piatt, M.P.A., CEM Emergency Manager University of New Mexico (505) 277-0330 EM Desk bpiatt@salud.unm.edu

Through hands-on exercises in the lab and classroom instruction, students Anth 120/122L learn how archaeologists reconstruct and interpret past societies, using artifacts, site location, and more! Note: we are sensitive to cultural concerns about archaeology in this class; everyone is welcome. Available Anth 120 sections: 46971-ANTH 120 001: T/Th, 9:30 – 10:50 am 46972-ANTH 120 002: MWF 9 – 9:50 am

Available Anth 122L sections: 49613-ANTH 122L 002: M 10 – 11:15 am 47946-ANTH 122L 011: T 11:00 am – 12:15 pm 49614-ANTH 122L 001: T 1 – 2:15 pm 46979-ANTH 122L 005: W 10 – 11:15 am 48910-ANTH 122L 010: Th 11:00 am – 12:15 pm 46980-ANTH 122L 006: F 10 – 11:15 am

**All students must enroll for BOTH Anth 120 and a section of ANTH 122L**

A New Communication Concentration Is Now Available— Environmental Communication We are excited to announce our new concentration for Communication majors—Environmental Communication. This timely, rich, and relevant field of study is based on the premise that the ways we communicate about the natural world influence or even determine humans’ relationship to the natural world and how we subsequently view and treat it. Students of environmental communication examine such things as the messages about the natural world sent to us through advertising, news reporting, pop culture, and culture at large, as well as current issues in environmental justice, nature and childhood, and different cultural relations with nature in the U.S. and abroad. The concentration engages students in understanding and questioning environmental ideologies, the place of power in shaping ecological relations, and ways of communicating transformation. Students gain tools to consider how they might envision and enact sustainable and restorative ways forward. Below are the course requirements and options for this concentration: Students must take either starred (*) course and any two elective courses in the concentration sequence. The other starred course may be taken as one of the additional two elective courses. Core classes: C&J *313 - Ecocultural Communication or C&J *339 - Rhetoric and the Environment Concentration electives: • • • • • •

C&J 314 - Intercultural Communication C&J 317 - International Conflict & Community Building C&J 318 - Language, Thought & Behavior C&J 327 - Persuasive Communication C&J 450 - Health Communication C&J 467 - Mass Communication: International Perspectives

Note: C&J’s Lobo Gardens research-service-learning course, which focuses a communication lens on global and local food issues and engages students in growing food on and off campus, will soon be added to the concentration electives list.

Race, Authenticity, and Identity in Hip Hop Culture Fall 2014 - Tuesday and Thursday (2:00 – 3:15) - ENGL 315 Dr. Finnie D. Coleman It is important to note from the outset that this course addresses, but does not focus exclusively upon contemporary rap music and rap artists. This course is a vehicle for the exploration of Hip Hop’s roots in the African Diaspora, its maturation and commodification in the United States of America, and its spread around the globe. The “official” history of Hip Hop culture begins in the Bronx, New York in the early 1970s. We begin our course by challenging this official history and the widely held misconception that the culture consists of “four” elements: Emceeing (Rapping), Turntablism (DJ Culture), Breaking (BBoy and B-Girl Culture), and Writing (Graffiti Culture). As Reiland Rabaka asserts in his book The Hip Hop Movement, “Authentic Hip Hop” has at its core an “emphasis on the acquisition, production, and dissemination of knowledge.” We will learn how the four primary cultural forms were bound together early on by a fifth element – “Hip Hop Knowledge.” We will further challenge this official narrative as we learn how key elements of Turntablism preexist the “Bronx narrative” by more than a decade, Breaking by more than a century, Rapping by centuries, and Writing by millennia. After exploring the culture’s historical origins, we will turn our attention to how the culture is lived in the United States and around the world. We will delve into social, racial, and gender issues that have plagued the culture and at times threatened its survival. Distinguishing between Hip Hop and what some critics have called “Pop Hop,” we will also explore the inner workings of underground and alternative Hip Hop communities as we illuminate the many socioeconomic barriers that hinder underground artists and independent record labels from attaining commercial success. With the Harlem Renaissance and the Black Arts Movement as historical and cultural backdrops, we will investigate the literary origins of “Conscious Rap,” “Neo Soul,” and “Spoken Word” poetry that serve as the intellectual epicenter of the culture. We will end the course with an examination of the globalization of Hip Hop culture and spend time interrogating what Molefi K. Asante heralds as the rise of the “post-hip- hop generation.” We will close the course with student led explorations of Hip Hop at the local level, Hip Hop in the 505.

Concerned about SUCCEEDING IN PHYSICS? If you want to increase your ability to apply your math and analytic skills before attempting PHYC 160 or 151, consider taking this fall: PHYC 103-001 Math and Analytical Skills for Physics CTLB 330, TR 11:00-12:15 Taught by Dr. Kent Morrison (lkm@unm.edu), this class will teach you how to apply your math and analytical skills to physics problems in a studio setting, and is invaluable preparation for the challenging physics classes you must take. Enrollment is by permission of instructor. You must have knowledge of trigonometry and pre-calculus math to take this class. Topics include:     

Applications of Trigonometry Vectors Reasoning Skills Visualizing Problems Making and Interpreting Graphs

    

Problem Solving Strategies Manipulating Algebraic Equations Understanding Units Ratios and Scaling Approximations

TUITION and FEES Fall 2014

• Tuition is assessed at each campus independently. NM Residents Tuition Fees $235.25 $50 $235.25 $50 $2,503.35 $720 $166.89 $48

UNDERGRADUATE & NON-DEGREE UNDERGRADUATE 1 to 11 hours, per hour (Part-time) 12 to 14 hours, per hour (Full-time) 15 to 18 hours, block (Full-time) 12 to 18 hours, block (Full-time) >18 hours, per hour Additional Undergraduate Tuition Differentials

per hour; block from 15 to 18

Non-Residents Tuition Fees $811 $50 $9,732 $600 $811 $50

per hour; block from 12 to 18

Anderson School of Management (ASM) $10 $10 College of Nursing – Bachelors $185 $185 GRADUATE First and second semester Non-Resident Graduate students (all programs) enrolled in six hours or less pay NM Resident rates. All Non-Resident Graduate students enrolled in seven hours or more pay Non-Resident rates for all hours taken. All Non-Resident, Non-Degree Graduate students pay Non-Resident rates for all hours taken. GRADUATE AND NON-DEGREE GRADUATE 1 to 11 hours, per hour (Part-time) $246.85 $55 $833.42 $55 >11 hours, per hour (Full-time) $246.85 $55 12 to 18 hours, block (Full-time) $10,001.04 $660 >18 hours, per hour $833.42 $55 Additional Graduate Tuition Differentials

Masters of Occupational Therapy (beginning in Fall 2013) Physical Therapy Doctorate

Additional Graduate Tuition Differentials

per hour for all hours

$140 $164

per hour for all hours

College of Nursing – Doctorate $366 College of Nursing – Masters $249 Speech & Hearing Sciences $150 GRADUATE PROFESSIONAL (ASM, Architecture & Planning, Law, Public Administration) 1 to 11 hours, per hour (Part-time) $246.85 >11 hours, block (Full-time) $2,962.20 12 to 18 hours, block (Full-time) >18 hours, per hour Additional Graduate Professional Tuition Differentials

$366 $249 $150 $55 $660

per hour; block > 11 hours

Architecture & Planning (courses) Anderson School of Management (ASM) ASM – non-ASM students (courses) Law Public Administration (courses) COLLEGE OF PHARMACY (Pharm D) 1 to 11 hours, per hour (Part-time) >11 hours, block (Full-time) Pharmacy Tuition Differential (per hour; block > 11 hours) DISSERTATION 1 to 6 hours

per hour; block from 12 to 18

$74.63 $183.70 $82 $352.34 $50 $410 $55 $4,920 $660 $379.50

$833.42

$55 -

$10,001.04 $833.42

$660 $55

per hour; block from 12 to 18

$74.63 $190.10 $82 $527.05 $50 $1,286.62 $55 $15,439.44 $660 $379.50

$ 594 (flat) $ 594 + $ 888.42 per hour over 6 $ 8,059.82 $ 23,148.65 Med School Needlestick Insurance: $30 per student. $ 594 (flat)

>6 hours

SCHOOL OF MEDICINE Med School Curriculum Fee: $1,350 per student. Med School Disability Insurance: $103.08 per student, Fall only. Med School Virtual Histology Fee: $100 assessed to new Med School admits, one-time fee.

OTHER MANDATORY FEES College of Education Curriculum Fee (TK20): $125 assessed to new COE admits, one-time fee. GPSA Fee: $25 assessed to all Graduate, including ASM Grad, Law, Dissertation, Pharmacy and Med students. HSC Student Council Fee: $1.00 assessed to all HSC students. HSC Library Fee: $130 assessed to all HSC students. Health Sciences Needlestick Insurance: $30 to various HSC disciplines. Law School Curriculum Fee: $250 per student. Physician Assistant Curriculum Fee: $1,000 assessed to all PA students. Physical Therapy Fee: $275 assessed to all DPT students. Enrollment Cancellation is Friday, August 8, 2014. Students must pay their Enrollment Cancellation balance by 5:00 PM. Payment plans and online payments will be available through 11:59 PM. Reduced Tuition for Senior Citizens A student qualifies for a reduced tuition rate of $5.00 per credit hour if they are: • A New Mexico resident as defined by the NM Department of Higher Ed; st • Age 65 or older as of the 21 day from the starts of the semester; • Registering for no more than six credit hours; • Registering on or after August 18, 2014 Refund Deadlines Courses must be dropped by 5:00 PM on the listed day to receive the refund: All Programs, except College of Nursing College of Nursing First-Half Term Friday, August 29, 2014 Monday, September 15, 2014 Three-Quarter Term Friday, August 29, 2014 n/a Full Term Friday, September 5, 2014 Monday, September 22, 2014 Second-Half Term Friday, October 24, 2014 Friday, November 7, 2014 Open Learning Courses, or courses that are outside the traditional schedule, are fully refundable if dropped before 20% of the course has been completed, except Independent Study through Correspondence courses (see below). Do not include partial days when calculating 20% of completion. For example, 20% of an 8-day course equals 1.6 days; therefore, the refund is calculated only if course is dropped on or before the first day. Courses with duration of 5 days or less must be dropped on or before the first day of the course to receive a full refund. rd

Independent Study through Correspondence courses are fully refundable if dropped on or before the 33 day of registration AND no coursework has been submitted. Please contact the Correspondence Office for additional information. A course is not dropped by not attending. It is the student’s responsibility to officially drop or withdraw from UNM by the published deadline (see above) to insure proper credit of tuition and fees are received. Mandatory Student Fees, Course Fees, and Curricular Fees Mandatory Student Fees, as prescribed in UNM Policy 1310, are assessed to all students registered on main campus, including the Health Sciences Center, and are assessed with tuition. Through the Student Fee Review Board (SFRB), ASUNM and GPSA hold deliberation on the fee amount to assess. The Board of Regents approves the final amount. Course Fees, as prescribed in UNM Policy 8210.3, “are intended to help defray costs specifically associated with certain courses and are not intended to replace general operation costs, which are paid from tuition.” They are approved by the Provost/Executive Vice President for Academic Affairs or the Chancellor for Health Sciences (UNM Policy 8210). Curricular Fees, as prescribed in UNM Policy 8210.3.2, “are charged to support curricular needs in the department, college, or school. The fee funds short-term and long-term needs for the purpose of instructing students, including technology, broadly shared materials and equipment, and other expenses relevant to multiple courses in a program.” They are a type of course fee, therefore, are approved by the Provost/Executive Vice President for Academic Affairs or the Chancellor for Health Sciences.

UNM WEST COURSES

A DIFFERENT BREED OF LOBO FALL 2014 COURSE SCHEDULE Date

CRN

Sub. No.

51415 51338 51354 51339

AMST AMST AMST AMST

Title

Updated: 04/30/14

Time

Day Faculty Name

American Studies 8/18- 12/13/14 10/13- 12/13/14 10/13- 12/13/14 8/18- 10/11/14

200 340 340 343

T: Nuclear New Mexico T: American Popular Culture T: Supernatural Folklore Urban Legends

2:00-3:15 pm 10:00-3:00 pm 10:00-3:00 pm 10:00-3:00 pm

MW F R F

11:00-1:45 pm

Shaughnessy, Eileen Dewan, William Dewan, William Dewan, William

Anthropology 8/18- 12/13/14

50809 ANTH

150 Evolution & Human Emergence

Staff

Astronomy 8/18- 12/13/14 8/18- 12/13/14

50810 50811

ASTR 101 Intro To Astronomy ASTR 101L Astronomy Laboratory

5:00-6:15 pm 6:30-7:30 pm

MW Staff M Staff

11:00-1:15 pm 2:00-3:15 pm 5:00-7:45 pm 5:00-7:45 pm 5:00-7:45 pm 5:00-7:45 pm 3:30-6:15 pm 12:30-3:15 pm

W TR M T W R W F

Communications and Journalism 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14

50812 50850 50851 50852 50853 50854 50855 50856

CJ CJ CJ CJ CJ CJ CJ CJ

101 130 300 314 332 340 400 443

Intro Communication Public Speaking Theories of Communication Intercultural Communication Business Professional Speaking Communication in Orgs. Sr Sem Perspectives on Comm T: Current Devlps in Org Com

Staff Staff Staff Staff Staff Staff Staff Staff

150L Computing for Bus Students

5:00-6:15 pm

Garcia, Reinaldo

50858 DANC 51248 DANC

105 Dance Appreciation 105 Dance Appreciation

3:30-6:00 pm 10:00-3:00 pm

M W

Cordero, Melissa Cordero, Melissa

50859 ECON 50860 ECON

105 Introductory Macroeconomics 106 Introductory Microeconomics

9:30-10:45 am MW Staff 11:00-12:15 pm MW Staff

Computer Science 8/18- 12/13/14

51414

Dance Appreciation 8/18- 12/13/14 10/13- 12/13/14

Economics 8/18- 12/13/14 8/18- 12/13/14

Education 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14

50114 50115 41749

EDUC 321L Tchng Social Studies El Sch EDUC 321L Tchng Social Studies El Sch EDUC 330L Teaching of Reading

8:30-10:50 am M-R Sanchez, Rebecca 11:00-12:50 pm M-R Sanchez, Rebecca 4:15-6:45 pm R Nieto, Stephanie

51164 51191 50863 50864 50865 50866 50867

ENGL ENGL ENGL ENGL ENGL ENGL ENGL

3:30-4:45 pm TR Staff 3:30-4:45 pm TR Staff 9:30-10:45 am MW Staff 11:00-12:15 pm MW Staff 10:30-1:15 pm F Nevins, Bill 6:00-8:30 pm R Staff 6:00-8:30 pm M Staff

English 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14

110 120 219 220 324 330 455

Accelerated Composition Composition III Tech & Professional Writing Expository Writing Introduction to Screenwriting T: Lucifer in Literature Middle to Late 18C

Environmental Science 8/18- 12/13/14 8/18- 12/13/14

51151 51152

ENVS 101 The Blue Planet ENVS 102L The Blue Planet Lab

11:00-12:15 pm 12:30-2:20 pm

TR TR

Watt, Paula Watt, Paula

Geography 8/18- 12/13/14

50868 GEOG

101 Physical Geography

5:00-6:15 pm

Staff

50869 50871 50872

101 Western Civilization to 1648 161 US History to 1877 300 T: History of Terrorism

12:30-2:45 pm 12:30-2:45 pm 12:30-1:45 pm

M W TR

Staff Staff Bello, Robert

History 8/18- 12/13/14 8/18- 12/13/14 8/18- 12/13/14

HIST HIST HIST

*Courses that meet UNM Core Curriculum Requirements are shaded

*Schedule is subject to change without notice.

