Pine Jog
Environmental Education Center
College of Education
Florida Atlantic University
COURSE NUMBER:
SCE 6196
COURSE TITLE:
Design, Implementation and Evaluation of
Environmental Education Programs
INSTRUCTOR & E-MAIL:
Dr. . . .
. . . @fau.edu
CATALOG DESCRIPTION: 3 semester hours of credit
Prerequisite Courses: SCE 6345, SCE 6644, SCE 6344, EDG 6285, STA 6113, EDF 6481
Emphasis is on gaining knowledge and practical application in the elements necessary to
promote effective environmental education program development, including: curricular
design and implementation; student assessment; and program evaluation.
COURSE CONNECTION TO CONCEPTUAL FRAMEWORK:
As reflective decision-makers, students will make informed decisions, exhibit ethical
behavior, and provide evidence of being capable professionals by documenting and
presenting knowledge, skills, and dispositions that demonstrate the abilities to effectively
design, implement, assess and evaluate environmental education curricula.
REQUIRED READINGS (Environmental Education)
Excellence in environmental education: Guidelines for learning (PreK-12). (2004).
North American Association for Environmental Education (NAAEE).
Hungerford, H., & Volk, T. (Eds.). (1998). Changing learner behavior through
environmental education. In Essential readings in environmental education.
Champagne, IL: Stipes Publishing.
Marcinkowski, T. (2004). Monograph 1: Using a logic model to review and analyze an
environmental education program. North American Association for
Environmental Education (NAAEE).
Roth, C. (1993). Environmental literacy: Its roots, evolution and directions in the 1990s.
Columbus, OH: Ohio State University Clearinghouse for Science, Mathematics,
and Environmental Education.
Simmons, D. (Prep.). (1995). Papers on the development of environmental education
standards. North American Association for Environmental Education (NAAEE).
Toth-King, S., & Marcinkowski, T. (1995). Building environmental education programs:
A four-year evaluative study. In A. Weiss (Ed.). The 1995 interpretive
sourcebook: Proceedings of the National Interpreters Workshop. (pp. 367-372).
1
Volk, T., & McBeth, W. (Eds.). (1998). Environmental literacy in the United States. In
Essential readings in environmental education. Champagne, IL: Stipes
Publishing.
Wilke, R. (1985). Local resources in environmental education. In Where the wild things
are: a directory of Wisconsin environmental educators and nature centers.
Wisconsin Elementary, Middle & High School Environmental Surveys. (1994).
Wisconsin Center for Environmental Education.
SUGGESTED READING (Environmental Education)
Abrams, K. and Ballas, J. (1997). Teaching naturally: using the environment to improve
teaching and learning. Tallahassee, FL: Florida Department of Education.
Engelson, D. and Yockers, D. (1994). A guide to curriculum planning in environmental
education. Madison, WI: Wisconsin Department of Public Instruction.
Heimlich, J. (Ed.). (2002). Environmental education: A resource handbook.
Bloomington, IN: Phi Delta Kappa Educational Foundation.
Simmons, D. (1998). Education reform, setting standards, and environmental education.
In Essential readings in environmental education. Champagne, IL: Stipes
Publishing.
Volk, T. (1998). Integration and curriculum design. In Essential readings in
environmental education. Champagne, IL: Stipes Publishing.
SUGGESTED INTERNET SITES (Environmental Education)
Environmental Education Curriculum.
http://www.classroomearth.org
http://www.eelink.net
http://www.education.noaa.gov
http://www.epa.gov
http://www.FUNDEE.org
http://www.TheEEWorks.org
http://www.naee.org
http://www.neetf.org
Environmental Issues.
http://www.earthshare.org
http://www.envirolink.ort
http://www.wise.berkeley.edu
Environment as an Integrating Context for Learning.
http://www.seer.org
REQUIRED READING & INTERNET SITES (Curriculum & Instruction)
Boulmetis, J., & Dutwin, P. (2000). The ABCs of Evaluation. CA: Jossey-Bass.
Florida Comprehensive Assessment Test (FCAT). FCAT Facts. History of FCAT.
http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf
http://www.fldoe.org/meetings/June02/History_of_the_FCAT.pdf
Sunshine State Standards (SSS). Workforce Education.
http://www.firn.edu/doe/curric/prek12/frame2.htm
http://www.firn.edu/doe/workforce/title.htm
The Catalog of School Reform Models. (2001).
http://www.nwrel.org/scpd/catalog/WholeSchoolModels.asp
Traub, J. (1999). Better by design? A consumer’s guide to school wide reform.
http://www.edexcellence.net/library/bbd/better_by_design.html
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for
Supervision and Curriculum Development (ASCD). http://www.ubdexchange.org
Wiggins, G. (1998). Educative Assessment. CA: Jossey-Bass.
