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Welcome to the website of Julie Phillips, Morgan Family Chair in Environmental Studies and facilitator for Planet Earth!
January, 2009 marks the beginning of the Environmental Studies Department's - A Call To Action! Join
our efforts to commit to a 3% reduction in greenhouse gas (GHG)
emissions beginning 2010 to assist in the implementation of
California's AB 32 (Global Warming Solutions Act of 2006). We will also outline strategies to implement the 7 Central Themes of Agenda 21.
We will hold an AB 32 and Agenda 21, A Call To Action, gathering on February 20, commencing at 11:00 am. This meeting will be held at the Kirsch Center for Environmental Studies (LEED Platinum building - first in the nation's community college system)
Environmental Studies Department's core mission:
Students, Education, Stewardship!
Community College Mission:
To contribute to and inform our local community"
The Morgan Family Foundation
has generously donated $50,000 to the Environmental Stewardship Program
for 2008/2009 to continue our stewardship studies in Santa Clara
County! The Morgan Family Foundation has also pledged another $50,000 match challenge! Won't
you help us in our efforts to continue our stewardship efforts in one
of the most beautiful outdoor labs in the state - Santa Clara County. Help us educate a new generation of environmental scientists and meet our match challenge!
Our 20/20 Working College Model for our students -
20 hours of coursework and community service and 20 hours of
stewardship work and civic engagement. Help us encourage our
students to stay in school, learn workplace and life skills, and make a
difference in their community. Would you consider sponsoring a student for a quarter
- so our students can be trained as mentors and community
leaders while taking classes and working with our leadership team?
Education serves as a compass .
. helping our students head in the right
direction! Please join us in the race to save this great
planet through the stewardship of this next generation!
Central Coast Wildlife Corridor Institute 50 year Mission:
Our Wildlife corridor Stewardship
Team has been studying wildlife movement east-west and west-east
through Coyote Valley documenting coyote, bobcat, Mt
Lion, deer, badger and other wildlife movement on a weekly basis
for over a year. Our wildife team has been observing tule elk
along Coyote Ridge and surrounding east hills over the last few weeks!
At least 25 tule elk on our last count! Our bird survey team has
identified over 167 species of birds in Coyote Valley including 17
species of raptors (including Golden Eagles, Bald Eagles, Short-eared
Owls, Ferruginous Hawks, Falcons) and much more! The
bird survey team identified a Crested Caracara on Friday, March 7
flying over the "core" of the corridor off Laguna Avenue! Learn
valuable wildlife tracking skills!
Our Long-term vision:
Our Central Coast Wildlife Corridor
Stewardship Team will be surveying the Salinas River corridor, Pajaro River drainage, San
Benito corridor, Highway 17 corridor, Pacheco Pass corridor, Diablo
Range corridor and Diablo Range/Temblor Mts corridor into Carrizo
Plains corridor over the next 50 years.
Wildlife Corridor Species Update:
Coyote Valley Count: Bird species 167 Mammal species 14+ (12/10/08)
Coming soon: plants, amphibians, reptiles, fish, seasonal wetlands and watershed protection!
Offered for the first time in California - possibly the country - Wildlife Corridor Technician Program! Three
new courses for Winter 2009 - ESCI 54, 55 as well as Advanced
Tracking course ES 57! The new corridor courses will be taught by
Tanya Diamond and Ryan Phillips, lead field studies instructors for the Wildlife Corridor
Project! Thursdays, Fridays and bird surveys on Monday and Tuesday mornings! Sign up today for ESCI 57-02L!
Sign up for our Wildlife Corridor Technician Certificate of Achievement - part of our Environmental Stewardship Program! Complete the certificate over 3 quarters!
Environmental Studies Department overview:
Please visit our ES Department website at: http://www.deanza.edu/es/
Please feel free to contact me either by phone or e-mail:
My college office is located in KC 219 (Kirsch Center for
Environmental Studies) and my office hours are by appointment. My
favorite office and classroom space is outside along the 37th parallel.
. .
I am currently teaching ES 1 (2 sections) and ESCI 1 this Quarter. Also I am teaching our ES 67 (Environmental Team-Building) and ES 68 (Community-based Coalitions and Stakeholders) - with a focus on stewardship and leadership for Santa Clara County and the State!
Winter Quarter 2009 Course Offerings:
ENVIRONMENTAL SCIENCE courses:
(ESCI 19 and ESCI 20 are GE courses!)