See back of page for more.

2600 College Blvd. NE, Rio Rancho, NM 87144 Phone: (505) 925-8669 Fax: (505) 925-8684 Website: http://unmwest.unm.edu Facebook: www.facebook.com/unmwest 69

A DIFFERENT BREED OF LOBO FALL 2014 COURSE SCHEDULE Date

CRN

Sub. No.

Interdisciplinary Film and Digital Media IFDM 491 8/18- 12/13/14 51029 IFDM 491 8/18- 12/13/14 51031 Liberal Arts and Integrated Studies LAIS 309 8/18- 12/13/14 51026 LAIS 309 8/18- 12/13/14 51030 Management 8/18- 12/13/14 50102 MGMT 300 8/18- 12/13/14 50103 MGMT 306 8/18- 12/13/14 50104 MGMT 322 8/18- 12/13/14 50105 MGMT 326 10/13- 12/13/14 50106 MGMT 328 8/18- 12/13/14 50107 MGMT 450 8/18- 12/13/14 50108 MGMT 501 8/18- 12/13/14 50109 MGMT 502 Mathematics 8/18- 12/13/14 50874 MATH 101 8/18- 12/13/14 50875 MATH 102 8/18- 12/13/14 50876 MATH 103 8/18- 12/13/14 50877 MATH 111 8/18- 12/13/14 50878 MATH 121 8/18- 12/13/14 50881 MATH 123 8/18- 12/13/14 50880 MATH 129 8/18- 12/13/14 50882 MATH 150 8/18- 12/13/14 50883 MATH 162 8/18- 12/13/14 50884 MATH 180 Music Appreciation 8/18- 12/13/14 50873 MUS 139 Nutrition 8/18- 12/13/14 50886 NUTR 244 Philosophy 8/18 12/13/14 50887 PHIL 101 8/18 12/13/14 50888 PHIL 156 Psychology 8/18 12/13/14 50889 PSY 105 8/18 12/13/14 50890 PSY 220 8/18 12/13/14 50891 PSY 240 8/18 12/13/14 50892 PSY 265 8/18 12/13/14 51355 PSY 324 8/18 12/13/14 51356 PSY 331 8/18 12/13/14 51357 PSY 332 8/18 12/13/14 50898 PSY 375 8/18 12/13/14 50899 PSY 400 8/18 12/13/14 50901 PSY 450

Updated: 04/30/14

Title

Time

Day Faculty Name

T: Digital Game Development T: Mobile Software App Dvlmt

5:00-7:45 pm 5:00-7:45 pm

M Staff W Staff

T: Digital Game Development T: Mobile Software App Dvlmt

5:00-7:45 pm 5:00-7:45 pm

M Staff W Staff

Operations Management Org Behavior & Diversity Marketing Management Financial Management International Management Computer-Based Info Systems Stat Analysis Mgmt Decisions Financial Acctg & Analysis

9:30-12:00 pm 5:30-8:00 pm 12:30-3:00 pm 12:00-2:30 pm 9:00-2:00 pm 1:00-3:30 pm 1:00-3:30 pm 5:30-8:00 pm

F T F R S F F M

Intermediate Algebra Part I Intermediate Algebra Part II Intermediate Algebra Part III Math El Sch Tchr I College Algebra Trigonometry Survey of Math Pre-Calculus Math Calculus I Elements of Calculus I

8:00-9:15 am 8:00-9:15 am 8:00-9:15 an 12:30-1:45 pm 9:30-12:00 pm 9:30-10:45 am 2:00-3:15 pm 11:00-12:15 pm 3:30-5:15 pm 4:30-5:45 pm

MW MW MW TR S MW TR TR MW MW

Yourstone, Steven Staff Benavidez, John Cormier, James Montoya, Manuel Bose, Ranjit Yourstone, Steven Togo, Dennis Staff Staff Staff Staff Jadalla, Nidel Staff Staff Staff Staff Clark, Elaine

Music Appreciation

2:00-3:45 pm

TR Staff

Human Nutrition

2:00-3:15 pm

TR Taber, Laura

Intro To Philosophy Reasoning & Critical Thinking

9:30-10:45 am 9:30-10:45 am

TR Staff MW Staff

General Psychology Developmental Psychology Brain & Behavior Cognitive Psychology Infant Development Psychology of Personality Abnormal Behavior Psychology of Women History of Psychology ST: Psychology of Religion

11:00-12:15 pm 8:00-10:45 am 8:00-10:45 am 8:00-10:45 am 3:30-6:15 pm 3:30-6:15 pm 3:30-6:15 pm 5:00-7:45 pm 3:30-6:15 pm 3:30-6:15 pm

TR M W R M T W R R T

*Courses that meet UNM Core Curriculum Requirements are shaded

*Schedule is subject to change without

Staff Staff Staff Staff Lesnik, Paul Lesnik, Paul Lesnik, Paul Staff Staff Staff See back of page for more.

2600 College Blvd. NE, Rio Rancho, NM 87144 Phone: (505) 925-8669 Fax: (505) 925-8684 Website: http://unmwest.unm.edu Facebook: www.facebook.com/unmwest 70

A DIFFERENT BREED OF LOBO FALL 2014 COURSE SCHEDULE Date

CRN

Sub. No.

Title

Religious Studies 8/18- 12/13/14 50902 RELG 107 Living World Religions Sociology 8/18- 12/13/14 50903 SOC 101 Introduction to Sociology 8/18- 12/13/14 50904 SOC 205 Crime Publ Policy & Crim Just 8/18- 12/13/14 51328 SOC 326 Sociology of New Mexico 8/18- 12/13/14 50905 SOC 331 Social Movements 8/18- 12/13/14 50906 SOC 371 Sociological Theory 8/18- 12/13/14 50909 SOC 380 Intro to Research Methods 8/18- 12/13/14 50907 SOC 420 Race & Cultural Relations 8/18- 12/13/14 50908 SOC 426 Drugs, Crime and Social Control Spanish 8/18- 12/13/14 50910 SPAN 101 Elementary Spanish I Special Education 8/18- 12/13/14 50111 8/18- 12/13/14 50113 8/18- 12/13/14 50110 8/18- 12/13/14 50112 Statistics 8/18- 12/13/14 50885 University Studies

SPCD SPCD SPCD SPCD

319 319 486 486

Classroom Org & Management Classroom Org & Management Diff Rdg Int for ID Diff Rdg Int for ID

STAT

145 Intro To Statistics

Updated: 04/30/14

Time 5:00-6:15 pm

Day Faculty Name MW Staff

6:30-8:45 pm 11:00-1:45 pm 4:00-6:30 pm 5:00-7:45 pm 5:00-7:45 pm 8:00-10:45 pm 5:00-7:45 pm 5:00-7:45 pm

M F W T W T R F

6:30-7:45 pm

TR Staff

1:30-3:30 pm 1:30-3:30 pm 9:00-11:00 am 11:00-1:00 pm

M-R M-R M-R M-R

5:30-8:00 pn

8/18- 12/13/14 50911 UNIV 101 Sem:Intro to UNM & Higher Ed 1:30-2:45 pm

Staff Staff Ibarra, Robert Staff Staff Staff Staff Staff

Stott, Clare Jarry, Erin Stott, Clare Keefe, Elizabeth Buser, Pascal

TR Schmidly, David

Women Studies 8/18- 12/13/14 51416 WMST 200 Intro. to Womenâ&#x20AC;&#x2122;s Studies

*Courses that meet UNM Core Curriculum Requirements are shaded

11:00-12:15

*Schedule is subject to change without notice.

MW Shaughnessy, Eileen

See back of page for more.

2600 College Blvd. NE, Rio Rancho, NM 87144 Phone: (505) 925-8669 Fax: (505) 925-8684 Website: http://unmwest.unm.edu Facebook: www.facebook.com/unmwest 71

MISCELLANEOUS ITEMS

[cla+] Overview What is it? The Collegiate Learning Assessment+(CLA+) 1 is a low stakes measure of studentsâ&#x20AC;&#x2122; critical thinking, analytic reasoning, problem solving, and written communication skills. The questions are designed to resemble academic and real-life tasks, and are therefore openended, as opposed to multiple-choice, and require the participant to construct a reasoned response, sometimes requiring the analysis and referencing of supplemental materials. How does it work? Each year a random sample of first semester freshmen complete the CLA+ in the fall term and a random sample of second semester seniors complete the CLA+ in the spring term. Students complete the task online in a proctored setting in a 90 minute session. Participation is voluntary. Participating students receive an individual score report of how well they did on the test and how they compare to their peers (at UNM and nationwide), as well as incentives from the university in appreciation for their contribution to UNM research. UNM receives reports about the universityâ&#x20AC;&#x2122;s performance as a whole, as well as the student level data so that UNM may perform additional analyses. Why are we doing it? The CLA+ was created by the Council for Aid to Education 2 to improve teaching and learning. UNM expects participation in the CLA to contribute to the improvement of teaching and learning of critical thinking, analytic reasoning, problem solving and written communication skills. We are using the CLA+ to benchmark value-added growth in student learning at the university compared to other institutions. Now with CLA+, new student-level metrics provide guidance to students and data to faculty and administrators for making decisions about grading, scholarships, admission, or placement. Using the CLA+, UNM hopes to learn: a. How well UNM students grow in these skills over their course of studies, b. How ability in the skills measured correlates with graduation. c. How achievement in these skills varies across subpopulations. When does it happen? The CLA+ takes place in the Fall 2014 for Freshmen and the Spring 2015 for Seniors. Several participation dates and times are scheduled for freshmen in September and October, and for seniors between February and mid April.

See Benjamin, Chun, & Ja ckson. (2008). The Collegiate Learning Assessmentâ&#x20AC;&#x2122;s Place in the New Assessment and Accountability Space. CAE http://www.cae.org/content/pdf/CLAPlaceinAASpace.pdf. 2 The Council for Ai d to Education website: www.cae.org.

FAQs for Students 1. If I wasnâ&#x20AC;&#x2122;t selected in your sample, can I still participate? No, you cannot as only those who were randomly selected may participate. This requirement helps ensure that the results are a valid representation of the entire freshman or senior population at UNM. 2. What kind of test is it? The CLA+ is an essay test, designed to measure critical thinking, analytic reasoning, problem solving and writing skills. The questions are designed to resemble real world problems. The test is administered on a computer. 3. Does my performance affect my grades? No, there is no effect of performance on your grades. UNM is interested in how the whole school performs, and will not analyze individual student performance. The CLA has no impact on your academic record. However, you will get a score report that will show you your strengths and weaknesses in the areas measured. 4. If I take it as a freshman will I have to take it again as a senior? No, we measure a different group of students who are seniors now so that we can start our analysis sooner. However, it is possible that an individual may be randomly selected to participate as a freshman and then later as a senior. Participation in the CLA test is always voluntary. 5. Where is the test? The CLA test will be held in a computer lab on campus. You will be sent an e-mail message at the beginning of the semester that will provide you with more information regarding the testing times and locations. 6. Where can I learn more about the CLA+? The CLA+ is conducted by The Council for Aid to Education, a nonprofit research organization (www.cae.org/cla). For more information about the CLA+ at UNM: Email cla@unm.edu or call 277-5115. NOTE: Once the student has been identified as a potential CLA student an email will be sent to the students via LoboAchieve. If you see the note in LA during your advising session please remind the students that they will be contacted regarding CLA.

Freshman Checklist Before Summer

My Information



Complete FAFSA .



Send ACT/SAT and AP Scores to UNM.



Request final High School transcripts including graduation date to be sent to UNM.



Request transcripts from other universities if you took any dual or concurrent credit.



Apply for Housing.



Explore Freshman Learning Communities.



Create your UNM NetID: my.unm.edu.



Start checking your UNM email account (UNM will only send emails to your UNM account).



Did you know you can forward your UNM email to your personal email?

During Summer

Name:



Complete pre-orientation homework.



Attend Orientation.



Know your Scholarship and financial aid eligibility.



Take COMPASS if needed (bring UNM ID and $3).



Take language placement exams if needed.



Explore Freshmen Learning Communities.



Read the Lobo Reading Experience book.

Orientation Leader:



Load your UNM email account to your smart phone.



Review Advising Syllabus.

Advisor:



Identity the books you’ll need, websites, study aides and classroom locations.



Check your UNM email regularly.

UNM ID#: This is the nine digit number admissions gave you (e.g. 101XXXXXX)

Net ID: This is what you make on your my.unm.edu page to get into LoboWeb (e.g. llobo3).

UNM Email:

This is your Net ID@unm.edu (e.g. llobo3@unm.edu).

New Student Orientation Date:

College: (e.g. University College, College of Fine Arts, School of Engineering…)

Recommended Calendar of Activities for Your First Year Fall Semester August  Anticipate

October  Research



Understand how courses fit in your LoboTrax.



Which classes are you enjoying now?



Check your UNM email.



What are some of the majors you are thinking about?



Verify your start date, end date and add/drop deadlines.



Attend Class Crawl.

Check Career Services website for “What To Do With a Major In…”



Attend Welcome Back days!



Attend Explore-A-Major Fair.



Check your class schedule before classes start.



Identify your registration date for spring.



Familiarize yourself with UNM Learn (are your classes online or do they have an online component?).



Check LoboAchieve for status reports.



Meet with your professors during office hours.



Visit your advisor, if needed, the first week of school.



Do you need to follow-up with your advisor?



Review your course syllabi (this is a contract!).



Use CAPS.



Visit faculty during office hours.



Familiarize yourself with One-Stop.

Was your final high school transcript received by UNM?



Check for registration holds from Bursar, Advising, Admissions, etc.

Review CAPS and SHAC workshop schedules.



Attend Freshman Week.

Use your planner to list techniques and resources you might use to help you become and even better student.



Check your UNM email and LoboAchieve regularly.



Update your contact information in LoboAchieve and MyUNM

November  Evaluate

September  Plan 



Make an appointment with your academic advisor using LoboAchieve to discuss academic and career goals and to plan for spring semester. Decide on some Academic Goals you would like to accomplish this semester.



What steps do you need to take now to achieve those goals?



What are your obstacles?



What resources can help you? (Check LoboAchieve!)



Connect with CAPS.



Learn about community resources, Service Learning, and workshops.



What are the pre-requisites to move into your major?



Do you need a second eight weeks class?

 



Evaluate the classes you are taking and plan to take in spring.



Check your UNM email and LoboAchieve regularly.



Determine if you need a late starting course.



Attend Blast Off to Finals.

December  Prepare 

Visit CAPS and other campus resources to help prepare you for finals.



Attend Mock Math Finals.



Determine where and when your finals take place .



Final exams are not always in the same place, time and day of your class.



Ensure your schedule for spring is aligned with your academic goals.

Check your UNM email and LoboAchieve regularly.



Make an appointment with your advisor if needed.

Look for email from your advisors.



Check your UNM email and LoboAchieve regularly.

Recommended Calendar of Activities for Your First Year Spring Semester Winter Break  Double Check

April  Ready



Check your grades on LoboWeb.



Verify the start date, end date and drop/add deadline for each class.

Check on your assigned registration date for summer and fall courses.



Visit CAPS and other resource centers to prepare for finals.



Determine where and when your finals take place.



Final exams are not always in the same place, time and day of your class.



Prepare for finals.



Attend Blast Off to Finals.



Attend Mock Math Final.



Ensure your summer/fall schedule aligns with your academic goals.



Check your UNM email and LoboAchieve regularly.



Check your financial aid and scholarship status.



Check your UNM email regularly.

January  Construct 

How do you hope to improve upon last semester?



