Department of Teacher Education



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COURSE NUMBER: SCE 6644

COURSE TITLE: Trends and Issues in Environmental Education

INSTRUCTOR & E-MAIL: Dr. . . . . . .@fau.edu

CATALOG DESCRIPTION: 3 semester hours of credit

Prerequisite Course: SCE 6345

Emphasis is on examination and analysis of the trends and issues impacting and shaping the field of environmental education and the role of environmental education in today’s school curriculum through readings in current research and seminal literature.

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 emergent trends and issues in environmental education curriculum.

REQUIRED READINGS (Environmental Education)

Bowers, C.A. (2005). Educating for a sustainable future: Mediating between the commons and economic globalization. Available at:

Elder, J. (2003). A field guide to environmental literacy: Making strategic investments in environmental education. Environmental Education Coalition.

Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4) 3-12.

Guidelines for the preparation and professional development of environmental educators. (2004). North American Association for Environmental Education (NAAEE).

Holsman, R. (Winter, 2001). The politics of environmental education. The Journal of Environmental Education, 32(2), 6-11.

Krajcik, J., Czerniak, C., & Berger, C. (2003). Teaching science in elementary and middle school classrooms. Chapter 2. How do children construct understanding in science? pp. 36-75.

Sanera, M., & Shaw, J. (1996). Facts not fear: A parent’s guide to teaching children about the environment. Washington, D.C.: Regnery Publishing, Inc.

Sobel, D. (2005). Place-based education. The Orion Society.

SUGGESTED READINGS (Environmental Education)

Heimlich, J. (Ed.). (2002). Environmental education: A resource handbook. Bloomington, IN: Phi Delta Kappa Educational Foundation.

McKenzie-Mohr, D. (1999). Fostering sustainable behavior: An introduction to community-based social marketing. Gabriola Island, B.C., Canada: New Society Publishers.

Ohana, C., Zerry, M., Mayes, V., etal. (Eds.). Science & children. (2005, Summer).

Simmons, D. (Prep.). (1995). Papers on the development of environmental education standards. North American Association for Environmental Education (NAAEE).

WestEd. (2004). What’s fair got to do with it: Diversity cases from environmental

educators. North American Association for Environmental Education (NAAEE).

REQUIRED SPECIFIC INTERNET SITES (Environmental Education)

Environment-based education: Creating high performance schools and students (September, 2000). National Environmental Education and Training Foundation . (Note: Check site for recent pubs).

Kamena, K. (2006). What role for business? Property and Environment Research Center (PERC). .

Kwong, J. (2006). Should action be a goal? Yes. Property and Environment Research Center (PERC). .

McKenzie-Mohr, D. (1999). Fostering sustainable behavior: An introduction to community-based social marketing. Gabriola Island, B.C., Canada: New Society Publishers. . (Note: Entry into this site requires a password).

Sanera, M. (2006). Assuring fairness and accuracy. Property and Environment Research Center (PERC). .

Understanding environmental literacy in America: And making it a reality.

Three-year report 2002/2003/2004. (2005). National Environmental Education and Training Foundation (NEETF). .

Wilke, R. (2006). Should action be a goal? No. Property and Environment Research

Center (PERC). .

SUGGESTED INTERNET SITES (Environmental Education)

Environmental Education.









Environmental Issues.







Environment as an Integrating Context for Learning.



Sustainability Education.





SUGGESTED INTERNET SITES (Curriculum and Instruction)

A Nation at Risk. (1983). Twenty years after A Nation at Risk. (2003).







Florida Comprehensive Assessment Test (FCAT).

FCAT Facts. History of FCAT.





Florida Department of Education (2003).

Sunshine State Standards. Workforce Education.



Florida’s Applied Technology Curriculum Planning Companion.



Greene, J. (February, 2001). Manhattan Institute for Policy Research (MI).

An Evaluation of the Florida A-Plus Accountability and School Choice Program.



National Center for Educational Statistics (2004).

National Assessment of Educational Programs (NAEP). Nation’s Report Card.



National Council on Teacher Quality (2004).

National Board for Professional Teaching Standards (NBPTS).



No Child Left Behind (NCLB).



The College Board (2004).

Scholastic Aptitude Test (SAT). American College Test (ACT).

...

Traub, J. (1999). Better by design? A consumer’s guide to schoolwide reform.



Trends in International Mathematics and Science Study (TIMSS). Curriculum Study.

Results. International Center for Education Statistics. International Education Indictors.







Workplace essential skills: Resources related to the SCANS competencies and foundation skills (2000). Research and Evaluation Report series 00-B.



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 to serve as a contextual framework for identifying, analyzing and evaluating effective current, historical and theoretical trends in environmental education offered through school-based curriculum and instruction (EAP 2, 4, 8).

2. Survey environmental education literature, research and legislation that impact current and changing practices in the field of environmental education curriculum and instruction at the national, state and local levels (EAP 2, 3, 4, 5, 7, 8, 10, 12).