2
SUGGESTED INTERNET SITES (Curriculum & Instruction)
A nation at risk. (1983). Twenty years after a nation at risk (2003).
http://ed.gov/pubs/NatAtRisk/intro.html
http://ed.gov/pubs/NatAtRisk/risk.html
http://ed.gov/pubs/NatAtRisk/findings.html
http://www.csmonitor.com/2003/0422/p13s02-lepr.htm
Greene, J. (February 2001). Manhattan Institute for Policy Research (MI).
An Evaluation of the Florida A-Plus Accountability and School Choice Program.
http://www.manhattan-institute.org/html/cr_aplus.htm
National Center for Educational Statistics (2004). What is NAEP? Nation’s Report Card.
http://nces.ed.gov/nationsreportcard/about/
No Child Left Behind (NCLB).
http://www.ed.gov/nclb/landing.jhtml
Trends in International Mathematics and Science Study (TIMSS).
Curriculum Study. Results. International Center for Education Statistics.
International Education Indicators.
http://nces.ed.gov/timss/curriculum.asp
http://nces.ed.gov/timss/results.asp
http://nces.ed.gov/timss/surveys/international/
http://nces.ed.gov/timss/international/IntlIndicators/
GUIDELINES USED TO DEVELOP COURSE OBJECTIVES:
Florida Educator Accomplished Practices (EAP)
NCATE Recommendations for Technology (NCATE, Technology)
COURSE OBJECTIVES (OBJ):
1.
Develop a working definition of environmental education curriculum design that
includes criteria for selecting appropriate content knowledge and skills in order to
initiate desired learning outcomes (EAP 2, 4, 8).
2.
Analyze beliefs, constructs and theories pertaining to environmental education
curriculum that form a contextual framework to articulate a well-reasoned
philosophy and vision of environmental education curriculum design (EAP 2, 4).
3.
Identify overarching historical, theoretical and practical principles that create a
basic structure for the development of environmental education learner guidelines
to serve as an environmental literacy framework for designing a content-based
environmental education curriculum unit (EAP 3, 4, 7, 8, 9, 10, 11).
4.
Compare environmental education learner guidelines with state frameworks; i.e.
Sunshine State Standards, and integrate appropriate standards into an original
curriculum module (EAP 1-5, 7-11).
5.
Demonstrate a working knowledge of learning theories and teaching strategies
that serve as significant driving forces in the development, implementation and
assessment of environmental education learning outcomes to promote higher
levels of environmental literacy for all citizens (EAP 1, 3, 5, 7, 8, 9, 10).
6.
Analyze the use of educational technology and its impact on the teaching/learning
process in environmental education curriculum design (EAP 2, 4, 8, 10, 12)
(NCATE-Technology 1, 2, 3, 4, 5, 7, 11, 12, 13).
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CONTENT OUTLINE:
Week(s)
Topics and Related Assignments
1
Introduction & overview of course requirements:
Overview: What is Environmental Education?
Discussion: What should drive environmental education curriculum?
Assigned Readings:
Roth, C. (1933). Environmental literacy: Its roots, evolution and
directions in the 1990s. Ohio State University Clearinghouse for
Science, Mathematics, & Environmental Education.
Volk, T., & McBeth, W. (Eds.). (1998). Environmental literacy in the
United States. In Essential readings in environmental education.
Assignment: Write an essay that answers the following questions: (1)
What is your practical working definition of environmental literacy? (2)
What differentiates the levels of environmental literacy? (3) How should
the goal of environmental literacy impact the design of environmental
education curricula? Base your response on the readings (above) and two
of the suggested readings or sites listed in the syllabus on pages 2-3.
2
What is your practical working definition of environmental literacy?
What differentiates the levels of environmental literacy? How should the
goal of environmental literacy impact the design of environmental
education curricula?
Assignment Due: Submit an essay that answers the questions written in
bold and in italics for this week (posed above), based on readings
(assigned last week) contributed by Roth, Volk & McBeth and at least
two of the suggested readings and/or suggested sites listed in the syllabus.
Assigned Reading:
Simmons, D. (Prep.). (1995). Papers on the development of environmental
education standards. North American Association for Environmental
Education (NAAEE).