Use your planner to list techniques and resources you might use to help you become and even better student.



Make notes on time management.



Make an appointment with your academic advisor if you have questions concerning your schedule.



Review CAPS and SHAC workshop schedules.



Check your UNM email and LoboAchieve regularly.

May and Beyond  Shift

February  Explore 

Make an appointment with your academic advisor to discuss academic and career goals and to plan summer and/or fall semester.



Discuss transferring into your major with your advisor if undecided.



Familiarize yourself with Career Services.



Explore careers of interest.



Check LoboAchieve for status reports.



Meet with professors during office hours.



Renew your housing contract for next year.



Check your UNM email and LoboAchieve regularly.



Look for an email from your advisor.



Check your grades on LoboWeb or on LoboAchieve.



Double check your summer and/or fall schedule.



If you are still exploring majors, spend time researching.



Are you ready to declare your major?



Check the prerequisites to get into that major.

March  Review 

Look at the list you made in your planner in January.



How are you doing?



What resources can you use to get back on track if needed?



Do you need a second eight weeks course?



Check your UNM email and LoboAchieve regularly.

LEGEND Important Action Recommended Action Think Critically Advisor Action 78

Places You Need to Visit Advisement Centers Anderson School of Management Advisement: Anderson School of Management, 1st Floor East Phone: 277-3888 Website: www.mgt.unm.edu/advisement/ Arts & Sciences Advisement Center: University Advisement and Enrichment Center, Room 140 Phone: 277-4621 Website: artsci.unm.edu/advise College of Education Advisement: Travelstead Hall Phone: 277-3190 Website: coe.unm.edu/administration/facilities/office-of-student-success/student-advisement.html College of Fine Arts Advisement Center: Center for the Arts, Room 1102 Phone: 277-4817 Website: finearts.unm.edu/index.php/advisement College of Nursing: Nursing/Pharmacy Building (North Campus) Phone: 272-4223 Website: nursing.unm.edu College of Pharmacy: Nursing/Pharmacy Building (North Campus) Phone: 272-2960 Website: hsc.unm.edu/pharmacy/ School of Architecture & Planning: George Pearl Hall Phone: 277-4847 Website: saap.unm.edu School of Engineering: Centennial Engineering Center, Room 2080 Phone: 277-4354 Website: soemep.unm.edu/advisement.html University College Advisement Center: University Advisement and Enrichment Center, Room 105 Phone: 277-2631 Website: uac.unm.edu

Resources Academic Program Roadmaps Website: degrees.unm.edu

College Enrichment and Outreach Programs Website: ceop.unm.edu

Resident Life and Student Housing Website: housing.unm.edu

Accessibility Resource Center (ARC) Website: arc.unm.edu

El Centro de la Raza Website: elcentro.unm.edu

Student Academic Success Center Website: student.unm.edu

African American Student Services (AASS) Website: aass.unm.edu

Global Education Office (GEO) Website: geo.unm.edu

Student Health and Counseling (SHAC) Website: shac.unm.edu

American Indian Student Services (AISS) Website: aiss.unm.edu

LGBTQ Resource Center Website: lgbtqrc.unm.edu

Student Success Center at Casas del Rio Website: success.unm.edu/casas-del-rio/

Career Services Website: career.unm.edu

Office of University Advisement Website: advisement.unm.edu

Veteranâ&#x20AC;&#x2122;s Resource Center (VRC) Website: vrc.unm.edu

Center for Academic Program Support (CAPS) Website: caps.unm.edu

Parking and Transportation Services (PATS) Website: pats.unm.edu

Womenâ&#x20AC;&#x2122;s Resource Center Website: women.unm.edu

Dean of Students Office (DOS) Website: dos.unm.edu

ADVISOR DIRECTORY

College/Area A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S

Department Director, Academic Advisement Coordinator STEM Groups Math, Phys, Astrphys, Eps, Envs, Stat Biology Biology Bio-Chemistry, Chemistry Biology Pre-Med Coordinator of Soc Sci Groups Family Studies

Advisor Stephanie Hands Kelli Hulslander Brian Vineyard Joshua Gallegos Karen Majors Valarie Maestas Miguel Pena Jose Perez Guerrero William McClary Phillip Rodgers

A&S

Criminology/Sociology

Ann Mazur

A&S A&S A&S A&S A&S A&S A&S A&S

Nancy Diodati-Miller Kellan O'Riley Michelle Gallegos Ethan Prueitt Julie Bustamante Meghan Lippert Holly Meyer Cameron Langner Miquela Ortiz

A&S A&S A&S

History, Religious Studies, Philosophy Psychology Psychology Econ, Pols Coordinatory of Hum Groups Engl, English-Philosophy, Ling Interdisc, Anth, Geog At Risk * SHS Front Desk BA/MD BA/MD African-American Studies

A&S A&S A&S

Phone (Advisor)

Email ssmith@unm.edu kellihulslander@unm.edu vineyard@unm.edu jgalle01@unm.edu majors@unm.edu vlepore1@unm.edu mpena64@unm.edu jperezguerrero@unm.edu wmcclary@unm.edu pgr179@unm.edu maz@unm.edu

277-3046

nmille07@unm.edu koriley@unm.edu michelleg@unm.edu eprueitt@unm.edu jbusta@unm.edu mlippert@unm.edu hmeyer@unm.edu clangner@unm.edu miquela@unm.edu

Bryn McCabe-Kelly Alfred Mathewson

277-2117 277-1926

bmccabe@unm.edu mathewson@law.unm.edu

American Studies Anthropology Arabic

David Correia Carla Sarracino Mohamed Ali

email 277-0194 277-2538

dcorreia@unm.edu ajls@unm.edu mohamed@unm.edu

A&S A&S A&S

Asian Studies AstroPhysics Bio-Chemistry

Lorie Brau Trish Henning Marcy Osgood

277-3683 277-3166 272-8184

lbrau@unm.edu henning@as.unm.edu Mosgood@salud.unm.edu

A&S A&S A&S A&S

Chinese Classical Studies Chicano/Hispano/Mexicano Studies Communication & Journalism

Lisha Xu Monica Cyrino Irene Vasquez Gregoria Cavazos

277-2538 277-3644 277-0998 277-5305

lxu@unm.edu pandora@unm.edu ivasquez@unm.edu gcavazos@unm.edu

277-2643 277-3177

Location UAEC UAEC SMLC Rm 243 UAEC UAEC UAEC UAEC UAEC UAEC UAEC Social Science Bldg UAEC Logan Hall Logan Hall UAEC UAEC UAEC UAEC UAEC UAEC UAEC

Humanities 440 Anthr 240 Ortega 351B Ortega H RM 351B PANDA BLDG BMSB 255 Ortega H RM 351B Ortega 347B CJ 129

A&S A&S A&S A&S A&S

Comparative Lit & Cultural Stud Earth & Planetary Sciences Economics Economics (Graduate) English

Susanne Baackmann Maya Elrick Ethan Prueitt Daniela Wilken Dolores Lopez

277-3206 277-5077 277-5560 277-6349

theodor@unm.edu dolomite@unm.edu eprueitt@unm.edu mdaniela@unm.edu delopez@unm.edu

A&S A&S A&S A&S A&S A&S A&S

English (101,102, 219, 220) Environmental Science Environmental Science European Studies Languages Fall Languages Spring French

Dylan Gauntt Laura Crossey Joseph Galewsky Steve Bishop Natasha Kolchevska Steve Bishop Steve Bishop

277-5576 277-5349 277-4204 277-6344 277-4772 277-6344 277-6344

werewulf@unm.edu lcrossey@unm.edu galewsky@unm.edu sbishop@unm.edu nakol@unm.edu sbishop@unm.edu sbishop@unm.edu

A&S A&S A&S A&S A&S A&S

Geography and Environmental Studies German Greek History International Studies International Studies

Melinda Benson Katrin Schroeter Monica Cyrino Kimberly Gauderman Christine Sauer Eleni Bastea

277-3614 email 277-3644 277-2556 277-1963 277-8513

mhbenson@unm.edu katja@unm.edu pandora@unm.edu kgaud@unm.edu sauer@unm.edu ebastea@unm.edu

A&S A&S

Interdisciplinary Film & Digital Media Italian

Gregoria Cavazos Rachele Duke

277-5305 277-7371

gcavazos@unm.edu rduke@unm.edu

A&S A&S

Japanese Latin

Machiko Bomberger Monica Cyrino

277-1180 277-3644

machib@unm.edu pandora@unm.edu

A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S

Latin American Studies Linguistics Math & Statistics Navajo/Dine (minor) Peace Studies (minor) Philosophy (Graduate) Philosophy (Undergraduate) Physics Physics Physics Political Science Portuguese

Amanda Wolfe Jill P. Morford Ana Parra Lombard Carole Uentillie Desi Brown Ann Murphy Anne Baril Trish Henning Mousumi Roy Alisa Gibson Peter Kierst Margo Milleret

277-2961

akwolfe@unm.edu morford@unm.edu aparra@math.unm.edu cuentill@unm.edu peace@unm.edu gradphiladvis@unm.edu philundergrad@unm.edu henning@phys.unm.edu mroy@unm.edu agibson@unm.edu pkierst@unm.edu milleret@unm.edu

277-5250 277-6353 256-0668

277-3166 277-4521 277-1514 277-5104

Ortega H RM 349C Northrop H 227 SSCI 1019 SSCI 1019 Hum. 213 Humanities 215 Northrop H 339 Northrop H 222 Oretega 323C Ortega 229 Ortega 323C Ortega 323C Bandelier West 223 Ortega 347C Ortega 347B MVH 1104

CJ 129 Ortega 327C Ortega H RM 351B Ortega 347B LA and Iberian Inst SMLC 230 A Anth RM 160 HUM 547 HUM 553 800 Yale 800 Yale 800 Yale SSB 2057 Ortega 453

A&S

Psychology (graduate)

Rikk Murphy

277-5009

rikk@unm.edu

Logan Hall

A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S Architecture & Planning

Religious Studies Russian Russian Studies Signed Language Interpreting Signed Language Studies Spanish Speech and Hearing Sciences Speech and Hearing Sciences Speech and Hearing Sciences Sustainability Studies Women Studies

Lisa Gerber Natasha Kolchevska Natasha Kolchevska Phyllis Wilcox Barbara Shaffer Kate Merril Phyllis Palmer Cathy Binger Melinda Dolan Terry Horger Adriana Ramirez de Arellano

277-4003 277-3713 277-3713 277-0928 277-0928 277-7364 277-4456 277-4453 277-4453 277-3325 277-4524

lgerber@unm.edu nakol@unm.edu nakol@unm.edu pwilcox@unm.edu bshaffer@unm.edu kateem@unm.edu ppalmer@unm.edu cbinger@unm.edu mldolan@unm.edu thorger@unm.edu

Humanities 467 Ortega 229A Ortega 229A Hum 118

Academic Advisor

Lois Kennedy

277-4847

loisk@unm.edu

Pearl

ASM ASM ASM ASM ASM Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education

Manager of ASM Advisement (Interim) Academic Advisor Academic Advisor Academic Advisor Academic Advisor (graduate) Art Ed Art Ed Art Ed Athletic Training Director, Center for Student Success COE Main ( HDFR/ECME) COE Main (Teacher Ed) COE Main COE Main (FS, Nutrition) COE Main (Graduate) COE Main ECME ECME Exercise Science Family Studies/HD&FR Family Studies/HD&FR Health Ed/Comm Health (A-F) Health Ed/Comm Health (G-L) Health Ed/Comm Health (M-R)

Tracy Wilkey

277-3290

twilkey@unm.edu

ASM Adv. Ctr.

Florencio Olguin Tiffini Porter Erick Rodriguez Laura Lampela (A-H) Nancy Pauly (I-P) Linny Wix (Q-Z) Susan McGowen Smith Frederick Amanda Glennon Breshaun Joyner Brittany Padilla Natalie Becenti Cree Myers Maxine Padilla Genevive Jaramillo David Atencio Lenny Kravitz Dr. Zi Hossain Dr. Virginia Shipman Dr. Magdalena-Avila Dr. Eli Duryea Dr.Christina Perry

277-3290 277-3290 277-3290 277-5319 277-0496 277-5533 277-1355 277-1352 277-5321

folguin@unm.edu tip0217@unm.edu erodriguezj@unm.edu lampela@unm.edu npauly@unm.edu lwix@unm.edu yorex@unm.edu smithxix@unm.edu aglennon@unm.edu bbjoyner@unm.edu bpadill2@unm.edu coeac@unm.edu cree@unm.edu max14@unm.edu cesar@unm.edu atencio1@unm.edu lkravitz@unm.edu zhossain@unm.edu vshipman@unm.edu avilam@unm.edu duryea@unm.edu cperry2@unm.edu

ASM Adv. Ctr. ASM Adv. Ctr. ASM Adv. Ctr. MH 205 MH 204 MH 202 JC Travelstead Travelstead Travelstead Travelstead Travelstead Travelstead Travelstead

277-6384 277-5121 277-5121 277-4535 277-3757 277-4136 277-4162 277-4063 277-8175 277-8187 277-1983

Ortega 235 1700 Lomas 1700 Lomas 1700 Lomas Castter 163B HUM 456

HH 278 JC 1160 Simp Hall Simp Hall

Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Education Engineering

Dr. Lorenda Belone Dr.Christina Perry Jean Cermai Carole Conn Gloria Napper-Owen Dr. Rebecca Bloom-Martinez Dr. Sylvia Celedon-Pattichis Dr. Don Zacanella Dr. Penny Pence Deanna Sanchez-Mulcahy Dr. Justin Boyle Dr. Vanessa Svihla Dr. Kathryn Watkins Dr. Vanessa Svihla Dr. Glenabah Martinez Della Gallegos Liz Keefe Veronica Moore Erin Jarry Steven Peralta

277-5826 277-1983 277-0937 277-8185 277-8180 277-4972 277-2536 277-7782 277-6959 277-4817 277-4533 750-0263 277-2338 277-8186 277-6047 277-5018 277-1587 277-4462 277-0731 277-1415

ljoe@salud.unm.edu cperry2@unm.edu jerami@unm.edu cconn@unm.edu napperow@unm.edu rebeccab@unm.edu sceldon@unm.edu zanc@unm.edu ppence@unm.edu dmulcahy@unm.edu boylej@unm.edu vsivihla@unm.edu watkins@unm.edu vsvivihla@unm.edu glenie@unm.edu dgalle06@unm.edu lkeefe@unm.edu vmoore@unm.edu ejarry@unm.edu speralta@unm.edu

HH 154 205 HH 152 JC 1155A HH 248 HH 232 HH 153 HH 201 CA 1102 HH 233 HH 250 HH 296 HH 250 HH 206 HH 104 HH 269 HH 280 HH 138 CEC 2105

Lourdes Garcia-O'Keefe

277-8716

lokeefe@unm.edu

CEC 2082

Engineering

Health Ed/Comm Health (S-Z) Health Ed School Health Nutrition Nutrition Physical Education Secondary-Bilingual Secondary-TESOL Secondary- Language Arts Secondary - English/ CJ Secondary-Fine Arts Secondary-Math Secondary-Mod. Lang. Secondary-Science Secondary-Science Secondary-Social Studies Special Education Dual Special Education Dual Special Education Dual Special Education Dual Director, ESS Advisement & services Coordinator of Student Advisement/ Admissions officer Pre-Major General Engineering Pre-Major/General Engineering (Parttime) Pre-Major/General Engineering (Parttime) Pre-Major/General Engineering (Parttime) Pre-Major/General Engineering (Parttime)

Engineering Engineering Engineering

Mechanical Engineering Manufacturing Engineering (Grad) Computer Science

Engineering Engineering Engineering Engineering

Civil Engineering/Construction eng/mgt Electrical/ Computer Christina Garcia Chemical/Nuclear Jocelyn White Optical Science Engineering Doris Williams

Engineering Engineering Engineering Engineering

CEC 2101 Katherine Love

277-9921

katherin@unm.edu

CEC 2103

Lynn J. Conner

277-1104

ljconner@unm.edu

CEC 2093

Carlon Ami

277-3046

carlon@unm.edu

Anna Mae Apodaca John E. Wood Lynne Jacobsen

272-7000 277-3112

aapodaca@unm.edu jw@unm.edu ljake@cs.unm.edu

CEC 2097 Mech Eng. Bldg RM 202

277-1435 277-5606 272-7764

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East Pueblo Hall RM 133, Klauer campus

LOBO READING EXPERIENCE

Garbology: Our Dirty Love Affair with Trash by Edward Humes Directions: In preparation for New Student Orientation Summer 2014, read the Introduction and Chapter 8 of Garbology and answer the questions below. Bring your answers with you to New Student Orientation.