3. Demonstrate a working knowledge of major criteria and specific determinants significant to identifying possible future directions in environmental education including significant linkages to related emerging fields like social marketing and sustainability (EAP 1, 2, 3, 4, 5, 7, 8, 10).

4. Discuss perspectives from a variety of national organizations like the Environmental Protection Agency and the National Environmental Education and Training Foundation, as well as professional associations like NAAEE, ASCD, NSTA (EAP 1, 2, 3, 4, 8, 10).

5. Analyze current trends in the use and design of educational technology and its impact on the teaching/learning process in environmental education

(EAP 2, 4, 8, 10, 12) (NCATE-Technology 1, 2, 3, 4, 5, 7, 11, 12, 13).

CONTENT OUTLINE:

Week(s) Topic: Assignment

1 Overview, Introductions, Course Requirements:

Discussion: Resources available through the National Environmental Education and Training Foundation.

Summary vs. reflection vs. position vs. critique vs. essay:

Summary - Abstract or reduction of content

Reflection - Bearing on or influencing result

Position Paper - Proposition or thesis

Critique – Critical estimate or careful judgment

Essay - Analytical or interpretive stand on a question

Assignment: Write a summary of the website Environment-Based Education: Creating High Performance Schools and Students at

2 The Status of America’s Environmental Literacy I:

Review research studies and reports from the NEETF.

Introduce readings on the concept of children constructing understanding from Krajcik, Czerniak, & Berger (2003). How do children construct understanding in science?

Assignment Due: Submit summary of the website Environment-Based Education: Creating High Performance Schools and Students.

Assignment: Write a summary of the website Understanding environmental literacy in America: And making it a reality at

.

3 The Status of America’s Environmental Literacy, II: Assignment Due: Submit a summary of Understanding Environmental Literacy in America: And making it a Reality.

Assignment: Submit a reflection paper on the controversy of teaching environmental issues based on the Kamena and Sanera websites at

and .

4 So, You Want to Teach Environmental Issues:

Assignment Due: Submit a reflection paper on the controversy of teaching environmental issues based on Kamena and Sanera websites.

Assignment: Be prepared to debate the pros and cons, as well as submit a position paper based on the Kwong and Wilke websites at and .

5 Role of Action-Taking in Environmental Education:

Assignment Due: Debate the pros and cons, as well as submit a position paper based on the Kwong and Wilke websites.

Assignment: Read Sobel’s Place-Based Education (2005) in The Orion Society, and be prepared to discuss the concept of place-based education, including a variety of ways in which educational institutions use it to further their environmental education missions.

6 Environmental and Place-Based Education I:

Assignment Due: Refer to Sobel’s Place-Based Education (2005) in The Orion Society, and discuss the concept of place-based education, including a variety of ways in which educational institutions use it to further their environmental education missions.

Assignment: Referring to Sobel’s Place-Based Education (2005) in The Orion Society, draft a summary describing the fundamental tenets of place-based education.

7 Environmental and Place-Based Education II:

Assignment Due: Bring to class and be prepared to discuss your drafted summary of Sobel’s Place-based education (2005) in The Orion Society.

Assignment: Referring to Elder’s Field Guide to Environmental Literacy: Making Strategic Investments in Environmental Education (2003) in the Environmental Education Coalition, draft a second summary comparing and contrasting Elder’s and Sobel’s concepts of place-based education.

8 Strategic Investments in Environmental Education I:

Assignment Due: Bring to class and be prepared to discuss your drafted summary of Elder’s Field Guide to Environmental Literacy: Making Strategic Investments in Environmental Education (2003) in the Environmental Education Coalition.

Assignment: Referring to the McKenzie-Mohr website at

(password req), draft a third summary comparing and contrasting concepts from Sobel and Elder with McKenzie-Mohr.

9 Strategic Investments in Environmental Education II:

Assignment Due: Bring to class and be prepared to discuss your drafted summary comparing and contrasting concepts from the McKenzie-Mohr, Sobel and Elder websites regarding place-based eduction.

Assignment: Review the websites, journal articles and chapters pertaining to sustainability and social marketing that are listed under the Suggested Reading headers on page 2. Critique a minimum of 6 suggested websites,

as well as 4 suggested or self-selected journal articles or chapters.

10 Beyond Environmental Education and Related Emerging Fields I: What is sustainability education? Social marketing? How do these concepts relate to environmental education? How does environmental education differ from interpretation and service learning?

Assignment Due: Begin discussion pertaining to sustainability and social marketing based on critiques of 6 suggested websites and 4 suggested or self-selected journal articles or chapters.

Assignment: Pull it all together (Sobel, Elder & McK-Mohr) in a position paper based on the concept of place-based education as a new paradigm.

11 Beyond Environmental Educational and Related Emerging Fields II/Diversity*:

Continue discussion on suggested websites and readings, as well as

self-selected journal articles or chapters. Re-visit McKenzie-Mohr, et al.

Assignment Due: Bring to class and debate your position paper based on the concept of place-based education as a new paradigm referring to readings and summaries from Sobel, Elder & McKenzie-Mohr.