Assignment: Write an essay that answers the following questions: (1)
What procedure should be followed to identify specific content included
within an environmental literacy framework? (2) How can we trace the
evolution of an environmental literacy framework? (3) How can we
measure environmental literacy? Base your responses on the reading
(above) and a minimum of one of the suggested readings and/or suggested
sites listed in the syllabus, plus an additional add-a-site that you locate online or in the library. Explain why you selected your add-a-site.
3
What procedure should be followed to identify specific content
included within an environmental literacy framework?
How can we trace the evolution of an environmental literacy framework?
How can we measure environmental literacy?
Assignment Due: Submit an essay that answers the questions for this
week, written in bold and italics (above), based on the reading (assigned
last week) contributed by Simmons and at least one of the suggested
readings/sites listed in the syllabus, plus an add-a-site that you locate online or in the library.
4
Assigned Readings:
Excellence in environmental education: Guidelines for learning (PreK-12).
(2004). North American Assoc. for Environmental Education (NAEE).
Hungerford, H., & Volk, T. (Eds.). (1998). Changing behavior through
environmental education. In Essential readings in enviro . . . education.
Assignment: Write an essay that answers the three-part question: What
are appropriate grade level expectations, in environmental education
curriculum for: (1) elementary learners; (b) middle school learners; and
(c) high school learners? Base your essay responses on the NAAEE and
Hungerford & Volk assigned readings (above). Consider the four strands
of guidelines for learning, as well as the appropriate contexts for learning
at each level. Imbedded within your essay, include at least one lesson
vignette per level (a minimum of three lessons) that illustrates the
environmental education understandings and skills appropriate for learner
outcomes at each level: (a) PK-4; (b) 5-8; and (c) 9-12.
4
What are appropriate grade-level expectations, in environmental
education curriculum for: (1) elementary learners; (2) middle school
learners; and high school learners?
Consider the four strands of guidelines for learning at each grade level
(PK-4, 5-8, and 9-12), as well as appropriate contexts for learning.
Assignment Due: Submit an essay that answers the question, written in
bold for this week. Structure your essay according to the statement in
italics. Base your essay on content in the NAEE and Hungerford & Volk
readings (assigned last week). Include at least one lesson plan vignette
that illustrates the environmental education understandings and skills
appropriate for learner outcomes at each level.
Assigned Assessment Instrument:
Wisconsin Elementary, Middle and High School Environmental Surveys.
(1994). Wisconsin Center for Environmental Education.
Assignment: Administer and analyze the results of the Environmental
Survey (above). If you do not have access to an elementary, middle or
high class, arrangements can be made for you to administer your survey at
the . . . . Your analysis must include the following elements: (1)
Individually charted anonymous respondent scores of the Knowledge
component of the survey; i.e., Respondent #1, Respondent #2, etc.; (2)
The percentage of questions answered correctly versus the percentage of
questions answered incorrectly; (3 ) The number of times and the exact
wording of the most frequently missed questions; (4) The specific reason;
i.e., language proficiency, lack of prior knowledge, etc., that you believe
these questions were missed; (5) A prioritized listing of the environmental
issues included in the survey, arranged from those issues most frequently
to those issues least frequently identified by survey participants; (6) A
matrix detailing responses from each participant to the Issue Analysis
component of the survey; (7) A summary indicating participants’ general
level of environmental literacy, based on percentages of responses correct
in each component of the survey instrument.
5
5
Mid-Term Presentations
Roundtable Discussion and Assignment Due:
Discuss and submit the results of your Elementary, Middle or High School
Environmental Survey. Include results of analyses (assigned last week).
Assigned Reading:
Sunshine State Standards (SSS). Workforce Education.
http://www.firn.edu/doe/curric/prek12/frame2.htm
http://www.firn.edu/doe/workforce/title.htm
In-Class Activity: Break into teams of three each. Consider the
assignment due next week.
Assignment: Write an analysis comparing and contrasting the content and
skills detailed in the Sunshine State Standards (assigned above), with the
environmental education Guidelines for Learning Pre K-12 (assigned
week 3). Working in teams of three, determine among yourselves which
member of each team will be responsible for analyses of specific subject
areas. Written analyses must be completed and submitted individually.
Each team is responsible for a chart that illustrates correlations across
three subject areas at one grade level (elementary, middle grades or high
school). All subject areas and grade levels must be represented. Select
your Schoolyard Program topic (the program you will design, implement,
assess, etc.).
6
How do the Environmental Education Guidelines for Learning
(Pre K-12) correlate to the Sunshine State Standards (SSS)?