“Introduction: 102 Tons (Or: Becoming China’s Trash Compactor)” Before you read: • Thinking about your own experience and what you already know about trash, answer these questions before you read: • List three problems related to trash that you’ve seen or heard about. • Who would you ask or where would you research the information in order to find out more about these trash problems? • What possible solutions to the above trash problems have you heard being offered? What ideas of your own do you have? • According to Humes, Americans produce more trash than any other people on the planet (p. 5). How many pounds of trash would you guess the average American throws out each day? While you read: • How many pounds of waste does Humes say the average American throws out each day? Is this more or less than you guessed before you started reading? • As you read, what surprises you the most about the trash issues we currently face in the U.S.? After you read: • Humes argues that we are addicted to waste. How convincing do you find his argument thus far? Explain your answer. • List here two to three questions you would still like to see answered by the author of Garbology.

“Chapter Eight: Decadence Now” Before you read: • Thinking back to yesterday, from when you woke up in the morning until you went to bed, list the kinds of disposable (single-‐use or single-‐serving) products you used. Disposable products include plastic eating utensils, paper napkins, can of soda, paper cup of coffee, etc. While you read: • As you read, what surprises you the most about the trash issues discussed in Chapter 8? Briefly list them and explain your response. After you read: • List at least three easy ways that you could start to reduce your own waste.

"This is a horrifying, well-documented, and fascinating study of how profligate waste became a normal part of American consumer behavior and what it's going to take for our society to shift from a disposable economy to a reusable one ... This should be a "One Book" reading selection in every -LIBRARY JOURNAL

American community.'

'An eye-opening account reminding us of something we try to forget: We are a wasteful society with a trash problem that is polluting our oceans and packing OUr landfills." "[Humes] exhibits passion for his cause."

-THE BOSTON GLOBE -THE WALL STREET JOURNAL

"Garbology is [Humes's] attempt to make sense of our historically unprec-

edented readiness to throw things away ... Food for thought, and more." -THE ECONOMIST "Humes's take on the science and culture of 'garbology' is both academic and deeply personal, making this a fascinating read." -PUBLISHERS WEEKLY "Zestful in his curiosity and irrepressible in his vivid chronicling ... Humes finds hope in the innovative work of dedicated garbologists, trash trackers, and activists who are intent on exposing the hazards and travesties of excessive trash and pointing the way to the 'low-waste path."' -BOOKLIST (starred review) "Humes's argument isn't a castigation of litterbugs. It's a persuasive and sometimes astonishing indictment of an economy that's become inextricably linked to the increasing consumption of cheap, disposable stuff-ultimately to our own economic, political, and yes, environmental peril." -BOOKFORUM

"Humes offers plenty of surprising, even shocking, statistics ... an important addition to the environmentalist bookshelf."

-KIRKUS REVIEWS

ALSO BY EDWARD HUMES

"Unlike most dirty books, this one is novel and fresh on every page. You'll -BILL MCKIBBEN, author of Eaarth be amazed."

Force of Nature: The Unlikely Story of Wai-Mart's Green Revolution

"Edward Humes takes us on a real romp through the waste stream. Garbol-

Mississippi Mud: Southern Justice and the Dixie Mafia

ogy is an illuminating, entertaining read that ultimately provides hope and

Eco Barons: The New Heroes of Environmental Activism

tips for a less wasteful future. This book will make you want to burn, or at least recycle, your trash can!" -JONATHAN BLOOM,

author of American Wasteland

Monkey Girl: Evolution, Education, Religion, and the Battle for America's Soul

"In this well-written and fast-paced book, Ed Humes delves into the under-

Over Here: How the G./. Bill Transformed the American Dream

belly of a consumer society-its trash. What he finds is so startling and infuriating, you will never think about 'waste' in the same way again." -SAMUEL FROMARTZ, author of Organic, Inc. and editor-in-chief of the Food & Environment Reporting Network

School of Dreams: Making the Grade at a Top American High School Baby ER: The Heroic Doctors and Nurses Who Perform Medicine's Tiniest Miracles Mean Justice No Matter How Loud I Shout: A Year in the Life of Juvenile Court Murderer with a Badge: The Secret Life of a Rogue Cop

OUR DIRTY LOVE AFFAIR WITH RASH

EDWARD HUMES

AVERY a member of Penguin Group (USA) Inc.

New York

Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, USA

USA Canada UK · Ireland Australia New Zealand India · South Africa China Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England For more information about the Penguin Group, visit penguin.com First trade paperback edition 2013 Copyright© 2012 by Edward Humes All rights reserved. No part of this book may be reproduced, scanned, or distributed in any printed or electronic form without permission. Please do not participate in or encourage piracy of copyrighted materials in violation of the author's rights. Purchase only authorized editions. Published simultaneously in Canada

In memory of my grandmother Maggie, who survived famine, weathered the Great Depression, drank her Irish whiskey neat, taught me to play poker at age seven, and instructed me that, while wasting is not exactly a sin,

Most Avery books are available at special quantity discounts for bulk purchase for sales promotions, premiums, fund-raising, and educational needs. Special books or book excerpts also can be created to fit specific needs. For details, write Penguin Group (USA) Inc. Special Markets, 375 Hudson Street, New York, NY 10014.

it is rather stupid

The Library of Congress has catalogued the hardcover edition as follows: Humes, Edward. Garbo logy: our dirty love affair with trash I Edward Humes. p. em. Includes bibliographical references. ISBN 978-1-58333-434-8 (hardback) 1. Refuse and refuse disposal-United States. 2. Environmental engineeringUnited States. 3. Salvage (Waste, etc.)-China. I. Title. TD788.H86 2012 2012001701 628.4'40973-dc23 ISBN 978-1-58333-523-9 (paperback edition) Printed in the United States of America 5 7 9 10 8 6 4 BOOK DESIGN BY TANYA MAIBORODA

While the author has made every effort to provide accurate telephone numbers, Internet addresses, and other contact information at the time of publication, neither the publisher nor the author assumes any responsibility for errors, or for changes that occur after publication. Further, the publisher does not have any control over and does not assume any responsibility for author or third-party websites or their content.

CONTENTS

Introduction: 102 Tons (or: Becoming China's Trash Compactor)

PART 1. THE BIGGEST THING WE MAKE 1. Ain't No Mountain High Enough

Piggeries and Burn Piles: An American Trash Genesis

From Trash TV to Landfill Rodeos

The Last and Future Kingdom

Down to the Sea in Chips

Nerds vs. Nurdles

59 83

107

127

PART 2. THE TRASH DETECTIVES

The Trash Trackers

Decadence Now

145 158

.,......--

3. THE WAY BACK 9.

Pick of the Litter

10. Chico and the Man

187 208

11. Green Cities and Garbage Death Rays 12.

Put-Downs, Pickups and the Power of No

Epilogue: Garbage In, Garbage Out Afterword

297

Endnotes

307

Index

247 268

287

315

INTRODUCTION: 102 TONS COR: ,BECOMING CHINA'S TRASH COMPACTOR)

ON MAY 24, 2010, RESCUE WORKERS DONNED IM-

permeable hazardous materials suits, then burrowed into the creaking, dangerous confines of a ruined South Side Chicago home, searching for the elderly couple trapped inside. More than an hour later, as curious neighbors gathered and a television news crew arrived to film the emergency rescue operations, Jesse Gaston, a seventy-six-year-old chemist and his wife, Thelma, a retired schoolteacher, walked unsteadily into the hazy afternoon light dehydrated and hungry but still among the living. The Gastons had been trapped by trash-their own trash.

~~--------------------------------------------------------------2

INTRODUCTION

as an aberration, it's a surprisingly common occurrence. Variations

The debris had accumulated for years until every surface of the house was covered by layers of old newspapers, empty plastic jars,

of the Gaston household are found around the country more or

pieces of broken furniture, worn-out coolers, splintered garden

less on a daily basis, although most often after the hoarder's demise,

rakes, thousands of soda bottles, cans of every size, clothing old and

and seldom with the fanfare of news coverage. Somewhere be-

new, broken lamps, dusty catalogs, mountains of junk mail and gar-

tween 3 and 6 million Americans are thought to be compulsive junk

bage bags filled with the detritus of daily life. All of this, and much

hoarders vvith

more, had been kept for reasons no one could coherently explain,

Gastons'. The phenomenon offers enough freak-show fascination

not even the Gastons, until the junk and trash reached the level of

to have spawned a cable television series: the A&E Network's

the highest kitchen cup boards, the ones that held the good china. A

Hoarders, which entertains viewers by taking them inside differ-

spaces that, to varying degrees, resemble the

broken refrigerator lay in the kitchen, half buried and resting on its

ent hoarders' homes every week. The show's website offers a handy

side, as if buoyed up by the sea of bottles, cans, cartons and sacks

interactive quiz to help viewers determine if they; too, are addicted

engulfing it. No room in the house could be called usable or even

to hoarding or merely "just messy."

safely navigable; the stairs were blocked, the furniture buried, the

This phenomenon has not yet achieved true immortality as

garage packed floor to ceiling. The disordered accumulation looked

a distinct mental illness-the bible of psychiatry; the Diagnostic

as if it had been swept in by a tidal wave.

and Statistical Manual of Mental Disorders, categorizes extreme

The Gastons simply grew unable to part with their trash. This

hoarding as merely one of many forms of the catch-all obsessive-

hoarding compulsion gripped them gradually; a slow evolution, a

compulsive disorder-although some experts are lobbying to have

piece at a time, then a bag here and there, then whole boxes of

it classified as its own, unique ailment: disposophobia. The pro-

trash until, finally; the Gaston home became a one-way depository;

posed malady is alternatively known as Collyer Brothers syndrome,

the garbage version of the Eagles' famous "Hotel California": stuff

named for one of the earliest and most dramatic manifestations of

checked in, but it could never leave. They hoarded until goods

media-immortalized trash hoarding. Homer and Langley Collyer,

and trash consumed their home and almost their lives. Neighbors,

rich and reclusive, rebelled early in the twentieth century against

alarmed by the fact that the couple hadn't been seen in three

the still-evolving practice of mandatory municipal garbage collec-

weeks-not to mention the increasingly persistent stench emanat-

tion in New York City. They turned their multistory brownstone into

ing from the home- had called police and firefighters. The rescuers

a crammed and putrefying museum of trash, featuring endless piles

eventually determined that Thelma had become trapped by falling

and rows of newspapers, bottles, boxes, broken gadgetry (Langley

debris somewhere in the bowels of the house, and Jesse, trying to

Collyer fancied himself an inventor) and a partially buried Model T

reach her, had been pinned by piles of trash that toppled around

Ford hidden on the second floor beneath layers of debris. The

him, too. Although most of us tend to view this sort of extreme hoarding

brothers were found dead in their home in 1947- Langley had been crushed by a collapsing tunnel of trash, and his invalid older

100

INTRODUCTION

brother, Homer, helpless without Langley's care, died later of thirst

and university surveys attempt to track quite carefully: Americans

and starvation. Authorities eventually removed about 130 tons of

make more trash than anyone else on the planet throwing away

trash from the brothers' home.

about 7.1 pounds per person per day; 365 days a year. 1 Across a lifetime that rate means, on average, we are each on

As morbidly compelling as such extreme hoarding may be

track to generate 102 tons of trash.

(healthy ratings for cable television's looky-loo show earned it a renewal deal,

with

Each of our bodies may occupy

a rival program,

when

we're done with this world, but a single person's 102-ton trash leg-

TLC's Hoarding: Buried Alive), the most revealing aspect of disposophobia is society's tone-deaf response to the phenomenon.

acy will require the equivalent of 1,100 graves. Much of that refuse

The focus of therapists, "organization coaches," family; friends and

will outlast any grave marker, pharaoh's pyramid or modern sky-

TV show hosts is always on persuading disposophobics to do as

scraper: One of the few relics of our civilization guaranteed to be

"normal" people do: take the trash to the curb so it can be hauled

recognizable twenty thousand years from now is the potato chip

away: A little counseling here, a little psychoactive drug therapy

bag. (And no, those new biodegradable plastic bottles and bags in-

there, throw in a cleanup crew, a dump truck and some liberal doses

tended to save the day so far haven't saved much of anything. Turns

of Mr. Clean and, poof, problem solved. But little if any thought is

out manufacturers failed to check whether their lab-tested degrad-

given to the refuse itself, or to the rather scarier question of how

ability is compatible with the real-world network of local compos-

any person, hoarder or not can possibly generate so much trash so

ters and recyclers across the nation. Mostly; they're not.2) And so the trash trail only grows: The Environmental Protection

quickly: Of course, there's a reason for this blind spot: namely; the

Agency estimates that, between 1980 and 2000, the average Amer-

amount of junk, trash and waste that hoarders generate is perfectly;

ican's daily trash load increased by a third. The difference between

horrifyingly normal. It's just that most of us hoard it in landfills

now and 1960 is even greater, at least double the per capita trash

instead of living rooms, so we never see the truly epic quantities of

output. Americans have "won" the world trash derby without really

stuff that we all discard. But make no mistake: The two or three

trying, making at least 50 percent more garbage per person than

years it took the Gastons to fill their house with five to six tons of

other Western economies with similar standards ofliving (Germany;

trash is typical for an American couple. The Collyer brothers were

Austria and Denmark, among others), and between two and three

outliers in their own time, but they would fit in the normal range

times the trash output of the Japanese. America's production of

circa 2011 quite nicely: Their lifetime trash production seventy

waste exceeds past projections of previous generations who tried

years ago matches almost to the pound the prodigious modern

to estimate how wasteful their twenty-first-century counterparts

American equivalent. The rest of us are just better at hiding it-

would be. The futurist marketers behind the 1964 World's Fair in New York felt they were being fairly conservative when they built

mostly from ourselves. This turns out to be something various government industry

scale models of the gleaming future cityscapes we were supposed

101

--~

--------------------------'"4

INTRODUCTION

to be living in by now (hover cars and moving sidewalks, anyone?)

bubble bursting ahead of everyone. Presidents used to fret that

in which problems of energy and waste had been solved by tech-

Americans did not save enough. Now they worry when we do not

nology rather than exacerbated by it. Garbage was so old school;

shop enough, the modern cure for recession and economic crisis,

we were supposed to have scienced away that ancient problem

epitomized by President George W Bush's call to Americans in the

ages ago. What no one considered back then (and few

wake of the 9/11 attack to go out and spend more money for the

is waste's oddest, most powerful quality: We're addicted to it.

rather than saving our way to prosperity; whatever its merits, cre-

good of the

This prevailing

that favors spending

ates a powerful societal and economic undertow that fuels Amer-

It turns out our contemporary economy; not to mention the cur-

ica's garbage addiction.