ESCI 1 Environmental Science (UC/CSU transferable)
ESCI 1L (Environmental Science Lab (UC/CSU transferable)
ESCI 19 Environmental Biology
ESCI 20 Introduction to Biodiversity and ESCI 21 (Biodiversity 2)
ESCI 54, 55 and 57 (Wildlife Corridor Technician courses)
ESCI 61 (Intro to Photovoltaics (PV) Technology
ESCI 81 (Intro to Ecotourism)
ENVIRONMENTAL STUDIES courses:
(First 3 are GE courses)
E S 1 Introduction to Environmental Studies
E S 2 Humans, the Environment, and Sustainability
ES 3 Imagery of the Environment
ES 6 Environmental Law
ES 50
ES 58 Introduction to Green Building (special one weekend class)
ES 62A-62D ISO 14001 (Environmental Management Systems)
ES 67 Environmental Team Building
ES 68 Community Based Coalitions and Stakeholders
E S 69 Energy Reliability and Your Organization ** live course
E S 70 Introduction to Energy Management Technology **live course
E S 71 The Building Envelope ** live course focused on the building process and envelope for a passive solar home (weekend class)
E S 72 Heating, Ventilating and Air Conditioning (HVAC) Systems
E S 73 Electric Motors and Drives
E S 74 Lighting Distribution Systems
E S 75 Electric Power Systems
ES 76 Energy Star Products **live course
ES 76A Solar Thermal Technology (weekend class)
E S 78 Energy Management Systems and Controls
E S 79 Renewable and Alternative Energy Systems (weekend class)
ES 80 California Field Studies (focus on Stevens Creek Watershed)
E S 95 Introduction to Environmental Careers/Internships
Overview of our projects within the Environmental Studies Department:
To assist
in creating or expanding course offerings (including general education
courses) and programs in Environmental Studies in every
region of California: If your team is interested in adding Environmental Studies and Environmental Sciences to your existing ES Program, or you would like to create an Environmental Studies Program at your college campus, register for ES 66, 1.0 unit, Summer Session, 2009. Congratulations to Cabrillo College faculty for participating in our Summer 2008 session!
This course is for instructors and educators interested in teaching
undergraduate level introductory environmental studies and
environmental science courses. We would be honored to assist you in your efforts!
Stewardship Field Studies Program in Coyote Valley.
Students, under the guidance of Julie Phillips (Project Manager), Pat
Cornely (Project Coordinator) and lead Field Studies Instructors Tanya
Diamond and Ryan Phillips are studying wildlife movement,
conducting bird and mammal surveys, monitoring seasonal
wetlands, assessing critical habitat core areas between the Diablo
Range (inner coastal mountains) and the Santa Cruz Mountains (outer
coastal range) through the Coyote Valley Ecological Area.
Students have been documenting wildlife movement through this corridor
over the last eighteen months. This is part of a 50 year
long-term monitoring project studying connectivity along the 37th
parallel and beyond from the coast inland (including Coyote Valley and south to
the Carrizo Plains National Monument).
Our ES Team of Environmental Scientists, students and legal experts are
studying the impacts of the proposed development by
Gavilan College in the "heart" of the wildlife corridor in Coyote
Valley as part of our Environmental Stewardship Program.
Students are assessing the
feasibility of creating a Coyote Valley National Monument including an
Ohlone Cultural History Center and Natural Science Museum and Education
Center. This is an effort to protect this critical area for future generations by
forging a "partnership for the future" linking wildlife needs, the
cultural heritage of Coyote Valley and educational
opportunities. Our instructors, mentors and
interns are learning about the historical and present
oversight of this area from the Native American tribal leaders
and descendants of Coyote Valley.
This partnership envisions the creation of an Ohlone Cultural History Center, within Coyote Valley, honoring and protecting the Ohlone sacred sites as well as a Coyote Valley Natural Science Museum and Education Center to educate our community and millions of ecotourists about the Coyote Valley Ecological Area (CVEA).
Coyote Valley is critical to the youth and community of San Jose - serving as a gateway to reconnect our children with nature. Over 40% of De Anza's students live in San Jose.
We will be expanding our environmental outreach program in 2009. School children from the Coyote Creek Watershed will be tracking wildlife through Coyote Valley using our wildlife tool kits!
Our students are tracing John Muir's path through Coyote Valley
cited in his writings in an effort to educate K-12 students, other
college students and the community about its rich environmental
history. Our Stewardship team participated in
the First Annual Coyote Valley National Monument Walking Tour
with Muir historians, Peter and Donna Thomas and Lee Stetson on
Thursday, April 24! Peter and Donna Thomas, joined
by lead instructor, Kristin Jensen Sullivan and several of our ES
mentors and interns spent 6 days following Muir's historical
walk from Oakland to Coyote Valley (averaging about 15 miles per
day)! Join us next year for the 2nd Annual Muir Historic Walk and Coyote Valley National Monument Walking Tour on 4/24. Please
join us on April 24 (4/24) in Coyote Valley to honor John Muir's legacy
to this valley and learn about the Coyote Valley Ecological Reserve!
Our student mentors are also studying the Juan Bautista De Anza National Historic Trail found in Coyote Valley!
Julie Phillips and the ES Team (including Pat Cornely, Kristin
Jensen Sullivan, Diana Martinez, Scott Gould, Dave Deppen, Vicki
Jenning and Steve Murphy) have been part of the effort to bring green building to the California Community College System.