Compare and contrast the content and skills detailed in the Sunshine State
Standards (SSS), across three subject areas at one grade level
(elementary, middle grades or high school), with the Environmental
Education Guidelines for Learning (Pre K-12).
Team Presentations and Assignments Due: As a team, share your
illustrative charts and findings in response to the topic for this week,
written in bold and based on the statement in italics (above). Submit
individual analyses of specific subject areas across one grade level
(determined last week). Share your Schoolyard Program topic.
Assigned Readings (available in class):
The Catalog of School Reform Models (2001).
http://www.nwrel.org/scpd/catalog/WholeSchoolModels.asp
Traub, J. (1999). Better by design? A consumer’s guide to schwide reform.
http://edexcellence.net/library/bbd/better_by_design.html.
Assignment: Write an essay and be prepared to defend or debate your
response to the question: How do learning/teaching styles drive
environmental education curriculum design and implementation? Base
your essay on at least two different learning/teaching styles found in the
educational reform readings assigned above. This is a critical thinking,
analytical and application exercise. Discuss at least one example of a
learning/teaching style that you believe would positively impact and one
that would negatively impact designing and implementing environmental
education curriculum.
6
7
How do learning/teaching styles drive environmental education
curriculum design and implementation?
Roundtable Discussion and Assignment Due: Participate in discussion and
submit your essay on the question posed this week, written in bold
(above). Remember that your response, based on the educational reform
readings assigned (last week), should include a minimum of one example
that you believe represents a learning/teaching style that would positively
impact and one example that would negatively impact designing and
implementing environmental education curriculum.
Assigned Reading:
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Chapters
1-4. Association for Supervision and Curriculum Development (ASCD).
Assignment: Write an outline (sentence or bullets) that includes all of the
significant steps you will need to follow in order to help you plan the
design, implementation and assessment of an innovative environmental
education program curriculum. Base your plan on chapters 1-4, and
possibly additional chapters of the Wiggins & McTighe assigned reading
(above). Begin developing your Schoolyard Environmental Educ Program.
8
What steps are involved in designing, implementing and assessing
effective environmental education program curricula?
In-Class Activity: Break into different teams of three and take turns
verbalizing your individual Schoolyard Environmental Education program
descriptions. Consider that you are preparing an important sales pitch.
Question each other. Prepare yourselves for a roundtable discussion
during this class meeting that answers the question: How can models like
Understanding by Design drive the designing, implementing and assessing
of effective environmental education curricula? Get ready to explain the
concept of your program in terms of general overarching understandings
and specific essential questions. Discuss effective learning experiences
constructed to achieve intended learning outcomes that align with accurate
assessments. Continue to apply all of the knowledge you gain through
team and class discussions, as well as research and reading, to your
individual Schoolyard Environmental Educ Program (your final project).
Assignment Due: Submit your overall outline (based on Understanding by
Design) that you intend to follow in order to design, implement and assess
your innovative Schoolyard Environmental Education program.
Assigned Readings (skim the following resources):
Boulmetis, J., & Dutwin, P. (2000).The ABCs of Evaluation.
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association
for Supervision and Curriculum Development (ASCD).
Wiggins, G. (1998). Educative Assessment.
Assignment: Write an informational essay and be ready to discuss:
working definitions of the terms assessment and evaluation; clarification
of the differences between assessment and evaluation; roles assessment
and evaluation play in designing and implementing effective
environmental education curricula; and your plan to apply this knowledge
to developing your Schoolyard Environmental Education Program.
7
9
How do you define assessment? How do you define evaluation? What
are the differences? How do assessment and evaluation impact the
designing and implementing of environmental education curriculum?
Discussion and Assignment Due: Discussion and informational essay
based on readings by: Boulmetis & Dutwin; Wiggins & McTighe; and
Wiggins. Refer to the questions posed this week, written in bold (above).
In-Class Activity: Break into different teams of three and help each other
determine how to use assessment and evaluation to improve your
individual environmental education curriculum plans. Discuss your
program descriptions. Help each other recognize at least two ways in
which you can improve your original program plans. Share with the class.
Assigned Reading:
Review Boulmetis, J. & Dutwin, P. (2000). The ABCs of Evaluation.