rent incarnation of the American Dream, is inextricably linked to an endless, accelerating accumulation of trash. The purchases that

It's an ailment that did not exist in anything like its current form

drive the markets, the products that prove the dream, all come

for 99.9 percent of human history. Today's hoarders perform a kind

packaged in instant trash (the boxes, wrappers, bags, ties, bottles,

of public service, letting us see what our true legacy looks like.

caps and plastic bubbles that contain products). And what's inside

Otherwise those 102 tons remain virtually invisible, too big to see.

that packaging is destined to break, become obsolete, get used up

We chuck pieces of it in the can every day; push it out to the curb

or become unfashionable in a few years, months or even days-in

every week and then forget about it as if it's gone. But that clever

other words, rapidly becoming trash, too. When the tide of garbage

vanishing trick hides the fact that nothing people do has more im-

bound for the landfill grows from year to year, America's leaders

pact than their waste. It's connected to everything: energy; food, pol-

rejoice because, despite the economic and environmental cost of

lution, water, health, politics, climate, economies. Trash is nothing

waste, it signals the welcome reality that more people and busi-

less than the ultimate lens on our lives, our priorities, our failings,

nesses are buying more stuff. This is why countries with booming

our secrets and our hubris. One out of every six big trucks in the U.S. is a garbage truck. Their

economies-China being the prime example-are frantically dig-

yearly loads would fill a line of trucks stretching halfway to the

ging new landfills to ring their growing cities.

moon. The creation of products and packaging that end up in those

Garbage has become one of the most accurate measures of

trucks contributes 44 percent of the greenhouse gas emissions that

prosperity in twenty-first-century America and the world. The opposite holds true as well. When the lines of garbage

drive global warming, more than any other carbon-spewing cate-

trucks headed to America's landfills grow shorter, as they did in

gory.3 Garbage costs are staggering: New York City alone spent $2.2

2008 and the years that followed, it makes for a surer sign that our

billion on sanitation in 2011. More than $300 million of that was just

disposable economy is headed for recession than a plunging Dow

for transporting its citizens' trash by train and truck-12,000 tons a

Jones Industrial Average or a falling dollar. No stockbroker could

day-to out-of-state landfills, some as far as three hundred miles

out-predict the landfill dozer and compactor operators, who saw the

away How much is 12,000 tons a day? That's like throwing away

102

INTRODUCTION

sixty-two Boeing 747 jumbo jets daily; or driving 8,730 new Honda Civics into a landfill each morning. Imagine an armada of the U.S.

BiaCycle/Columbia University

Army's mighty M -1 Abrams main battle tanks lined up bumper to

100

bumper for more than a mile. That's 12,000 tons-one city's trash,

Environmental Protection Agency

one very costly day. Now multiply all that about thirty-six times to gauge the nation's

70 60

daily garbage spend and flow. In a year, Americans throw out a col-

lective 389.5 million tons of rubbish -what the feds call "municipal

solid waste," 4 the stuff we personally throw away. This annual load

of trash is roughly equivalent to the collective weight of the entire

U.S. adult population-eighteen times over. 5 This staggering number is not easy to find, because like any

69.3

33.4

24.1

8.7

0 Landfill

Recycled/Com posted

12.6

Waste-to-Energy

addict, America is living in an official state of garbage denial. The Percentage breakdown of municipal solid waste, comparing the BioCycle/Calumbia University physical count of trash tannage vs. the Environmental Protection Agency's theoretical "materials flaw analysis." Percentages displayed are far the year 2008, the mast recent available far bath measures. The EPA is reassessing its methods. Sources: "Municipal Solid Waste in the U.S.," EPA, 2009; "The State of Garbage in America," BioCycle, October 2010 7

Environmental Protection Agency

BiaCycle/Columbia University

400 350

statistical bible of municipal waste put out annually by the Envi-

389.5

ronmental Protection Agency-accepted for decades as the garbage

300 250

gold standard by policy makers and media alike-scandalously un-

269.8 249.6

derestimates America's trash by relying on byzantine simulations

200

and equations rather than actual counts of trash going to landfills.

150 135.1

100

93.8

More than 140 million tons of garbage come up unaccounted for in 82.9 25.9

Total Generated

Landfill

Recycled/Com posted

the process. It turns out that obscure but far more accurate scien-

31.6

tific surveys made jointly by Columbia University and the journal

Waste-to-Energy

BioCycle reveal that we're sending twice as much waste to landfills

Millions of tons of municipal solid waste, by destination, comparing the BioCycle/Golumbia University physical count of trash tonnage vs. the Environmental Protection Agency's theoretical "materials flow analysis." The EPA is reassessing its methods. Data for 2008 is displayed, the last year covered by both measures.

as the EPAs calculations let on, and recycling proportionately far less than the rosy official stats suggest. The EPA reports a third of

Sources: "Municipal Solid Waste in the U.S.," EPA, 2009; "The State of Garbage in America," BioCycle,

our trash gets recycled or composted, but the real-world figures

October 2010 6

103

INTRODUCTION

indicate that this diversion rate is less than a fourth of our total

the twenty-first century, a Horatio Alger for a disposable economy

trash-a milestone that the supposed gold standard incorrectly as-

Fleeing the Tiananmen Square massacre and democracy movement crackdown of 1989, she left China for the Los Angeles suburb of

serts we surpassed a decade ago. It's tough to overcome an addiction when you can't even admit

Pomona, where she started running a scrap-paper company out of her apartment. The entire workforce at first consisted of Zhang and

how big a problem you've got. And that 102 tons is what Americans personally toss in the

her new husband, a Taiwanese

garbage can and haul to the curb-the trash in our direct control.

geon. They would drive around the Los Angeles Basin in an old

Counting all the waste transported, extracted, burned, pumped,

Dodge van, visiting landfills and their sorting and recycling stations,

emitted and flushed into the sewage system by and on behalf of

begging for scrap paper. Learning English as she built the business,

each American man, woman and child, as well as what's tossed out

Zhang cut a series of deals to secure a steady source of the waste

by U.S. industry in order to make the products Americans consume,

paper at a bargain price. There was no shortage of material. Then,

the total waste figure for the nation reaches 10 billion tons a year.

as now, paper waste was one of the main components of trash

This raises the per capita garbage calculation considerably By such

dumped at landfills. American businesses considered much of the

an all-waste accounting, every person in America stands atop more

material worthless.

trained as a dental sur-

than 35 tons of waste a year-or a staggering average lifetime leg-

China, on the other hand, had a chronic paper and pulp short-

acy of 2, 700 tons. No wonder America, with 5 percent of the world's

age, having deforested huge swaths of the country during the drive

population, accounts for nearly 25 percent of the world's waste.

to industrialize in the late fifties and early sixties-"the Great Leap

Then there's the wallet issue. Trash is such a big part of daily

Forward," as it was called. In the nineties, as manufacturing ramped

life that American communities spend more on waste management

up and China joined the global economy in earnest there was enor-

than on fire protection, parks and recreation, libraries or school-

mous demand for cardboard to package and box the goods that

books. If it were a product trash would surpass everything else we

China had begun to produce. The scrap paper Zhang amassed

manufacture. And guess what? It has become a product-America's

was just what the Chinese factories needed-they'd recycle all she

leading export. That's the secret behind the story of Zhang Yin, another sort of

could send them. Because cargo ships were coming to America from

hoarder, one who is admired rather than pitied. In 2006, she became

bargain-basement shipping costs to her native land.

China full and returning mostly empty; Zhang was able to negotiate

at age forty-nine China's first woman billionaire. In 2011, she was

Soon she had deals with recyclers and brokers all over Los

both China's top female manufacturer and America's biggest ex-

Angeles, New York and Chicago to fill the voracious demand. "Chi-

porter to China (of either gender). Her export: America's garbage.

nese manufacturers were desperate for scrap paper," she re-

In both East and West she is the queen of trash.

called years later. "''m an entrepreneur ... All I did was help fulfill a need."

Zhang is also the personification of the American Dream in

104

INTRODUCTION

That's probably a bit too modest. The daughter of a Red Army

in a year or two and send it back once more for pennies on the dol-

officer imprisoned during China's Cultural Revolution, she man-

lar. Waste, it seems, is becoming one of our greatest contributions to

aged to see an opportunity that American entrepreneurs had

the global economy

missed. She filled China's paper needs so thoroughly that begin-

Somehow; without ballot or poll or any explicit decision by pres-

ning in the year 2000 and every year since, her company; America

idents or legislators or voters to do so, America, a country that once

Chung Nam, has been the top U.S.

built things for the rest of the world, has transformed itself into

to China in number of

China's trash compactor.

cargo containers shipped-and the largest scrap-paper company in the world, an empire of trash built from scratch. She used the

This sobering economic reality is mirrored by a telling observa-

earnings-and America's scrap-to launch what is now China's

tion from, of all sources, America's astronaut corps: There are only

largest cardboard manufacturer, Nine Dragons Paper; by 2010, she

two man-made structures large enough to be identifiable without

was worth $4.4 billion. Zhang is a big part of a simple but rarely acknowledged fact

magnification from earth orbit. First there's the mighty Great Wall of China in the East symbol of a past power risen again. And in the

about America's place in the twenty-first-century global economy:

West there's a newer thing, the grimly named Fresh Kills, recogniz-

Trash has become one of the most prized products made in the

able above all other things American.

USA. Not computers. Not cars. Not planes or missiles or any other

Fresh Kills is the world's largest town dump, the recently shut-

manufactured product. It's our mountains of waste paper and soiled

tered repository for a half century's accumulation of New York City garbage.

cardboard and crushed beer cans and junked electronics that the rest of the world covets. In 2010, China's number one export to the U.S. was computer

to understand the 102-ton legacy-and what can (or

equipment-about $50 billion worth. America's two highest volume

should) be done about it-has to begin with answers to three very

exports to China were paper waste and scrap metaL a little more

basic (yet rarely posed) questions. As it happens, these are the same

than $8 billion worth of bundled old newspaper, crushed cardboard,

three questions extreme hoarders such as the Gastons must con-

rusty steel and mashed beverage cans sold at rock-bottom prices.

front if they wish to change their trash-laden circumstances:

First there's the most obvious of inquiries: What is the nature

Zhang's America Chung Nam exported more than three hundred

and cost of that 102-ton monument of waste?

thousand cargo containers of scrap paper to China in 2010. Overall,

Next comes the soul-searching question: How is it possible for

the fastest-growing category of goods exported to China is "Scrap and Trash," increasing 916 percent between 2000 and 2008.

people to create so much waste without intending to do so, or even

Chi-

realizing they are doing it?

nese manufacturers promptly develop new and aggressively priced consumer products made from this waste, which they then sell back

Finally; there's the "what next?" question: Is there a way back

to American consumers at great profit so we can trash it all again

from the 102-ton legacy; and what would that do for us ... or to us?

105

INTRODUCTION

Problem, investigation, solution: It's the classic three-act con-

Harvard University who each year turns the stuff students abandon

struction that the human brain has been hardwired to prefer-and

in the dorms into one of the biggest and most successful yard sales

as good an organizing principle as any for a book about trash. Three

in America. And there's the Johnson family; who proved they could

sections, three broad questions, each equally important, but it's the

live an outwardly normal year and yet produce only a mason jar full

third piece of the story; the quest for a way back, that is key That's

of trash.

the question that allows the 102-ton story to become a voyage of

Be a Johnson, a Marin County; California, artist who set her fam-

discovery; offering the possibility that all those tons of garbage

ily of four on this quest, wonders what would have happened if the

might be a choice rather than an inevitability-and an opportunity

massive infrastructure America has constructed to deal with trash

as well as a bane. That's the question that offers the possibility of a

had been predicated all along on avoiding waste and recapturing

happy ending to the story of trash.

its value, rather than transporting, burying and occasionally recy-

Oddly enough, it's the hoarders, once again, who can help show

cling its epic quantities. Would America still be evolving into China's

us the way back. The Gastons understood far better than their

trash compactor? Would there even be a 102-ton legacy? "What

neighbors that our prevailing definition of waste is all wrong. They

would life look like then?" she muses. "What would it mean for the

saw that putting something in the trash is not really a matter of

economy; for the entire world?"

disposing of waste, of something with no value. Trash to them is the

Johnson (you'll read more about her trash epiphany later) is the

physical manifestation of wastefulness. The hoarders' response to

opposite of a hoarder-she's all about avoiding the accumulation of

this essential insight-that trash is really treasure squandered-is

things, particularly disposable things, and living the uncluttered

twisted and unhealthful, but their instinct to place value on garbage

life. Or as she calls it, the unwasteful life. She says people, even

is sound and sane. Of course, the more constructive response would

friends, question her sanity; but the Johnson family has discovered

be not to hoard, but to find ways to avoid the wasteful accumulation

that generating less waste translates into more money; less debt,

in the first place. That's the great challenge, the holy grail that has

more leisure time, less stress. When they give gifts, they don't give

so far eluded mankind, dating all the way back to the first town

things-they give experiences. No wrapping paper required. She

dump and anti-littering law in ancient Greece. The upside of this

says they've never been happier.

picture: There is a small but growing number of businesspeople,

"When you stop wasting, everything changes," she says. "There is

environmentalists, communities and families who see in our trash

a way back. And if it can work for a family; it can work for a country

the biggest untapped opportunity of the century

It could be the answer we've all been waiting for."

These trash optimists range from the city of Portland, which may be the least wasteful city in America, to TerraCycle, the business champion of "upcycling" (the reuse/repurpose opposite of recycling), to the trash artists of San Francisco and the trash czar at

106

INTRODUCTION

5.7 million tons of carpet sent to landfills-all of it could be recycled, but mostly it's not

PART

19 billion pounds of polystyrene peanuts (Styrofoam) dumpednever degrades, impossible to recycle 35 billion plastic bottles 40 billion plastic knives, forks and spoons

4.5 million tons of office paper Enough aluminum to rebuild the entire commercial air fleet four times over

Our willingness to part with something

Enough steel to level and restore Manhattan

before it is completely worn out is a

Enough wood to heat 50 million homes for twenty years

phenomenon noticeable in no other

Enough plastic film to shrink-wrap Texas Plastic waste is so plentiful and so carelessly treated that 92 percent of Americans have potentially harmful plastic chemicals in their urine

society in history ... It must be further nurtured even though it runs contrary to one of the oldest inbred laws of humanity, the law of thrift. -J.

GORDON LIPPINCOTT,

194 7

10 percent of the world oil supply is used to make and transport disposable plastics

A society in which consumption has

Growing, shipping and selling food destined to be thrown away

to be artificially stimulated in order

uses more energy than is currently produced by offshore oil

to keep production going is a society founded on trash and waste, and such

drilling

a society is a house built upon sand.

No less than 28 billion pounds of food thrown away, about

-DOROTHY L. SAYERS,

1947

25 percent of the American food supply, perhaps more by Who steals my purse steals trash.

some estimates

-!AGO, IN SHAKE SPEARE's

107

Othello

DECADENCE

NOW

159

Pulled up and upended with a hiss of hydraulics and grinding of gears, the bucket disgorged a blend of dirt and plastic and old newspapers, many of them yellow and brittle but surprisingly readable. There were cans, yard clippings and several hot dogs, a bit dingy but intact-the queasy power of preservatives at work, perhaps. And there was a white ceramic bowl of some brown stuff which, when its dirty crust was scraped away; revealed something bright green inside. There were chunks of something still visible in the mix. "Hey! I think it's guacamole!" archaeologist Bill Rathje shouted to his crew of student volunteers, dabbing his finger in the stuff. It was guacamole. The chunks were avocado slices, still green.

