Each student is required to address one burning question during the semester. Ideally, the questions will be related to material currently being covered in class. Leaders may wish to give the class background material to read. Any background reading material must be handed out the prior class period (or sent by e-mail). The leader will prepare a presentation that gives relevant background on the question and spurs class discussion. Leaders are encouraged to meet with the instructor who can provide background information and suggestions. The presentation and discussion should last about 30 minutes.
Here are examples of burning questions:
What is a TMDL and how is it being used in Minnesota?
What responsibility does MN have to address the dead zone in the Gulf of Mexico?
What is the Clean Water Legacy legislation and what will it do for MN water resources?
How is lake development impacting northern Minnesota? How should lakes be "developed"?
Mercury (the 1st four are questions asked of expert panels at the last
international mercury conference)
Can we ascertain the relative contributions of local, regional, and global sources to mercury deposition?
What is the evidence that humans, fish, wildlife, and other biota are being adversely affected by exposure to methylmercury?
How would methylmercury levels in fish respond to reduced anthropogenic emissions of mercury?
What are the socioeconomic and cultural costs of mercury pollution?
How will ethanol production impact US corn exports?
What impact will global warming have on crop production in MN, the US, or elsewhere?
How do agriculture subsidies impact the environment?
What are the environmental impacts of large-scale animal operations in Minnesota?
Is Great Plains Dairy impacting 7-Mile Creek water quality?
What is the energy balance for ethanol? biodiesel?
What are the prospects for cellulosic ethanol?
When will hydrogen breakthrough as an energy carrier?
When will oil production peak worldwide?
Should electrical utilities be deregulated?
Is environmentalism dead?