Assignment: Using The ABCs of Evaluation, write and be prepared to
share an evaluation outline (sentences or bullets) for your Schoolyard
Environmental Education Program that identifies the following:
(1) Type of evaluation: quantitative versus qualitative (measuring and
collecting data against a standard);
(2) Reason for evaluation: administrative, policy, funding or research;
(3) Monitoring of evaluation data and engaging in process (formative)
evaluation and/or product (summative) evaluation;
(4) Involvement of staff, subject-matter experts and other stakeholders;
(5) How your program description relates to your objectives and goals;
(6) Selection of an appropriate evaluation model: discrepancy, goal-free,
goal-based, transaction, or decision-making;
(7) Differentiation between forms of data collection: existing data (public
records), new data (surveys, checklists, objective tests, interviews);
(8) Data analysis by levels of measurement: nominal, ordinal, interval or
ratio (measures of central tendencies, analysis of variance, etc.).
10
Using The ABCs of Evaluation to develop an effective program
evaluation plan. Part I
Assignment Due: Share with the class and submit your Schoolyard
Environmental Education Program evaluation model outline based on the
Boulmetis & Dutwin reading assigned last week.
Assigned Readings:
Marcinkowski, T. (2004). Monograph I: Using a logic model to review
and analyze an environmental education program. North American
Association for Environmental Education (NAAEE).
Refer back to readings by: Boulmetis, Wiggins & McTighe.
Assignment: Using the Marcinkowski Logic Model, return to your
previous Schoolyard Environmental Education Program evaluation outline
based on the Boulmetis & Dutwin reading. Fill in the blanks and enhance
your work with additional documentation. Write a summary explaining
how you plan to apply the Marcinkowski Logic Model to the evaluation of
your environmental education program. Identify any of Marcinkowski’s
recommendations that will help to clarify your evaluation outline.
8
Specifically, include information on the following:
(1) Using logic models to enhance outputs, outcomes and impacts;
(2) Applying the Issue-and-Action Instruction Program; including:
(a) delivery strategies, (b) sectors and audiences, and (c) the
Knowledge-Attitude-Behavior Model and other research;
(3) Updating perspectives on goals, objectives and educational aims;
(4) Investigating and evaluating environmental issues and actions with
skill development modules.
11
Using the Marcinkowski Logic Model to improve an effective
environmental education program evaluation plan. Part II
Assignment Due: Share the updated version of your Schoolyard
Environmental Education Program evaluation outline based on the
Marcinkowski Logic Model.
Assigned Readings:
Toth-King, S., & Marcinkowski, T. (1995). Building environmental
education programs: A four-year evaluative study. In A. Weiss (Ed.).
The 1995 interpretive sourcebook: Proceedings of the National
Interpreters Workshop, (pp. 367-372).
Wiggins, G. & McTighe, J. (2005). Understanding by Design.
Wilke, R. (1985). Local resources in environmental education. In Where
the wild things are: A directory of Wisconsin environmental educators
and nature centers.
Assignments:
(1) Write an essay describing the role local environmental resources play
in effectively integrating environmental education into the K-12
formal education system. Base your essay and class discussion on the
Toth-King & Marcinkowski and Wilke readings (above).
(2) Complete your final Schoolyard Program design. You may find it
helpful to review Understanding by Design. You have a free hand to
enjoy creating an innovative environmental education program.
Imbedded within your program plan, you are expected to include full
documentation to satisfy the following: (Wiggins & McTighe, UbD)
(a) Identify desired results:
1. What overarching understandings are desired?
2. What will students understand as a result of your program?
3. What are the overarching essential questions?
4. What essential and program questions will focus this unit?
(b) Determine acceptable evidence:
What evidence will show that students understand . . .?
1. Performance tasks, projects . . .
2. Quizzes, tests, academic prompts . . .
3. Other evidence (observations, work samples, dialogues . . .)
4. Student self-assessments.
9
(c) Plan learning experiences and instruction:
Given the targeted understandings, other program goals and
the assessment evidence identified, what knowledge and skills
are needed?
1. Students will need to know . . .
2. Students will need to be able to . . .
What teaching and learning experiences will equip your students to
demonstrate the targeted understandings?
12
Moving Toward the Finish Line . . .
Roundtable Discussion and Assignments Due:
(1) Essay and class discussion on the role local environmental resources
play in effectively integrating environmental education into the K-12
formal education system.
(2) Final Schoolyard Program design.
13
Interactive Presentations . . .
Assignment Due: Capstone Assignment
14
Interactive Presentations . . .
Assignment Due: Capstone Assignment
15
Finishing Up . . .
SPOT: Student Perception of Teaching
Submit all written final projects.
10
COURSE REQUIREMENTS:
C-F = Conceptual Framework connection to assignment
1.