And the nearby newspapers allowed the perishable treat's age to be inferred: twenty-five years. The guacamole had last seen daylight a

DECADENCE NOW

quarter century ago and yet, while not exactly edible, it seemed fresher in appearance than it would have looked after just a few days sitting in Rathje's kitchen sink. It had been preservedunintentionally and, to all but Rathje and his crew, unexpectedly Because that's not how landfills were supposed to work. Or so it was said. THE

The bucket augur is a tool for drilling wells, for water and oil,

ground, a three-foot-wide steel cylinder with three-inch jagged

but it's also how Rathje, founder of the Garbage Project, spent de-

teeth bristling from its business end. The "bucket" part of the bucket

cades exploring the inner space of landfills, about which many

auger is a yawning, spinning maw that grinds through earth as if

knowing assumptions have been made over the years-and which Rathje, time and again, proved mistaken.

THE

BUCKET

AUGER

CHEWED

DEEP

INTO

it were made of marshmallow. Mounted on a telescoping pole, it's capable of burrowing a hundred feet down, then retracting and bringing up huge chunks of whatever lies beneath, bucketful by

He is the world's first garbologist, and his work uncovered just how poor an understanding we have of our own waste.

bucketful, a whirling sand toy on steroids. The bucket auger's torque

"Most people don't really know their trash," says Rathje, a broad,

is so powerful that it has chewed right through a wrecked and bur-

deep-voiced archaeologist who has been labeled the Indiana Jones

ied car, engine block and all.

of refuse. "But through their trash, we sure do know a lot about them."

108

160

DECADENCE NOW

GARBO LOGY

161

supposed evils of disposable diapers, which he says create "barely for a Garbage Project-for a systematic and unprece-

a blip" in the average landfill, while distracting the public from

dented deep analysis of modern waste using the same skills, tools

genuine and larger garbage problems, such as the proliferation of

and modes of inquiry archaeologists employ to understand the

phone books, most of which are unwanted and, to this day; mostly get landfilled instead of recycled.)

ancient world-began with a simple student project and train-

The other Rathje liked about the student garbage study was its embrace of the gritty realities of genuine archaeology; which,

ing exercise in the early seventies at the University of Arizona in Tucson. Rathje, a Harvard University-educated archaeologist who

for all its seeming romance, its air of exotic locales and lost civilizations, really boils down to rooting around in dead people's trash.

specialized in the study of ancient Mayan ruins, was then a young professor on the Tucson campus, long a hotbed of archaeologi-

Really; really old trash, certainly; long stripped of its smells and

cal discovery due to the wealth of ancient Native American sites

general ickiness, but trash just the same, the true object of archae-

throughout the region. He wanted to introduce basic archaeological

ologist lust because it represents the unvarnished story The monu _

methods to the students in his anthropology class through a series

ments, stone tablets, formal histories and burial chambers that

of independent study projects. Two of the students came up with

describe the glories of dead civilizations are all well and good, but

the idea of fact-checking some typical cultural stereotypes with physical reality-which they proposed to accomplish by comparing

they tell the story that the kings and scholars wish to communicate the idealized version, the version that the victors in a war get to tel;

the real-world trash collected from two homes in an affluent area

rather than the stories of the conquered. In garbage, though, there

of Tucson with the trash from two homes in a poor part of town.

are no half-truths, no spin, no politics. Conquerors may plunder the

would the two sets of families differ in unexpected ways? Or would

riches and thereby the historical record, but no one plunders trash.

they be unexpectedly similar? Would the real-world detritus pro-

The accrual of what a people ate will be there, master and slave,

duced by the test subjects (their identities protected by the archae-

worker and lord alike, an honest tale of crusts, rinds, bones and

ologists' dusty equivalent of doctor-patient confidentiality) confirm

seeds. How they lived, what they wore, where their trade routes

cultural cliches, or shatter them? This idea appealed to Rathje on a number of levels. For one

reached, even how and who they worshipped-all of that and so much more, is contained in the record of their garbage, the unbi-

thing, he's a natural contrarian, so the idea of using trash to upturn

ased arbiter and keeper of the inner life of any civilization. What

stereotypes and commonly held assumptions was beyond delicious.

we say about ourselves, observes Rathje, is never as honest or as

"Cut the crap!" and "Bullshit!" are favored expressions of his, re-

revealing as what we throw away This is why archaeologists crave

served for what he considers to be galling misstatements about

trash, why Washington's outhouse at Valley Forge was a major dig

garbage by the uninitiated. (Over the years he has been particularly

(the general and future president threw all kinds of things in

incensed by persistent claims and extensive media coverage of the

there-then trash, now illuminating artifacts), and why it was not

109

162

GARBO LOGY

DECADENCE NOW

163

such a stretch for a professor of ancient Mayan culture to approve

discontinued its study of food waste (and garbage in general), and

his students' plans to look for similar truths in Tucson's trash.

the thread wouldn't be picked up again until Rathje spotted the

Based on the garbage recovered, the two students concluded

opportunity three decades later in Tucson. "We were," Rathje recalls,

that, income (and conventional wisdom) notwithstanding, the two

apologizing with unconvincing sincerity for the pun, "breaking new

sets of families consumed similar amounts of steak, hamburger and

ground." In 1973, Rathje, several of his colleagues and his students

milk. The poor families, however, bought more household cleansers and spent more on goods related to child education. As fascinating

vu..au.cu. the garbage-study concept and the amount of trash to be analyzed, and the Garbage Project was born.

as these differences were, the tiny sample size made it impossible

The conceit was simple: If we use the same archaeological tools

to draw any sweeping conclusions. But it did suggest a new; poten-

and techniques previously employed on Egyptian pyramids, lava-

tially fruitful subject of study: using trash to gauge all sorts of con-

encrusted Pompeii and the painted caves of Lascaux, what can we

temporary behaviors, and to see if that trash trail squared with our

learn about American civilization from its garbage? What is the secret story of trash?

societal assumptions, or revealed the myths we live by This was new territory Detectives and journalists had been

The archaeological team did not go out on "digs" at the begin-

known to root through garbage from time to time, looking for stories

ning. Instead, the "artifacts" were delivered to the Garbage Project,

and scandals in those pre-paper shredder days. But a scientific in-

which is to say; the university arranged to have the city sanitation

quiry into the patterns and context of trash as real-time cultural

department dump piles of garbage from specific census tracts on a

artifacts, evidence of consumer behavior and window onto society's

campus maintenance yard six days a week. Then Rathje and his

soul had never been attempted in any sustained way During World

team of student volunteers surveyed and cataloged the mess, wear-

War II, the Army tasked a pair of enlisted men with marketing ex-

ing rubber gloves, surgical masks and gowns, bagging and tagging

perience to gauge soldiers' satisfaction (or lack thereof) with mili-

the garbage on sorting tables, trying to figure out how to categorize a marshmallow. (Answer: as "candy")

tary mess by analyzing the food that was thrown away by mess halls. The results: too much food was being prepared in mess tents

Before they could figure out what it all meant, though, they had

throughout the Army; staggered mess calls resulted in more clean

to develop from scratch an entirely new language of trash. They

plates than single, long lines that allowed the food to get cold for

went so far as to create a sort of Rosetta stone of aluminum can

many soldiers; most of the soup, kale and spinach got trashed; and

pull-tabs (this was back in the day when the tabs were designed to

there was no such thing as too much ice cream. Menus and meal

detach from beverage cans). It turned out there was a surprising

preparation were soon adjusted (less spinach and kale), and the

variety in these little bits of metal that could identify beverage type,

Army began saving 2.5 million pounds of wasted food a day-the

age and manufacturer simply by the shape and heft of the tab, and

first modern practical benefits of the study of garbage or, as it has

the Garbage Project remains to this day the one and only forensic

come to be known, garbology Despite the rousing success, the Army

authority on the subject. Meanwhile, an entire numbering system

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evolved over time to catalog the rest of the garbage: 001 was beef.

Rathje eventually hit on the explanation for this counterintui-

003 was chicken (the Garbage Project's nemesis, for nothing smelled

tive behavior. When shortages occurred (or were even discussed in

worse than rancid uncooked chicken), 090 was powdered baby for-

the news media), consumers purchased more beef than normal. As

mula, 139 was a plastic container, 149 was auto supplies. There were

hoarding exhausted supplies, they also tended to purchase cuts of

190 separate codes in all. After the garbage was categorized, counted and

meat that they normally did not buy and that they did not necesthe

know how to prepare well. The combination of overbuying

unexpected and counterintuitive findings began almost immediately.

and bad cooking led to extra waste, with more raw, spoiled meat and

First, there was the matter of food waste, a major component of

more uneaten (and apparently unappetizing) cooked meat showing

everyday trash. Food waste was rampant, though that wasn't news.

up in the trash than was the case during normal market conditions.

What was surprising was that the amount of waste seemed to rise

Consumers, when asked, thought they were being sensible and eco-

during times of shortages and high costs. This was particularly easy to spot when it came to meat which gets trashed with unusually

nomical, when their trash told a different truth: They were being more wasteful than ever.

good documentation along for the ride-the meat packaging used

In a similar vein, the Garbage Project discovered that well-

at markets includes the type of meat its cost its packaging date and

publicized special collection days that sanitation departments set

its weight. Comparing that to the actual meat discarded in the same

for collecting hazardous household waste-varnishes, paints, clean-

batches of trash provides a reasonably accurate measurement of

ing compounds, old motor oil, oven cleaners and other nasty chem-

carnivorous food waste. In that first year of the Garbage Project a blight decimated feed

icals that are not supposed to go in ordinary landfills, yet often do- had the unintended effect of leading to more, rather than less,

crops, which drove up the cost of raising beef cattle, which in turn

improper disposal of toxics. City sanitation departments have in

caused a sharp and well-publicized increase in the cost of red meat

modern times labored to keep these toxic home products out of

to consumers. In some areas, there was a shortage of popular cuts

regular garbage landfills because of the environmental hazards

of beef, amid a great deal of media coverage about the turmoil in

they pose, which is why special collection days and locations are set

the beef cattle industry. Common sense might suggest that such scarcity; high cost and

for them. The Garbage Project analysts, who wanted to examine the

feverish press would lead to a reduction in food waste, as families

these special hazardous waste pickups, the regular trash stream

sought to stretch their food dollars and get every meal they could

had twice as much hazardous waste improperly tucked inside it as normal.

effect of these toxic collection days, found that on the day after

from each costly purchase. But the opposite was true. Beef waste during normal times hovered around 3 percent the Garbage Project

The explanation was simple enough: Alerted by the publicity

volunteers found. But during the shortage months, wastage tripled

about the hazards of such materials, people rounded up all those

to 9 percent.

nasty cans and bottles of sludge and dried paint that had sat forgot-

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ten, gathering dust in their garages, cellars and sheds. Then for one

discovered this after researchers were perplexed by the fact that

reason or another, they had missed the special collection time. Cha-

households in Phoenix threw away a third more trash than their

grined but also motivated by the publicity to get rid of the stuff,

counterparts in Tucson, despite the largely similar demographics,

they had just tossed it in their regular trash bins and covered it

culture and geography shared by the two cities. At the time, Phoenix

with orange peels and plastic debris. Once again, the Garbage Proj-

collected its trash with mechanized garbage trucks and 90-gallon

ect had shown that a well-meaning trash policy based on assump-

standard bins; Tucson had smaller trash receptacles. In 1988, Tuc-

tions about human behavior had generated the opposite result as

son switched to the same system Phoenix used, and the average

was intended. Instead of cleaning up toxins, the special collection

amount of garbage produced-a figure that had barely budged for

days were making things worse. Rathje suggested the best way to

fifteen years-suddenly went up by a third. The difference was

avoid future disasters would be to make many more frequent toxic

made up by more yard wastes (had they been composted or just left

pickups, or create a dedicated drop-off site that the public could

on the ground before?); old clothes (had they been donated or

easily access as needed. An interesting Garbage Project aside: The trash from poorer

given to others in the past?); household toxics (long accumulated in basements and garages); and recyclable plastics, glass and cans

neighborhoods could readily be identified by their hazardous ma-

(previously bundled for separate collection, now quickly and easily

terials, which were dominated by car care items, oils and addi-

dumped in the bigger bin). Parkinson's Law suggested the need for

tives; the toxics most common to middle-class neighborhoods were

separate mechanized bins for recyclables, which has since become the industry standard.

weighted toward paints, stains and varnishes-the substances related to home improvement; affluent neighborhoods, apparently

Other garbage insights large and small emerged:

focused on lawn care, had toxic trash dominated by pesticides, fertilizers and weed killers. The project developed a surprisingly accu-

â&#x20AC;˘ Discarded birth control pill dispensers showed that a substan-

rate formula for calculating the relative income and demographics

tial minority of women were taking the pills incorrectly (missing and skipping days).

based on these kinds of trash distinctions. Rathje also noted that when sanitation departments provide

â&#x20AC;˘ The presence of condom wrappers in the trash rose 45 percent

larger trash cans to households, those households immediately

in the first two years after AIDS hit the news, suggesting that

begin to produce more trash. He calls this Parkinson's Law of Garbage. It's based on the original Parkinson's Law; formulated by Brit-

the public had taken seriously health admonitions to practice safe sex.

ish bureaucrat C. Northcote Parkinson, who in 1957 noted that work

â&#x20AC;˘ Families in low-income neighborhoods tended to buy the

expands in order to fill whatever time is available for its comple-

smallest-sized packages of food, while the trash from afflu-

tion. The trash version of this principle holds that" garbage expands

ent neighborhoods was rife with large- and economy-sized

so as to fill the receptacles available for its containment." Rathje

products-which means the poor end up paying more money

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for packaging than food, while the food dollars of families with

worked six semesters with the Garbage Project. Smith, now with

cash to spare go much further.

the Past Foundation in Ohio, went on to an illustrious archaeologi-

â&#x20AC;˘ The amount of alcohol consumed did not vary with phases of

cal career of her own, including the 1982 excavation of a colonial

the moon, as legend has it but drinking rates did increase con-

sailing vessel from 1710 that was found ten feet below the sur-

siderably at certain times of the month: immediately after the

face of Water Street in Manhattan's financial district which-you

paydays of major local â&#x20AC;˘ Finally; the Garbage Project issued a mild warning to romantics

guessed it-is in

measure built on landfill consisting mainly

of eighteenth-century garbage. Smith was invited to appear on a

to rethink how they celebrate February 14: While almost no Hal-

popular television game show called What's My Line?, in which

loween candy is ever thrown in the trash (only wrappers). a

people with unusual careers attempted to stump a panel of celebri-

great deal of Valentine's Day candy never leaves the wrapper or

ties. Smith won, having cleverly gotten a manicure and an orangey

box, and ends up at the dump instead.

fake tan atop her real desert tan just before the show; the celebrity

These sorts of insights, whether they suggested that serious

judges concluded that no one with nails that gorgeous could possibly be a professional garbage sorter.

policy changes were in order or merely served as fascinating trivia,

Next thing Rathje knew, representatives of the U.S. Census were

had a cumulative impact: The reputation of the Garbage Project,

on the horn, looking for help. They were having a terrible time try-

which began as something of an oddity that newspapers and local

ing to calculate the number of households in poor communities, and

TV broadcasts delighted in treating tongue-in-cheek, and that ini-

in particular, the number of two-parent households. Census leaders

tially was a source of embarrassment in the academic community;

were smarting at the revelation that they had a 40 percent margin

gradually was transformed. Yes, the word "garbology" may have

of error when it came to determining whether or not there was

originated as a sort of joke, first used in the 1960s by municipal

a father present in inner-city and immigrant neighborhoods. This,

dustmen in New Zealand and Britain to make their job title sound

it turned out was a crucial question, and not just as a matter of

loftier. But that began to change. The next edition of the Oxford

academic interest. These figures would determine all sorts of gov-

English Dictionary defined "garbology" as Rathje did: "the study of a community or culture by analyzing its waste." Rathje's papers on

ernment policies, from the shape of state and federal voting districts, to the amount of child welfare payments allocated (which is

trash were being accepted at major scientific journals. The Smith-

why the Census was having trouble: some residents feared being

sonian Institution wanted to put together a garbology exhibit. This

counted and losing benefits they relied on to live). to the budget-

wasn't a joke after all-there was real science to be done here, and

ing and placement of social services for schools, daycare, single

real revelations coming out of it.

moms and needy kids. Forty percent error rates just would not cut

Then Hollywood got in on the act having discovered one of

it. Could the Garbage Project help? Could Rathje's unusual insights

Rathje's first garbage sorters, a student named Sheli Smith, who

into trash demographics be used to determine the age and gender

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of residents in a given neighborhood based on what they throw

for everyone but men. They developed equations for the number of

away? It turned out that they could. The Garbage Project had studied

infants (diaper counts), the number of children (discarded toys, toy

in detail the food and garbage patterns of two hundred households

carded female-hygiene products, cosmetics and women's apparel),

for five weeks, painstakingly sorting and weighing all their trash,

from which they could extrapolate the number of men from the

then

total neighborhood

packaging, children's clothes and their packaging) and women (dis-

yard waste because it varied too much between

count. The

of the uncounted

urban, suburban and rural locations and so could skew the results.

fathers residing in some neighborhoods could at last be solved, and

These households were active participants in the study; answering

the Census could cure its chronic undercount. The plan was to

extensive questionnaires, so the Garbage Project knew the exact

apply this new technique in time for the 1990 Census.

population, gender and ages of all the family members involved.