Assignment: Write a reflection paper delves into criticism of environmental education, based Holsman’s Politics of Environmental Education (Winter, 2001) in the Journal of Environmental Education and Sanera’s & Shaw’s Facts not Fear: A Parent’s Guide to Teaching

Children about Environment (1996) Regnery Publishing. OR

Submit a reflection paper that discusses criticism of environmental education based on Bowers’ Educating for a sustainable future. . . . (2005) at and Gruenewald’s the Best of both worlds. . . . (2003) in Educational Researcher, 32(4) 3-12.

12 Critics of Environmental Education (Outside and In):

Assignments Due: Submit reflection paper that discusses criticism of environmental education based on Holsman’s Politics of Environmental Education (Winter, 2001) and Sanera’s and Shaw’s Facts not Fear. . . (1996) OR a reflection paper on Bower’s Educating for a sustainable future . . . (2005) and Gruenewald’s the Best of both worlds . . . (2003).

Assignments: (1) Review and be prepared to discuss Guidelines for the Preparation and Professional Development of Environmental Educators (2004) in North American Association for Environmental Education (NAAEE. (2) Conduct an internet search of environmental education certification plans in at least six states, including Utah, Texas, Kentucky, your home state or wherever you may work after graduation.

13 A National Move Toward Environmental Education Certification I:

Assignments Due: Discuss Guidelines for the Preparation and Professional Development of Environmental Educators (2004); as well as results from individual internet searches of environmental education certification plans in a minimum of six states.

Assignment: Essay that compares and contrasts environmental education certification plans in at least six states, as well as answers the questions: What is the status of environmental education in your chosen state?

14 Thanksgiving Holiday - No Class

15 A National Move Toward Environmental Education Certification II:

Assignment Due: Discuss and submit an essay that answers the question:

What is the status of environmental education in your chosen state?

Assignment: Complete your research paper and preparation for interactive Power Point presentation of current research in your specific environmental education field of interest.

16 Research Paper and Interactive Presentation:

Assignment Due: Submit research paper and interactive Power Point presentation of current research in your specific environmental education field of interest.

SPOT: Student Perception of Teaching

COURSE REQUIREMENTS:

C-F = Conceptual Framework connection to assignment

1. Summaries of Websites, Journal Articles and Chapters (1-2 pages each):

➢ (C-F: Students gain information to become an informed reflective decision-makers, including knowledge of concepts regarding emergent trends in curriculum development, implementation, evaluation and reform.)

• Environment-Based Education: Creating . . . NEETF site: Due Week 2 5 pts

• Understanding Enviro Literacy in Amer . . . NEETF site: Due Week 3 5 pts

• Sobel’s Place-Based Education: Due Week 7 5 pts

• Elder’s Field Guide to Environmental Education . . .: Due Week 8 5 pts

• McKenzie-Mohr site: Due Week 9 5 pts

2. Reflection Papers, Position Papers, and Essay (2-4 pages each):

➢ (C-F: As reflective decision-makers, students identify, analyze, and express in appropriate essay format significant relevant concepts in curriculum.)

• Reflection paper based on Kamena and Sanera sites: Due Week 4 5 pts

• Position paper based on Kwong and Wilke sites: Due Week 5 5 pts

• Position paper based on McK-M, Sobel & Elder readings: Due Wk 11 5 pts

• Reflection paper on Holsman reading: Due Week 12 5 pts

• Essay on status of environmental education in your state: Due Wk 15 5 pts

3. Discussions:

➢ (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.)

• Discussion on Beyond Environmental Education and

Related Fields I & II: Due Weeks 10 & 11 5 pts

• Discussion on A National Move Toward Environmental Education Certification I & II: Due Weeks 13 & 15 5 pts

4. Final Presentation and Research Project (Rules of Grammar Observed):

➢ (C-F: As reflective decision-makers, students select, present and prepare in appropriate written format for submission, relevant research findings in environmental education curriculum at the national, state & local levels.)

Written research paper (APA format) and interactive presentation: Due Week 16

• Abstract 3 pts

• Review of six Suggested Websites and four Suggested Readings 20 pts

• Conclusions 5 pts

• Next Steps 5 pts

• Internal Citations and Reference List 2 pts

• Interactive Presentation of Specific Component of Research Project 5 pts

VISUAL/TECHNOLOGY:

E-Mail, Inspiration, Power Point, Projectors, Laser Disks, VCR, CD-ROM, DVD

APA Style Web Sites:





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:

Chapter Analyses and Discussions

Website Reviews and Presentations

Field Experiences and Interviews

Interactive Presentations

Research Paper

FAU GRADE POINT AVERAGE:

A 4.00 B+ 3.33 B- 2.67 C 2.00 D+ 1.33 D- 0.76

A- 3.67 B 3.00 C+ 2.33 C- 1.67 D 1.00 F 0.00

SCE 6644 GRADING SCALE:

A 97-100 B+ 89-92 B- 84-87 C 76-79 D+ 68-71 D- 60-63

A- 93-96 B 85-88 C+ 80-83 C- 72-75 D 64-67 F ................
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