Attendance, participation and discussion of readings from pertinent
textbooks, including connections to professional and life experiences:
(C-F: As reflective decision-makers, students indicate responsible citizenship
in the role of well-informed curriculum designers.)
Timely arrival, full class participation, and no more than two u/e absences 2 pts
Contributions evidence knowledge and understanding of materials read
2 pts







Applications and Writing Activities:
(C-F: As reflective decision-makers, students gain information by identifying,
analyzing, evaluating and expressing {in appropriate written APA format},
significant, relevant concepts pertaining to designing, implementing,
assessing and evaluating environmental education curriculum.)
Weekly assignments (1-2 pp) presented and submitted in appropriate APA format:
Essays: Due Weeks 2, 3, 4, 7, 9, 12 (3 pts each)
18 pts
Environmental Literacy Survey: Due Week 5
5 pts
Sunshine State Standards correlated w/EE Learner Guidelines: Due Week 6 7 pts
Overall Outline based on Understanding by Design: Due Week 8
5 pts
Schoolyard EE Program evaluation outline (based on UbD): Due Week 10 5 pts
Schoolyard EE Program evaluation outline (based on Logic. . .): Due Wk 11 3 pts
Final Schoolyard Program Design: Due Week 12
5pts


Roundtable Discussions, In-Class and Team Activities:
(C-F: As reflective decision-makers, students demonstrate appropriate
collaborative presentation delivery techniques to initiate critical debate and
thoughtful discussion of factual content while continuing to maintain
decorum and displaying ethical behavior and respect for differing
perspectives.)
Roundtable Discussions: Due Weeks 5, 7, 12 (3 pts each)
9 pts
Team Activities: Due Weeks 6, 8, 9 (3 pts each)
9 pts
2.
3.
4.


Hands -On Action Research (Final Design Project and Presentation):
(C-F: As reflective decision-makers, students demonstrate informed, ethical
and capable behaviors by using knowledge of concepts related to emergent
trends in curriculum design, implementation, assessment & evaluation.
Your ultimate goal is to design, implement, assess and evaluate a comprehensive
five-day environmental education program. In order to successfully complete this
assignment, it is to your advantage to make arrangements to pilot at least one
lesson with the same group of students (sample population) with whom you
administered your Environmental Survey. You have spent the entire semester
working toward your final product. Pull it all together and submit it in a binder.
Prepare one component to share interactively during our last class meeting.
Written and Interactive Components: Due Week 15
Final Written Schoolyard Environmental Education Program: APA Format 20 pts
Interactive Presentation: Full Class Involvement
10 pts
11
AUDIO VISUAL/TECHNOLOGY:
E-Mail, Inspiration, Power Point, Projectors, Laser Disks, VCR, CD-ROM, DVD
APA Style Web Sites: http://www.wisc.edu/writing/Handbook/DocAPA.html
http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm
http://www.apastyle.org/fifthchanges.html
TEACHING METHODOLOGIES:
Role Play and Modeling
Research and Simulation
Internet Communication (E-mail, Websites)
Inter-Active Lectures and Class Discussions
Individual and Small Group Class Presentations
ASSESSMENT PROCEDURES:
Readings Analyses and Discussions
Website Reviews and Presentations
Field Experiences and Interviews
Research Paper
Interactive Presentations
FAU GRADE POINT AVERAGE SCALE:
A 4.00
B+ 3.33
B- 2.67
C 2.00
A- 3.67
B 3.00
C+ 2.33
C- 1.67
D+ 1.33
D 1.00
D- 0.76
F 0.00
SCE 6196 GRADING SCALE:
A 97-100 B+ 89-92
B- 84-87
A- 93- 96
B 85-88
C+ 80-83
D+ 68-71
D
64-67
D- 60-63
F < 63
C 76-79
C- 72-75
ATTENDANCE POLICY:
According to University policy Students are expected to attend all of their scheduled
University Classes and to satisfy all academic objectives as outlined by the instructor.
Attendance includes meaningful active participation in all class sessions, discussions, and
activities as well as continuous professional and ethical conduct in class. Reasonable
accommodations are made for religious observances, health problems, or death in the
immediate family. Unexcused absences will result in loss of letter(s) grade(s) and must
be discussed with instructor. Documentation must be provided for excused absences.
STUDENTS WITH DISABILITIES:
In compliance with the Americans with Disabilities Act (A.D.A) – Students who require
special accommodations due to disability to properly execute coursework must register
with the Office for Students with Disabilities (OSD) located in Boca - SU 133 (561-2973880), Davie - MOD 1 (954-236-1222), or in Jupiter - SR 117 (561-799-8585 and follow
all OSD procedures.