Members of the team have served on various phases of the Kirsch Center
for Environmental Studies (KCES) green building project (from concept
to design to construction to commissioning). The KCES is the lead demonstration building in the California Community College system
promoting energy efficiency, resource conservation and
stewardship. The KCES opened its doors to students and the public
in Fall 2005.
Julie served as the project manager for the Statewide Energy Management Program, SEMP,
which is committed to providing low cost, accessible and relevant
training in the field of energy management for technicians, managers
and the public. SEMP also promotes local and state energy policy to
encourage energy efficiency, resource conservation, renewable
technologies and sustainability within the California Community College
System.
Julie Phillips is the Morgan Family Chair in Environmental Studies
at De Anza. Julie has a M.A. in the Biological Sciences from San Jose
State University with a focus on wildlife management. She spent 7 years
studying habitat utilization of tule elk, a subspecies of elk endemic
to California, in the Mt. Hamilton region of the Diablo Range and other
areas of California including the Carrizo Plains. Julie has extensive
experience in tropical studies and has conducted courses in the
tropical forests of Costa Rica for the past 10 years.
One of the most moving and thought-provoking essays on education (for me and others) comes from Wendell Berry (Home Economics):
"Everywhere, every day, local life is being discomforted, disrupted,
endangered, or destroyed by powerful people who live, or who are
privileged to think that they live, beyond the bad effects of their bad
work. A powerful class of itinerant professional vandals is now
pillaging the country and laying it waste. Their vandalism is not
called by that name because of its enormous profitability (to some) and
the grandeur of its scale. If one wrecks a private home, that is
vandalism, but if, to build a nuclear power plant, one destroys good
farmland, disrupts a local community, and jeopardizes lives, homes, and
properties within an area of several thousand square miles, that is industrial progress.
The members of this prestigious class of rampaging professionals
must meet two requirements. The first is that they must be the
purest sort of careerists - "upwardly mobile" transients who will
permit no stay or place to interrupt their personal advance. They
must have no local allegiances; they must not have a local point of
view. In order to be able to desecrate, endanger, or destroy a place,
after all, one must be able to leave it and to forget it. One
must never think of any place as one's home; one must never think of
any place as anyone else's home. One must believe that no place
is as valuable as what it might be changed into or as what might be
taken out of it. Unlike a life at home, which makes ever more
particular and precious the places and creatures of this world, the
careerist's life generalizes the world, reducing its abundant and
comely diversity to "raw materials."
I do not mean to say that people with local allegiances and
local points of view can have no legitimate interest in energy. I do
mean to say that their interest is different in both quality and kind
from the present professional interest. Local
people would not willingly use energy that destroyed its natural or
human source or that endangered the user or the place of use.
They would not believe that they could improve their neighborhoods by
making them unhealthy or dangerous. They would not believe that
it could be necessary to destroy their community in order to save it.
The second requirement for entrance into the class of
professional vandals is "higher education." One's eligibility
must be certified by a college, for whatever the real condition or
quality of the minds in it, this class is both intellectual and
elitist. It proposes to do its vandalism by thinking; insofar as
its purposes will require dirty hands, other hands will be employed.
Many of these professionals have been educated, at considerable
public expense, in colleges or universities that had originally a clear
mandate to serve localities or regions - to receive the daughters and sons of their regions, educate them, and send them home again
to serve and strengthen their communities. The outcome shows, I
think, that they have generally betrayed this mandate, having worked
instead to uproot the best brains and talents, to direct them away from
home into exploitative careers in one or another of the professions,
and so to make them predators of communities and homelands, their own
as well as other people's.
Education in the true sense, of course, is an enablement to serve
- both the living human community in its natural household or
neighborhood and the precious cultural possessions that the living
community inherits or should inherit. To educate is,
literally, to "bring up" to bring young people to a responsible
maturity, to help them to be good caretakers of what they have been
given, to help them to be charitable toward fellow creatures.
Such an education is obviously pleasant and useful to have; that a
sizable number of humans should have it is probably also one of the
necessities of human life in this world. And if this education is
to be used well, it is obvious that it must be used some where; it must be used where one lives, where one intends to continue to live; it must be brought home.
When educational institutions educate people to leave
home, then they have redefined education as "career preparation."
In doing so, they have made it a commodity-something to be bought in order to make money. The great wrong in this is that it obscures the fact that education - real education - is free. I am necessarily well aware that schools and books have a cost that must be paid, but I am sure nevertheless that what is taught and learned is free.
None of us would be so foolish as to suppose that the worth of a good
book is the same as the money value of its paper and ink or that the
worth of good teaching could be computed in salaries. What is taught and learned is free - priceless, but free.
To make a commodity of it is to work its ruin, for, when we put a price
on it, we both reduce its value and blind the recipient to the obligations that always accompany good gifts: namely, to use them well and to hand them on unimpaired.
To make a commodity of education, then, is to inevitably to make a kind
of weapon of it because, when it is dissociated from the sense of
obligation, it can be put directly at the service of greed."
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