But it never happened, Rathje lamented. The then-director of

Rathje was then able to construct an equation: x households mul-

the Census's Center for Survey Methods Research decided that it

tiplied by y residents equals z pounds of garbage. As long as you

would be bad public relations to hire someone to analyze people's

knew the value of two of those numbers, you could figure out the

trash. They'd just have to live with the undercount.

third. The Garbage Project had produced what Rathje called the

Nevertheless, this work showed a new and more powerful side

"magic number" to plug into a population equation. Multiplying that

of the Garbage Project, as it moved beyond simply sorting trash and

magic number by the number of households in a given neighbor-

into comparing its real-world footprint with the results of surveys

hood would tell you with surprising accuracy how many people

and polls. It became very clear that trash provided potent unique

lived there. This held true across geographic regions and income

clues about the inner working of society and country that could be

levels. Subsequent tests of the equation, according to Rathje, showed

found nowhere else. It also began to show why trash was such a

it had an accuracy of plus or minus 2.5 percent, which was better

social, environmental and fiscal problem: Most people had no idea

than the Census Bureau had managed in many areas of the country. Figuring out the second part the Census wanted-gender-

what was really in their garbage (or, for that matter, in their closets, refrigerators, cupboards and shopping carts).

turned out to be more difficult, however. This is because there are

The Garbage Project was tackling a big piece of the second

few distinctly "male" pieces of trash-both men and women can use

question that must be answered in order to shrink the 102-ton leg-

the same sorts of razors and shaving cream, for instance, and not

acy; namely why we are also so obviously clueless about the true

even the presence of male contraceptives would establish actual

size and nature of our waste. Rathje was exposing our trash mythol-

residency Those items that are exclusively male, or close enough-

ogy: what we know versus what we think we know about garbage.

men's underwear, or cigar butts, for example-occur with such in-

Rathje and his students soon documented how average Amer-

frequency in the waste stream as to be useless as data points. The

icans overestimated their intake of healthy foods, claiming, for

researchers got around this in the end by figuring out the markers

example, to eat three times as much cottage cheese as they actually

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purchased (based on the number of containers found in their garbage). And they vastly underestimated their less healthy eating habits. Potato chips, for instance, were reported to be eaten in quanFrom a Garbage Project study for the U.S. Department of

tities 81 percent smaller than the crumpled chip bags in the trash

Agriculture, on the Lean Cuisine syndrome (how people

actually documented. Rathje called this the "Lean Cuisine syndrome." This kind of data is psychologically

overestimate and underestimate their consumption of certain

as most

foods based on whether they are fattening or not):

people chronically overestimate their" good" habits and underestimate the "bad." But it also suggested that the focus groups and con-

!]/._

sumer preference surveys that so many business decisions are

Sugar

Cottage cheese

311

based on are practically worthless.

Chips/popcorn

Liver Tuna

200 184

Alcohol consumption was among the most dramatic deviations

Candy

between survey and trash can, with a vast disparity between what

Bacon

81 80 80

Vegetable soup

Ice cream

Skim milk

Ham/lunch meats

High-fiber cereal

people claimed to have imbibed, and what the empties in the wastebasket indicated. About three-quarters of households reported zero alcoholic beverage intake during a typical week, while 20 percent reported seven or fewer beers consumed, with a handful owning up to drinking more than that. The trash reality check turned all this

syndrome," although others have suggested "town gossip complex"

on its head: Only one-quarter of households had no evidence of

might more accurately describe this phenomenon.

alcohol in its week's worth of trash. Another quarter showed one

As far as the type of alcoholic beverages consumed, the Garbage

to seven beers consumed. And fully half the households had

Project found a broad disparity across neighborhoods and income

consumed eight or more beers in a week. And this was after the

levels. The alcohol-related trash from low-income areas was domi-

garbage sorters excluded the debris from data-skewing parties (dis-

nated by beer bottles, with a smattering of hard-liquor containers

cerned by the presence of soggy paper plates, large numbers of

mixed in. Middle-income neighborhoods had booze-related trash

disposable cups and the telltale presence of cigarette butts in par-

that spanned the entire spectrum of spirits: beer (mostly in cans),

tially empty beer bottles).

wine and liquor. Upper-income households showed more expensive

Interestingly; while people tend to underestimate their own drinking by 40 to 60 percent, in households where one or more

wine bottles than their middle-income counterparts, but somewhat less prestigious hard -liquor brands.

adults are teetotalers, they tend to be uncannily accurate in their

None of this is very surprising, as Rathje saw it. The interesting

estimates of the drinking habits of other family members, within an

part is that eighteen years of data show that the actual alcohol con-

error rate of 10 percent or less. Rathje called this the "surrogate

tent delivered by these various beverage choices is consistent

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across all income groups. Regardless of income, Rathje found, ev-

tum as bottle caps and an exhausted tube of hemorrhoid cream.)

eryone on average gets the same buzz on.

Landfills, the Garbage Project diggers proved, were in many ways like giant time capsules, preserving for decades the seemingly per-

after some sixteen years of trash sorting and household

ishable items we expected would turn to organic mush, while other

consumer surveys, Rathje and a colleague were discussing the Garbage Project's latest findings. The other archaeologist heartily

items very; very slowly decomposed. There's enough decomposition to generate a flow of methane, but at a slow enough rate that

congratulated Rathje for all the fine work, but then made a pithy

organic waste remains recognizable for a long time-grass clippings

observation. "That's great and all, but where's the dirt, Bill? If there's

still green after fifteen years, onion peels and carrot tops hanging

no dirt, it's not archaeology" Rathje was brought up short by this. His colleague was right:

in there after twenty-which means that the methane flow can continue for a very long time, too.

Archaeologists dig. If they wanted to do real archaeology; garbolo-

According to Rathje, these findings, while unsettling to the or-

gists would have to dig, too. Why hadn't he thought of this before?

thodoxy; are a good thing. It means some of the potentially toxic

It was time to stop bringing the garbage home, and start bringing

juices people feared would leach out of landfills are basically just

their project to the garbage.

sitting there. This stability had long been recognized as the silver

Thus began years of plumbing the depths of landfills-twenty-

lining of plastic trash that we fail to recycle-it didn't decompose,

one of them, all over the country; more than 130 tons pulled up by

and so posed no environmental hazard as long as it was contained

the bucket augur before Rathje finally called it quits after more

in a landfill. On the other hand, the materials that people had hoped

than thirty years as the world's leading garbologist.

would biodegrade-even the stuff officially designated as (or spe-

The single most startling finding from Rathje's excavations was

cifically designed to be) biodegradable-didn't break down as expected in landfills, either.

that garbage does not decompose inside landfills as most people, including sanitation experts, believed. A well-maintained, airtight,

There was a bad-news, good-news finding on hazardous waste

dry sanitary landfill was more like a mummifier of trash than a

in municipal landfills, too. The bad news: There was a lot more of it

decomposer of trash, Rathje found. Fifty-year-old newspaper was

than anyone had believed. There were twice as many cans of bug

intact and readable, headlines about President Truman's electoral

spray; containers of paint and old drain-cleaner cans being slipped

chances still bold and black on the front page. Steaks and hot dogs

into trash bins and spirited off to landfills as had been believed. The

came up intact after decades. (But kaiser rolls? Not so much: Ex-

good news: Like so much other stuff in the landfill, it mostly just sat

humed, they looked remarkably like ancient, mossy granite grind-

there. Even when the containers leaked or broke, the surrounding

ing disks used to make prehistoric cornmeal. Then Rathje spotted

"trash matrix" soaked it up like a sponge and retained it. And a

the poppy seeds and realized he had not fallen through some weird

little more bad news: When there was a problem of landfill con-

trash time warp that put Stone Age tools in the same landfill stra-

tamination leaking out into the real world, particularly after floods,

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177

Project was calling attention to food waste as a vital issue fifteen years ahead of the curve.

this presence of chemical hazards could make residential trash just as toxic as industrial waste. The other dramatic finding from the landfill excavations, one

"We just thought it was appalling," Rathje recalled. 'And most

that shocked even the jaded garbage sorters from Tucson who

people are oblivious to it. If you ask them, they'll tell you they are

thought they had seen it all, was the amount of food waste dumped

careful not to waste food. But as usual, their garbage tells a differ-

in landfills. As much as 17

ent

of the garbage by weight that

It was typical for the households we looked at to waste

15 percent of the food they bought."

they were hauling up in the late 1990s and early 2000s consisted of food waste. Some of it was truly waste-coffee grounds, eggshells,

A number of landfill excavations were made through contracts

plate-scraping slop-but nearly equal portions were completely ed-

with cities that needed better insight into their trash. Unearthing

ible, from expired hamburger to potato peels (a major and com-

garbage in Phoenix, the researchers were able to determine the

pletely edible weight component of food waste) to those specialty

amount of recyclables that were being buried. Aluminum cans

breads such as those deceptive kaiser rolls, which ended up land-

alone could net the city more than $6 million a year if captured,

filled at far greater rates than standard loaves of bread, which were

recycled and sold at market rates. The city public works department

practically no-shows. Indeed, that finding led to the Garbage Proj-

used Rathje's analysis to pry $12 million from the Phoenix city

ect's "First Principle of Food Waste":

council to launch a new recycling program for the Arizona capital.

The more repetitive your diet-the more you eat the same things

After the Garbage Project informed the city of Toronto that con-

day after day- the less food you waste. This principle upsets quite a few people and special interests,

struction waste was clogging a fifth of their available landfill space, the city invested in the infrastructure necessary to recycle concrete,

Rathje soon discovered. Nutritionists want a healthy variety Food

bricks and other demolition and construction debris. Excavations

companies live and die by novelty; constantly introducing new

of four landfills in Toronto also validated the city's recycling pro-

breakfast cereal variations and reformulated baked goods and new

gram, one of the oldest in North America, which was under fire

flavors of processed food. But novelty (which consumers think they

for costs. Rathje and his crew proved it was biting deeply into the

want more than they actually want it) breeds waste-those darn

waste stream and, if anything, had surpassed expectations. And in

kaiser rolls, along with hot dog buns and biscuits and English muf-

Mexico, the government adjusted its import taxes in favor of a bit

fins, end up getting thrown out anywhere from 30 to 60 percent of

of protectionism when the Garbage Project found that luxury goods

the time. Novelty may make for effective marketing, but in terms of

purchased in Mexico City's affluent neighborhoods tended to be American-made.

waste, it's a disaster. America's propensity for throwing away perfectly good food that could quite literally end hunger for millions of people has received

an estimate a few years back that suggested all of

considerable attention (if not reform) recently; but the Garbage

the garbage produced by the United States for the next thousand

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GARBOLOGY

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years could fit inside a single landfill-as long as said landfill

Garbage Project's heroic efforts to clear up mysteries and misun-

stretched across forty-four square miles and rose 120 feet high.

derstandings about waste have had so little impact in terms of

That sounds huge, but not as huge as most people think all the

changing the world of trash. We still waste colossal amounts of

country's trash should be. Such a landfill (less than a quarter the

food -the EPA pegs food waste in landfills as more than 14 percent

height of Puente Hills) would cover all of the Bronx, or a mere one-

of total landfill contents by weight. This isn't much different from

fifth of the West Coast's main Marine Corps base, Camp Pendleton,

what Rathje found more than a decade ago, despite recent attempts

or just .036 percent of the land area of the state of New Mexico.

to ramp up composting nationwide. Food waste aside, most recy-

More square miles of that state's national forests have burned in a

clable materials are not, in fact, recycled. It's frustrating, Rathje

single fire season than such a landfill would cover in a thousand

said. The problem as he saw it is in how people define the very

years. In other words, a thousand-year landfill would be big, sure, but not really all that big. No one is proposing such a mega-dump.

concept of waste, a question that he said was really more philosophical than scientific.