Special Note:
Due to the evolving nature of environmental education, content on this syllabus is subject
to change with appropriate notice.
12
BIBLIOGRAPHY (Environmental Education)
I. Books:
Armstrong, S., & Botzler, R. (Eds.). (2003). Environmental ethics: Divergence and
convergence 3rd ed.). Boston: McGraw-Hill.
Beegel, S., Shillinglaw, W., & Tiffney, W., Jr. (Eds.). (1997). Steinbeck and the
environment: Interdisciplinary approaches. Tuscaloosa: Univ of Alabama Press.
Blatt, H. (2005). (NetLibrary 2005). America’s environment report card: Are we making
the grade? Cambridge, Mass.: MIT Press.
Bonnes, M., Lee, T., & Bonaiuto, M. (Eds.). (2003). Psychological theories for
environmental issues. Burlington, VT: Ashgate.
Boylan, M. (2001). Environmental ethics. Upper Saddle River, N.J.: Prentice Hall.
Collett, J., & Karakashian, S. (Eds.). (1996). Greening the college curriculum: A guide to
environmental teaching in the liberal arts: A project of the Rainforest Alliance.
Washington, D.C.: Island Press.
Ebenezer, J., & Lau, E. (2003). (NetLibrary 2003). Science on the internet: A resource
for K-12 teachers (2nd ed.). Upper Saddle River, N.J.: Merrill.
Hawkins, D. (1974). (NetLibrary 2003). The informed vision: Essays on learning and
human nature. New York: Agathon Press.
Hungerford, H., Blum, W., Volk, T., & Ramsey, J. (Eds.). (2001). Essential readings in
environmental education. Champagne, IL: Stipes Publishing.
Hungerford, H., Litherland, R., Peyton, R., Ramsey, J., & Volk, T. (Eds.). (1992).
Investigating and evaluating environmental issues and actions: Skill development
modules. Champaign, IL: Stipes.
Jamieson, D. (Ed.). (2003). A companion to environmental philosophy. Oxford:
Blackwell.
Kahn, P., Jr., & Kellert, S. (Eds.). (2002). (NetLibrary 2003). Children and nature:
Psychological, sociocultural, and evolutionary investigations. Cambridge, Mass.:
MIT Press.
Marsh, G. (2003). Man and nature. Seattle: University of Washington Press.
McGraw-Hill dictionary of environmental science. (2003). New York: McGraw-Hill.
Minteer, B., & Taylor, B. (Eds.). (2002). Democracy and the claims of nature: Critical
perspectives for a new century. Lanham, Md.: Rowman & Littlefield Publishers.
Myerson, G., & Rydin, Y. (2004). The language of environment: A new rhetoric.
London: Routledge.
Palmer, J., Cooper, D., & Corcoran, P. (2001). Fifty key thinkers on the environment.
London: Routledge.
Steffen, W., etal. (2004). Global change and earth system: A planet under pressure.
New York: Springer.
Sutton, P. (2004). Nature, environment and society. New York: Palgrave Macmillan.
Wapner, S., etal. (Eds.). (2000). Theoretical perspectives in environment-behavior
research: Underlying assumptions, research problems, and methodologies.
New York: Kluwer Academic. Plenum.
Wheeler, K., & Bijur, A. (Eds.). (2000). Education for a sustainable future: A paradigm
of hope for the 21st century. New York: Kluwer Academic/Plenum Publishers.
Yearly, S. (2005). Cultures of environmentalism: Empirical studies in environmental
sociology. New York: Palgrave, Macmillan.
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II. Professional Association Journals, Reports and Other Publications:
Americans’ low “energy IQ”: A risk to our energy future. (2002). National
Environmental Education and Training Foundation (NEETF) and Roper Starch
Worldwide.
Ansberry, K., & Morgan, E. (2005). Picture-perfect science lessons: Using children’s
books to . . . . Grades 3-6. National Science Teachers Association (NSTA).
Archie, M., Whitacre, P., Glenn, J., & Shotkin, A. (1966, November 1-5). National
Environmental Education Summit.
Bardwell, L., Monroe, M., & Tudor, M. (Eds.). (1994). Environmental problem solving:
Theory, practice and possibilities in environmental education. North American
Association for Environmental Education (NAAEE).
Braus, J., & Miller, N. (1993, August). Environmental education in the schools: Creating
a program that works! Peace Corps Information Collection and Exchange.
