Environmental Science is a discipline that has its roots in many traditional disciplines. Environmental sciences draws from the natural sciences, social sciences and the humanities. Many introductory texts have helped this discipline mature and define itself. These texts are being successfully used in curricula at both the majors and "students with other majors" levels. If these texts are so successful and the field is growing, why would their be a need for another text? This paper addresses this question by arguing two points; first, that the unique structure of the information in our discipline is not being used as effectively as it could be and second, faculty strengths and weaknesses have not be addressed in previous texts.
This text would be based consistently on a particular model for learning that stresses understanding and addressing problems at many different scales. This simple phrase plays out as a unique approach for the roles of faculty and students.
This outline for a text provides illustrations of the learning model in action and activities for the students and faculty that come together in a unique class structure.