The point is, Rathje liked to say, we have plenty of room to keep

In modern garbage parlance, Rathje explained, "waste" has be-

burying our trash until we find a better plan. Space for trash, in

come synonymous with "trash" -that is, waste has come to mean

other words, is not the problem. Of far greater concern, as Rathje saw it, is the trash that doesn't

the perceived dirty, icky, unhealthful, useless, valueless material

get into the landfill vault-the debris in the gulches, the plastics in

waste is the foul stuff we wish would just disappear. Our entire

that's left over when we're done with something. By this definition,

the ocean, the waste that drifts off into rivers and streams. And the

elaborate waste collection, transportation and disposal system has

biggest system flaw of all, he argued, is the disposable, wasteful

for a century been built around this "just make it go away" concept,

mind -set that creates the flow of trash in the first place. Rather than

an illusion for which Americans happily (or at least regularly)

a problem specific to landfills or other sanitation strategies, Rathje

pay either through taxes or monthly bills. Waste in this sort of dis-

always maintained, this is a flaw in how manufacturers create and

cussion is always defined as a cost, a negative and a burden-an

consumers use disposable products. Rathje retired from the garbology business in his early sixties

inevitable, unpleasant fact of life, for which the only remedy is removal.

and spent the last years of his life devoted to Buddhism and his

But what happens if a different definition of the word "waste" is

passion for photography, illustrating Buddhist texts with his pho-

emphasized-the original verb form of the word, as in "to waste"

tos of nature. In what would be his last interview; Rathje shared

something? Now the nature of the debate changes, because "to

his thoughts about the state of garbage in America for Garbology.

waste" implies the object being wasted has value, be it time, re-

He died of natural causes a few months later in May 2011, at age

sources or manpower. After all, you can't waste something devoid of

sixty-six. He confessed to being more than a little disappointed that the

value. If trash is defined not as waste but as the physical manifestation of wastefulness, the discussion stops being about disposing of

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the dirty or useless, and starts being about asking why we are

terminal phase begin husbanding resources, recycling and repur-

throwing away so much hard-earned money Why are we wasting stuff that we pay for as product or packaging, then pay for again as

posing like mad. This is the moment when conservation becomes the watchword.

trash to be hauled away? Now it's no longer the waste itself that's

But the word always comes too late. Cultures replace extrava-

negative, but the act of creating it that's at issue. And the conve-

gance with frugality only after the resources have dried up. Think

nience of burying these discarded items in landfills forever, or ship-

Easter Island, the fall of Rome, and any number of

from Persian to Ottoman to Spanish to British. Always, the fall approaches and the wising-up comes too late.

ping them off to China to be recycled for pennies on the dollar (or far less), stops seeming so normal. so sensible. Rathje used an archaeological analogy to express this distinc-

One of the questions the Garbage Project sought to answer as it

tion between waste and wastefulness. Boiled down to the most

peered in the landfill mirror arose from that tragic history What

simple, broad categories, every great civilization goes through three

stage, Rathje asked, was American civilization in?

main stages of evolution. First comes the pre-classic era, the Flo-

Back in 2001, when Rathje penned an article on this subject for

rescent Period, when a set of small, scrappy villages coalesces into

the surprisingly readable MSW Management: The journal for Mu-

something more powerful. a dramatically rising civilization that

nicipal Solid Waste Professionals, the answer seemed obvious. The

has learned how to make a living, be it through warfare, trade, ir-

conspicuous consumption, the outrageous levels of waste, the paltry

rigation or some other method of consolidating and capitalizing on

recycling rates, the popularity of sport-utility vehicles, the morbid

resources. Then, having reached a pinnacle of development the

obesity; the addiction to overpriced bottled water marked up thou-

civilization enters its Classical Period, in which it enjoys prosperity;

sands of times over its chemically identical tap water equivalent-

steady growth and dominance. The Classic Maya culture that Rathje

all suggested an America in the midst of a most profligate Classical

studied early in his career featured enormous temples and pal-

Period, embracing the culture of abundance, the illusion of the bot-

aces sprawling across acres of verdant land- classical displays that

tomless well. The headline on his column was "Decadence Now!" In

required enormous resources and manpower to erect. A culture at

it Rathje urged what seemed at the time to be a premature embrace

that stage can afford extravagance. It can be-or at least believes

of the values of a decadent culture. America should break the his-

itself to be-unharmed by waste.

torical pattern and commit to all-out conservation and husbanding

Eventually; either through competition from other cultures

of resources before, rather than after, it was too late. Time to swap

or simple exhaustion of available resources, a civilization-any

those definitions of waste and wastefulness, Rathje suggested, and

civilization -enters an inevitable decline. This is the post-classic or

hard as it might be, start thinking about what happens during a

Decadent Period. In ancient Maya, the temples of the decadent

product's end life before we even buy the damn thing. The heedless

years became small, the palaces shrunk, the once treasure-laden

wastefulness that has been an American hallmark since the birth

tombs grew spartan and poorly constructed. Cultures entering this

of the disposable economy has to come to an end, he argued. That

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182

GARBO LOGY

DECADENCE NOW

183

would require an act of will, not unlike the decision by alcoholics

stumped a game show panel that couldn't guess she was a garbolo-

or addicts to resist their insatiable cravings. "That doesn't come

gist, who silk-screened the project members' first official T-shirts

easy; but that's what it takes," Rathje declared. "Decadence now!"

(emblazoned with the image of a hand reaching inside a garbage

There's just one problem, he added: No great civilization of

can), who braved the derision back when Rathje's colleagues con-

the past has ever pulled this off. None. "Can we make a conscious, unprecedented decision to embrace

sidered him crazed and embarrassing, and when they all referred

the frugality-the source reduction, reuse and recycling-of the

to the as Le Projet du Garbage. Even picking through trash sounds more dignified in French, she says.

Decadent Period before it's too late, while we're still riding high in

After graduating from the University of Arizona in 1976, Smith

the Classic Period?" Rathje wrote. "Will we thereby extend our

went on to specialize in underwater archaeology: This took her as

golden days?" He wrote that column eight months before the 9/11 attacks. In

ined, as she plumbed sunken cityscapes in the Mediterranean and

the decade that followed, judging by the recession-induced shrink-

shipwrecks in the Caribbean. But her work at the Columbus-based

ing of trash loads heading to landfills, and the burgeoning interest

Past Foundation finally brought her full circle three decades later,

in sustainability; recycling and zero-waste strategies in communi-

when the head of the local Solid Waste Authority had sought the

ties and businesses across the country; it seemed clear to Rathje

help of foundation anthropologists. He wanted to design an educa-

that we are right on the cusp of our own Decadent Period. Perhaps

tional program that could help kids understand and rethink the way

we've already slipped over into it, he mused, or perhaps we'll pull

society creates waste. He had no idea he had stumbled on a found-

back. But that drop-off is coming up sooner or later, Rathje pre-

ing member of the Garbage Project- he had never even heard of it

dicted, and probably sooner than anyone is quite ready to believe.

when he asked if anyone there knew something about waste. Smith

far from the desert trash sorting scene in Tucson as can be imag-

"Decadence now!" he said at the close of the interview; then added darkly; "Now or never."

had given him a big grin and said, "Funny you should ask ..." Smith led the ensuing effort to create a school syllabus for an interdisciplinary garbology class project. It started as a public

Garbage Project ended with his retire-

school pilot with one hundred high school students. They studied

ment with no one in the university research world interested in

their own trash, their cafeteria food waste, the history of garbage,

assuming his place as archaeologist of trash, his garbology legacy

and wound up the class with an insider's tour of the local landfill.

nevertheless continues. And it is doing so with a decidedly more

The students ended up fascinated and engaged by the hands-on

hopeful spin. The renaissance comes in the person of Sheli Smith, one of the

before-it had been "in sight, out of mind," as Rathje liked to say:

first students to take part in the Garbage Project-a Moldy Oldy; as

The students were also horrified by this world, as when they calcu-

the veteran alumni of trash call themselves. It had been Smith who

lated that their little school cafeteria wasted sixty-five pounds of

120

excursion into a world of trash they never really considered

184

GARBOLOGY

perfectly edible food every day Then they calculated it would take twenty household composters to handle that load. "They were stunned. It changed their behavior," Smith says. "They stopped wasting so much food. They demanded the school

PART

stop wasting so much." Based on this success, the garbology program was expanded,

THE WAY

reaching first the entire school district then much of the state's

BACK

schools. Now it's gone viral. The curriculum, available as a free download, is being picked up for use in classrooms all over the country-adopted, modified, localized. The thing about garbology at that level, Smith says, is that it lets anyone-kids, teachers,

If it can't be reduced, reused, repaired,

parents- understand their own footprint as well as their friends'.

rebuilt, refurbished, refinished, resold,

And once that's understood, it's possible to do something about it.

recycled or composted, then it should

Garbology makes it possible for a student to go beyond thinking

be restricted, redesigned or removed from production.

about saving the world, and actually doing it Smith says. It's within their power to make a difference. High school students took it on themselves to renegotiate recycling deals, bringing in more money for their school after they studied their trash flow and calculated the value of their cans, paper and

-BERKELEY ECOLOGY CENTER

What the hell was I thinking? -BEA JOHNSON,

on her pre-zero waste lifestyle

bottles. Third-graders voted to impose a twenty-minute rule of silence at mealtime-because if they concentrated on eating instead of talking, there would be less waste. "Third-graders did that-it was their idea!" Smith says with wonder. "If I had suggested that they'd think I was some crazy old lady This is what Bill Rathje made possible. This started with him, and it's still making a difference. It gives you hope for the future."

121

The people who are crazy enough to think they can change the world are the ones who do. -STEVE JOBS

306

AFTERWORD

they tell me their children are still conscious of the environment even though they have been out of my class for several years. I hope this teaching someone else to do the right thing gets my 102-ton legacy down even further! I want to thank all the Garbo logy readers who shared their trashbusting, zero-waste tips and practices. You have shown that waste really is the one big problem anyone can do something about, and how each one of us can do better. I invite you to keep this conversation going by connecting with the Garbology Facebook page. It's a daily discussion of how we can help our economy; our environment and future generations by refusing, reusing, repurposing and recycling- how, as Maria put it, we can all learn to do the right thing to shed that 102-ton legacy.

ENDNOTES

INTRODUCTION 1.

This calculation is derived from the most recent and most accurate data on America's annual municipal waste generation, the biannual study by Columbia University and the journal BioCycle, which put the nation's trash total at 389.5 million tons in 2008. The population of the country was put at 301 million that year by the U.S. Census, which yields a daily waste generation amount of 7.1 pounds per day. 2. "Plastic Water Bottle-Makers Sued by California over Green Claims," Los Angeles Times, October 27, 2011. 3. "Products, Packaging and US Greenhouse Gas Emissions," Joshuah Stolaroff, Product Policy Institute, September 2009.

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308

ENDNOTES

"The State of Garbage in America," a joint study by BioCycle and the

energy generating plants. The grand total of municipal waste reported:

Earth Engineering Center of Columbia University; by Rob van Haaren,

251 million tons. At that number, America's daily trash footprint would

Nickolas Themelis and Nora Goldstein, published in BioCycle, October

be 4.5 pounds a person. But that's more than 2.5 pounds a day less per

2010. Data is from the year 2008. The study is published biannually.

This calculation assumes a U.S. adult population of 230 million and an

American than the correct amount. 7.1 pounds, and more than 130 million tons light for the whole country's yearly tally.

average weight of 178 pounds (195 pounds for men and 165 pounds for women), as reported by the National Center for Health Statistics in

So how can that be? Where did the EPA go so badly wrong with a report it's been producing for decades?

"U.S. Body Measurements, 2009." The BioCycle/Columbia University biannual survey of municipal solid

lot of weighing of the streams of trash headed to landfills. This would

waste sent to landfills, recycling, compost and waste-to-energy facilities

be a relatively straightforward task-laborious, but straightforward.

Most might guess coming up with trash numbers would involve a

draws on actual state-by-state data from the nation's municipal waste

Every municipal waste landfill in America has scales. They weigh

systems and is the most accurate actual count of America's trash. The

garbage trucks going in full, they weigh them going out empty; and

better-known annual MSW report from the EPA does not use actual

by calculating the difference, they determine how much trash gets

trash disposal data, but instead relies on a materials flow analysis and

dumped-each load, every load, every day of the week. It's how dump

data from manufacturers to estimate the amount of products and ma-

operators plan for the future, budget their resources and manpower,

terials consumed by Americans and how long those products and

and, not incidentally, it's how they make money: They charge by the ton.

materials are likely to last. From these assumptions, combined with

Recycling, composting and waste-to-energy operations work in an

waste characteristic sampling studies for non-manufactured waste, the

analogous way to produce a statistical snapshot of our waste. Many

EPA estimates calculate how much stuff ought to be thrown out every

states compile reports summarizing this data in order to plan and eval-

year. Actual trash data is not used by the EPA. This method has come

uate their own conservation and recycling efforts. But the EPA does not use this information. It does not weigh trash

under fire for its chronic tendency to underestimate total trash and 7. 8.

309

landfill loads, while overestimating the proportion that gets recycled.

in the real world-not a single piece of it-nor does it contact the na-

Ibid. Garbage In, Garbage Out: A Note on the Numbers The U.S. Environmental Protection Agency's annual report. "Mu-

"materials flow methodology," In plain English, this means the EPA cal-

nicipal Solid Waste in the United States," is widely considered the most

but on data supplied by manufacturers on how much stuff they sell (for

tion's landfills to get that information. Instead, the EPA relies on culates trash amounts based not on objective weights and measures,

authoritative source on waste and trash in the country; a garbage

instance, the number of plastic bags made and sold in the U.S. every

ground zero for journalists, researchers and elected officials on how

year), how long that stuff is likely to last before becoming trash, and

much trash we make, burn, bury and recycle, and how much of it is

how much of it gets recycled, composted or burned. These are indus-

plastic. paper, metal. food scraps, or yard trimmings. Overall, according

try estimates reported through a national honor system, checked by

to the EPA the country's annual "waste stream" broke down in 2008 this

equations, not scales. Waste sampling studies are then used to esti-

way: 54 percent of the municipal waste (135.6 million tons) went to

mate national figures for yard trimmings, food scraps and other non-

landfills, a third (84 million tons) was recycled or composted, and the

manufactured municipal waste. Sometimes press reports on garbage

remaining 12.6 percent (31.6 million tons) was burned in waste-to-

are used to flesh out the data further. Together, this amalgam of infor-

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310

ENDNOTES

311

mation is used to produce an estimate of the total waste stream-a

amount recycled and composted isn't a third of all our trash, as the EPA

figure lying at the end of a long chain of promises, assumptions and

reported for the last several years. It's barely a quarter of it. In 2011, the

theory This method dates back thirty years, to an era when there were

EPA leadership finally admitted there was a problem and publicly solicited advice for improving its annual garbage survey.

ten times the number of landfills and thousands of illegal dumps in

Not all EPA solid waste statistics are flawed, however. While the

the U.S., and the industry was largely unregulated and uncharted.

materials flow methods used to calculate the amount of trash aren't

Using the indirect method of materials flow analysis made sense then-

working well, the methods used to calculate the composition of our

it was the best anyone could do. But there are far fewer landfills now,

trash continue to be usefuL These calculations are informed in part by

a web of state reporting requirements have been placed on them, and

studies of real-world samples of typical Americans' trash-how much

the ability to do a direct, more accurate count of waste, rather than

of it is plastic, metal, paper, food scraps and so on. These figures are

rely on indirect life-cycle calculations, has existed for more than a

expressed in the EPA annual reports as percentages. Because extrapo-

decade. The flaws in the EPA:s approach are easily detected. The EPA es-

lating national estimates from real-world samples is a tried-and-true,

timates that a total of 135 million tons of trash were buried in landfills

composition of trash are used throughout this book as the best avail-

scientifically valid technique, the EPA:s percentage estimates on the

in 2008. The problem: A single landfill operator, Waste Management,

able data. However, in passages or lists in which those percentages are

Inc., reports burying almost the same amount of trash that year, 125

used to derive quantities of a certain type of trash, such as reporting

million tons, all on its own. Waste Management may be the biggest trash

that 5.4 million tons of rugs and carpets are sent to landfills each year,

company in the world, but they don't own America's entire landfill

this quantity is calculated by applying the EPA:s composition percentages to the Columbia/BioCycle total waste figures.

business-they control only a third of America's active landfill space. 9.

There are more than a hundred other major waste-management com-

Even the Pentagon sources its silicon from the same China that, as

panies in the country; not to mention the many publicly owned and

recently as 1999, was banned from importing Apple Inc.'s most power-

operated landfills, and their combined landfill business easily exceeds

ful personal computer because it might be used in weapons systems.

Waste Management's. One simple check reveals that the EPA numbers

(Of course, ten years later, most Apple products, like every other U.S.-

are badly off-kilter. It fell to a partnership between Columbia University's Earth En-

branded computer, tablet and smartphone, were being built in Chinese factories.) 10. journal of Commerce.

gineering Center and a respected, if obscure, trade journal, BioCycle, to do the actual trash counting that the feds had declined to do. This project produces numbers from the real world of trash that reveal the seri-

CHAPTER 1

ous, even scandalous, gap between the EPA stats and reality-the biggest, dirtiest and poorest-kept secret in the trash biz. How bad is the disparity? Americans are sending more than twice

"The State of Garbage in America," BioCycle, October 2010.

"Mission 5000," EPA 1972.

as much garbage to municipal landfills as the EPA figures suggest. Add-

The Comprehensive Environmental Response, Compensation and Li-

ing insult to injury; the EPA also incorrectly inflates the proportion of

ability Act of 1980, better known as the Superfund, is a federal program

trash recycled-we're not doing nearly as well as we thought The

for cleaning up hazardous waste sites. It was created in response to the

124