Chawla, L. (1998). Significant life experiences revisited: A review of research on sources
of environmental sensitivity. Journal of Environmental Education, 29(3), 11-21.
Coates, D., & Wilson, H. (2003). Challenges in primary science: Meeting the needs of
able young scientists at key stage two. (NACE). London.
Disinger, J., & Roth, C. (2003). Environmental literacy. ERIC Clearinghouse for Science,
Mathematics and Environmental Education, 92(1).
Dorion, C. (1993). Planning and evaluation of environmental education: Secondary.
Council for Environmental Education.
Elder, J. (2003). A field guide to environmental literacy: Making strategic investments in
environmental education. Environmental Education Coalition (EEC).
Engleson, D., & Yockers, D. (Consults.). (1994). A guide to curriculum planning in
environmental education. Wisconsin Dept of Public Instruction (Wisconsin DPI).
Environment-based education: Creating high performance schools and students (2000).
National Environmental Education and Training Foundation (NEETF).
Environmental education and educational achievement: Promising programs and
resources. (2002). National Environmental Education and Training Foundation
(NEETF).
Environmental education: Resources at a glance (2002). National Environmental
Education and Training Foundation (NEETF).
Environmental education materials: Guidelines for excellence (2004). North American
Association for Environmental Education (NAAEE).
Environmental readiness for the 21st century. (1999). National Environmental Education
and Training Foundation (NEETF) and Roper Starch Worldwide.
Environmental studies in the K-12 classroom: A teacher’s view. (2000). North American
Association for Environmental Education (NAAEE) and Environmental Literacy
Council (ELC).
Excellence in environmental education: Guidelines for learning (Pre K-12). (2004). North
American Association for Environmental Education (NAAEE).
Fox, M., & Hackerman, N. (Eds.). (2003). Evaluating an improving undergraduate
teaching in science, technology, engineering, and mathematics. National Research
Council (NRC).
Guidelines for the preparation and professional development of environmental educators.
(2004). North American Association for Environmental Education (NAAEE).
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Harrington, M. & Hill, L. (2000). The Everglades case study: An extended case study for
the investigation of a threatened watershed and ecosystem. South Florida Water
Management District, National Fish and Wildlife Foundation, Florida Institute of
Technology (FIT).
Heimlich, J. (2003). Promoting concern for environment. ERIC Clearinghouse for
Science, ?(?).
Lessons from the environment. (2002). National Environmental Education and Training
Foundation (NEETF) and Roper Starch Worldwide.
Lowery, L. (Ed.). (2000). NSTA Pathways to the science standards: Elementary school
edition (2nd ed.). National Science Teachers Association (NSTA).
Marcinkowski, T., & Mrazek, R. (1996, April). Research in environmental education
1981-1990. North American Association for Environmental Education (NAAEE).
Moving into the educational mainstream (InfoBrief, No. 26, 2001). Association for
Supervision and Curriculum Development (ASCD).
National report card on environmental knowledge, attitudes and behaviors. (1997-1999).
National Environmental Education and Training Foundation (NEETF) and Roper
Starch Worldwide.
Reeske, M., & Ireton, S. (2001). The life cycle of everyday stuff. National Science
Teachers Associaton (NSTA).
Ruskey, A., Wilke, R., & Beasley, T. (2001). A survey of the status of state-level
environmental education in the United States-1998 Update. Journal of
Environmental Education, 32(3), 4-14.
Saul, E. (Ed.). (2004). Crossing borders in literacy and science instruction: Perspectives
on theory and practice. International Reading Association (IRA) and (NSTA).
Using environment-based education to advance learning skills and character
development. (2001). NEETF and NAAEE.
Volk, T., & McBeth, B. (1999). Environmental literacy in the United States. NAAEE.
Wilke, R. (Ed.). Environmental education teacher resource handbook: A practical guide
for K-12 . . . . (1993). National Science Teachers Association (NSTA).
Zelezny, L. (2000). Educational interventions that improve environmental behaviors: A
meta analysis. Journal of Environmental Education, 31(1), 5-14.
II. Journals:
Applied Environmental Education and Communication
Discover
E Magazine
EPA Journal
Environmental Education Research
Green Teacher
International Journal of Environmental Studies
Journal of Environmental Education
Journal of Environmental Education Research
Journal of Experiential Learning
Journal of Transdisciplinary Environmental Studies
Nature Study Journal
Science Teacher
EDG 6196: Design, Implementation, and Evaluation of Environmental Education Programs (09/19/07)
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