Foundations of Ecological Literacy
Lesley University
Ecological Teaching and Learning MS Program
Fall 2011
GINTD 6014
Faculty: Coleen O’Connell
4 Credits
Course Description
Learning and applying the language of systems ecology is a goal of this course. Literature and
worldviews that define and describe ecological literacy will be the foundation for examining ourselves
as educators. The inclusion and integration of ecological principles into our practices addresses the need
for educating an ecoliterate populace. Students will identify best practices for integrating new insights
and methods from the summer field experience into effective, ecologically literate teaching and learning.
Course Objectives
 Student will critically explore and utilize the writings and work of many authors as a method to
establish a foundation for understanding the common language and knowledge of those engaged
in ecological literacy efforts. .
 Student will exercise critical thinking through their writing and journaling as a way to critique
the various assigned readings of the course.
 Student will explore their own ecological identities as a foundation for practicing ecological
literacy in their settings.
 Student will develop their own best practices within their settings as a reflection of their new
knowledge and understanding.
 Students will write a book review of an author from the 100 Books List for purposes of
collaborative learning with the cohort group
 For the ETL students that are seeking MA teachers licensure for elementary science, using the
Massachusetts Curriculum Frameworks, students will develop new curriculum ideas for
including ecological literacy as a theme in bridging science with other disciplines and
knowledge: Guiding Principle V.
This course has four facets to it. One facet is the on-line discussion that will happen each week with the
cohort group focused on assigned readings by various authors. The second facet is the self-designed
work that the student will do in their workplace or communities to identify, develop, or experiment with
best practices for ecological teaching and learning. The third facet is a week-end seminar that will occur
half way through the semester. The fourth facet is our collaborative efforts of reading from ETL’s “100
Books for Ecoliteracy”. Each student having picked one of the books, will write and post an essay that
will give us the basis of that author’s work as it contributes to advancing our own ecological literacy.
Areas of Focus and Inquiry
I. Why Ecological Literacy? In a fast changing world, it is our time to infuse our learning and thus our
teaching with ideas that will sustain life.
A. Who are the authors that are working with this concept?
B. How can we engage our own learning to have knowledge that can shape our teaching?
C. Deepen into the ways in which ecology and ecological principles integrate all disciplines.
II. Integrating ecological literacy into our teaching practices. Using examples of our summer Cobscook
experience, and the assigned book, Ecological Literacy, what can you do in your setting to teach within
a place-based concept?
.
A. Place based education as a theme of curriculum
B. Using the bioregional quiz as an exploration and teaching tool
C. Using local "resource" people as experts of their own kind on various topics
D. Implementing the concept of learning community as a pedagogy where applicable
E. Getting students outdoors and into natural places
F. Service learning projects that contribute to the ecosystem, the community and engagement
with nature
G. Learning about our neighbors and who they are
H. Ecological and Carbon Footprinting as an exercise to examine impact of lifestyle choices and
ecological living practices
I. Using government agencies, non governmental organizations and universities as sources
J. Life cycle assessment or analysis as a way to be informed consumers
K. Other ideas or practices that emerge from the fall online dialogue
III. Action: the application of practices that come from our new knowledge of ecological literacy
A. Using the ecological & carbon footprinting exercises, as well as Life Cycle Assessment, we
will begin to look at how we are living personally in an ecological way and identify changes
you would like to make
B. Identify how our worldviews as educators affect the language, topics, methods, and outcomes
of what we are teaching or facilitating.
C. Explore by experimenting with a best practice of ecological teaching and learning and use
graduate program cohort group for peer review and feedback.
IV. Interaction with the work of those engaged in the field of ecological literacy.
A. Picking a book of interest from the 100 Books list, the student will write an informative
review to be shared with the cohort group online.
B. Who is the author you have selected and why is their work important to the study of
ecological literacy? What is their context for their work?
C. What are the major contributions or ideas that this author gives us in our quest for ecological
literacy?
D. Attend any conferences, public lectures, or presentations that match your topics of interest
Requirements
 Assigned Reading both for online dialogue and book review
 On-line Cyber Discussion using the articles assigned by the faculty. See the My.Lesley outline in
Appendix I (changes from year to year based on student selection of topics)
 A book from the “100 Books for an Ecoliterate World” booklist that you will read, then post a book
review on Blackboard. In your review, you will engage us in understanding of how this person’s
work contributes to the ecological literacy we are working to achieve as ecological teachers and
learners.
