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Welcome to the website of Julie Phillips, Morgan Family Chair in Environmental Studies, Tule Elk Biologist and Facilitator for Planet Earth! "Studying the landscape and how wildlife move and disperse is as important as studying the structure of DNA. Reconnecting our students and the public with the landscape is as important as any subject taught in our schools, colleges and universities."
Julie Phillips, 2009
"Studying energy efficiency, resource conservation and building performance is as important as any subject taught in our schools, colleges and universities."
Julie Phillips, 2010
Information to contact Julie Phillips:
My college office is located in KC 219 (Kirsch Center for Environmental Studies)
Winter 2010: In addition to teaching ES 1, ES 67/68, and ESCI 1 classes, I am currently working on new courses in Environmental Stewardship, Leadership and Team-Building for educators and will implement a website specifically for educators interested in implementing environmental stewardship, ecosystems thinking and sustainability into their programs or curriculum by Summer 2010. Environmental Studies Department overview:
Please visit our ES Department website at: http://www.deanza.edu/es/ Environmental Studies Department's core mission: Students, Education and Stewardship!
Community College Mission: "To contribute to and inform our local community"
Environmental Studies (ES) and Environmental Science (ESCI) classes
Spring 2010 Course Offerings:
ENVIRONMENTAL SCIENCE courses:
ESCI 1L (Environmental Science Lab (UC/CSU transferable) - lecture offered Summer 2010 (please see GE requirements for this class)
ESCI 19 (Environmental Biology) (GE course)
ESCI 20 (Biodiversity) (GE course)
ESCI 57 (Wildlife Corridor Technician: Advanced Tracking) Fridays! ESCI 82, 88 Wildlife Corridor Field Studies
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 61B Environmental Protection and Pollution Prevention with an Emphasis on State and Federal (live & mediated learning - ML)
ES 58 Introduction to Green Building (special one weekend class)
ES 62A-62D ISO 14001 (Environmental Management Systems) MLE S 69 Energy Reliability and Your Organization ML
E S 70 Introduction to Energy Management Technology ML
E S 71 The Building Envelope (live and ML)
E S 72 Heating, Ventilating and Air Conditioning (HVAC) Systems (live and ML)
E S 73 Electric Motors and Drives ML
E S 74 Lighting Distribution Systems ML
E S 75 Electric Power Systems (live and ML)
ES 76 Energy Star Products
ES 76A Solar Thermal Technology
E S 78 Energy Management Systems and Controls (live and ML)
E S 79 Renewable and Alternative Energy Systems (live & ML)
ES 80 California Field Studies (two sections - Yosemite & Coyote Valley landscape - see online schedule for dates!)
E S 95 Introduction to Environmental Careers/Internships (live & ML)
New classes for 2009/2010 that support our work to save this planet: ES 63 (Agenda 21) NEW! Winter 2010; ES 64 (AB 32 CA Global Warming Solutions Act of 2006) NEW Spring 2010
ES 91 (Environmental Education & Nature-Based Learning) Spring 2010
ESCI 82, 82X & 88 (Central Coast Wildlife Corridor Regional Landscape Field Studies including Santa Cruz Mountains, Diablo Range, Coyote Valley, Salinas River drainage, San Benito River drainage, Gabilan Mountains and Pacheco Pass) NEW 2009/2010
ESCI 91, 92 (Santa Clara County: Tule ELk, Raptors and Badgers) Spring 2010!
Overview of our 5 areas of focus in Environmental Studies at De Anza College
Our ES Department is focused on 5 critical areas for educating students, our community, leadership and others:
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Environmental Stewardship
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Biodiversity Specialist
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Energy Management and Climate Policy
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Environmental Compliance and Pollution Prevention
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Leadership & Team-Building Training for Educators
PROGRAM: Environmental Stewardship
Our focus - sharing the concepts and principles of environmental stewardship and team-building to educate students, our community and others about the environmental challenges we face while studying the wonders of nature!
Central Coast Wildlife Corridor Institute 50 year Mission:
Our Wildlife corridor Stewardship Team is studying wildlife movement through Coyote Valley, the Diablo Range and soon along Highway 17 in the Santa Cruz Mountains
We are 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 171 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.
Our Partners:
The Morgan Family Foundation has generously donated $50,000 to the Environmental Stewardship Program to continue our stewardship studies in Santa Clara County!
Thanks to the very generous donations of Ben and Ruth Hammett as well as the Michael Lee foundation and others - we may meet our match for 2010! We are so grateful to our generous partners that assist our mission to educate students and a new generation of environmental scientists about environmental stewardship! Reconnecting our students with nature!
Stewardship of our students and future leaders
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!
Wildlife Corridor Species Update:
Coyote Valley Count: Bird species 171 Mammal species 24 (1/1/10)
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! Now approved by the State Chancellor's Office!
The new corridor courses are taught by Tanya Diamond, Ryan Phillips, Lisa Morton, Philip Higgins, Caitlin Williams, Jana Clark, Tommy Biondic, Rick Malupo and Alicia DeToro - field studies instructors for the Wildlife Corridor Project!
Sign up for our Wildlife Corridor Technician Certificate of Achievement - part of our Environmental Stewardship Program! Complete the certificate over 3 quarters!
PROGRAM: Biodiversity Specialist
Our focus - protection, preservation and restoration of species and maintaining the integrity of ecosystems through education
PROGRAM: Energy Management and Climate Policy
Our focus - energy efficiency, resource conservation and renewable energy
PROGRAM: Environmental Compliance and Pollution Prevention
Our focus - protection, preservation and restoration of all aspects of the environment including water, air, soil, species, ecosystems, energy and minerals (WASSEEM) through the implementation of Sustainability Management Planning (SMP)
PROGRAM: Leadership & Team-Building Training for Educators
Our focus - share the principles of stewardship, leadership, team-building, community-based coalitions with others using a project-based learning approach (local case studies) across the 37th parallel & beyond
Overview of our other projects within the Environmental Studies Department:
A CALL TO ACTION: Learn about 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.
ES/ESCI Program Development in other Academic Institutions: To assist your team in implementing 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, 2010. 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 Field Studies Instructors Tanya Diamond, Ryan Phillips, Lisa Morton, Caitlin Williams, Jana Clark, Tommy Biondic, Philip Higgins, Alicia DeToro and field studies mentor interns (Rick Malupo, C.J. Gleaves, David Tharp and others) 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 working with our elected officials and other partners to establish a Coyote Valley National Monument - the first National Monument created by students! This would include 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 2009/2010. School children from the Coyote Creek Watershed will be tracking wildlife through Coyote Valley using our wildlife tool kits! Diana Martinez and Mary Poffenroth and others are leading this effort starting Spring 2010! Please contact Diana Martinez (408)864-5446 to learn more!
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 Third Annual Coyote Valley Walking Tour (from Coyote Valley to Fremont Peak) in June 2010 The students, instructors Kristin Jensen Sullivan and Jana Clark as well as Peter and Donna Thomas (Muir historians) spent 6 days and 5 nights walking nearly 60 miles through the Santa Cruz Mountains to the Gabilan Mts.
The First Annual Coyote Valley National Monument Walking Tour with Muir historians, Peter and Donna Thomas and Lee Stetson in April 2008! 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 3rd Annual Muir Historic Walk and Coyote Valley National Monument Walking Tour in June 2010. Please join us - starting 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, 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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