 Reflections from this course will show up in your fall journal.


Ecological and Carbon Footprinting web sites assigned by faculty – sites are posted online in our
discussion forum. Post in journal and reflect on the outcomes.
Explore life cycle analysis of an object or thing that is common in your life. Pick one thing and
research it’s life cycle.
Fall Week-End Seminar:
Goals of weekend:
 Students will report on their fall goals and practices. We will discuss each one as a group and
give feedback and ask questions.
 Students will share reflections from journals.
 Students will engage in local foods practice and discussion.
 Students will participate in Ecological and Carbon Footprinting activity.
http://www.earthday.net/footprint/flash.html
See resource page online for fall weekend carbon footprinting activity.
Required Course Texts:
Uhl, Christopher. (2004). Developing ecological consciousness. Lanham, MD: The Rowan and
Littlefield Publishing Comp.
(Massachusetts Department of Education. (1997). Science and technology curriculum frameworks.)
For those students designing teaching practices to meet the frameworks in MA.
Additional Bibliography
100 Books for Ecological Literacy – posted on the Blackboard online site.
Appendix I:
Evaluation for Online Forum
Active participation in online forums:
 Does the student essay indicate a thorough engagement with the topic?
 Is the student on time and is the writing interesting and original?
 Does the student become engaged in his or her own learning beyond the writing? Does the student
talk about where in their lives these topics are presenting themselves?
 Does the student take intellectual risk, e.g., “put ideas on the table” and ask questions?
 Is there evidence that the student works collaboratively with colleagues and contributes to
colleagues’ learning?
 Is the student comfortable to disagree or willing to advance the learning beyond the scope of the
discussion topic?
Evidence of increased understanding of ecological literacy:
 Is there evidence that the student is practicing ecological thinking and systems language?
 Is there evidence that the student can use critical inquiry to support his or her learning?
 Is there evidence of increased understanding of core ecological concepts?
Evidence that participant can apply ecology concepts in new situations:
 Is there evidence that the student correctly identifies key ecological concepts implicated in the
thought experiment scenarios with evidence and examples from the course?
 Is there evidence that the student demonstrates an understanding of ecological principles through
their investigations?
 Does the participant write cogently about the ecological principles that informed their questions and
investigations?
 Can the student evaluate data and use data to support their conclusions?
Appendix II
Cyber Discussion: Selected Readings from authors who expand our understandings
of Ecoliteracy
The following is the schedule for the cyber discussion. Use the week prior to the date listed to read the
article assigned or the reflections of your cohort group. Post by the stated Sunday evening. The first
week you read and reflect; the next week you read everyone’s reflections then respond to them. The
next week you read the next section and so on through the semester.
September 7th – Topic: Systems
September 14th – Read cohort reflections and respond.
September 21st – Topic: Globalization/Democracy/Economics
September 28th – Read cohort reflections and respond
October 5th Topic: Global Warming/Ecological and Carbon Footprinting
October 12th – Weekend Seminar
October 19th – Read cohort reflections and respond.
October 26th – Topic: Sustainability Essays
November 2nd – Read Cohort reflections and respond.
November 9th Topic: Environmental Racism/Indigenous Issues
November 16th – Read Cohort reflections and respond.
November 23rd – Topic: Population Growth/Hunger/Wealth Distribution
Novermber 30th – Read Cohort reflections and respond.
Self Evaluation
Foundations of Ecological Literacy
Name:
Semester: FALL ______________
YEAR
Faculty:
Coursework Assignments
UNATISFACTORY
SATISFACTORY
EXCELLENT
______
______
_____
______
______
_____
Read and reflected on assigned readings
Online essays in response to articles
Peer feedback to online essays
Book Review was on time and engaging
Read and responded to cohort book reviews
Critical Thinking: making connections to
other theories or personal experiences
Explored local environment through bioregional
quiz, sit spots, chosen species
Dialogue with peers/colleagues/others
Technical quality of writing [grammar, citations, etc]
Time investment
Anything you wish you could have done, or are particularly pleased that you have done?
GRADE YOURSELF:
A : all categories were excellent A- : at least half are excellent
B : all satisfactory
B- : Satisfactory with one or two below
FACULTY RESPONSE:
B+ : Half are satisfactory or above
C : failing grade in graduate school
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