NRES 310/510 EE Teaching Methods
Course Description and Goals
This course is designed to provide an introduction to the philosophies, theories and methods common to the process of environmental education. A special focus is placed on the implementation of environmental education in the state of Wisconsin. This course, along with UWSP's NRES 600 Wisconsin Environmental Studies, fulfills the requirement of the Wisconsin Department of Public Instruction-Environmental Education Mandate on Environmental Education for teacher certification candidates.
College of Natural Resources policy suggests a 1 credit course have 16 hours of contact time and 48 to 64 hours of "outside" class time. Since this is an on-line course, all of the time is "outside" class. You should anticipate 60-80 hours worth of work for this course. This is equivalent to 10 to 13 hours per week.
Course Objectives
Following completion of this course it is expected that participants will:
- be able to explain the philosophical nature of environmental education relative to education as an institution of socialization and change.
- recognize the contemporary and futuristic nature of environmental issues and environmental education.
- identify the degrading effect environmental problems have on quality of life.
- identify some of the major root causes of environmental tragedies and how environmental education works to avert these causes.
- be able to explain the specific goals of environmental education which are accepted internationally and pursued within the formal framework of the Wisconsin educational system.
- identify how environmental education evolved in Wisconsin and/or the nation relative to other educational movements in, of, and for the environment.
- identify how Behaviorist, Developmental and Holistic human behavior/learning theories have contributed to the development of environmental education principles, curriculum and methods.
- experience environmental education activities which exemplify the goals of environmental education.
- identify and explain the process of infusion as Wisconsin's approach to environmental education.
- review resources and organizations active in supporting environmental education within Wisconsin.
Assignments
Assignments are expected to be complete, thoughtful, and coherent examples of good understanding of the foundation and implementation of EE. For example, responses to the reading assignments typically, at a minimum, require a 1-2 page response in order to thoroughly address the question.
All assignments must be typewritten/word processed, double-spaced, in 12 point font.
Responses for each assignment should be placed in the appropriate D2L drop-box.
Assignment 1: Readings in Environmental Education (10 points each)
Reading three core articles on EE and writing answers to questions about each will give undergraduate (NRES 310) and graduate (NRES 510) students background and insights into EE. The readings will provide the framework for enhanced understanding of course material and success in completing other assignments.
Assignment 2: EE Resources Exploration (35 Points)
Complete any 17 of the 20 tasks/questions that ask about local or state environmental education resources. For example state parks, activity guides, nature centers , EE websites, environmental videos or dvds, EE workshops or conferences, periodicals or journals, etc. are the focus of the exploratory questions. Provide complete citation information for each resource used within the assignment.
Assignment 3: Writing an Environmental Education Unit Plan (100 Points)
This is an opportunity for undergraduate (NRES 310) and graduate (NRES 510) students to work with some of the Environmental Education goals, theories, ideas, and curriculum by creating a unit or series of activities for infusion into their own curriculum. In addition to being a chance to explore something new, this is designed to be an opportunity for professional educators to create something they will use with students.
Discussion Participation (XYZ points-varies per instructor)
This is an opportunity for undergraduate (NRES 310) and graduate (NRES 510) students to share ideas with other students in the class. The "Desire to Learn" (D2L) platform is used to conduct and manage these discussions.
Assignment 4A: School District EE Survey (50 Points)
This is an opportunity for graduate students (NRES 510) to meet with a local district curriculum coordinator and teachers to discuss and evaluate the present and future status of Environmental Education in the district. You will complete and return a form describing the district (with a signature), and develop a formal report of Environmental Education's status with a set of recommendations for Environmental Education's future. Your personal evaluative comments are encouraged.
Assignment 4B:
Personal Philosophy of Education that Incorporates Environmental Education
(50 points)
This is an opportunity for graduate students (NRES 510) to develop a personal philosophy of education that incorporates environmental education. The written report detailing your philosophy should address current contemporary issues involving school improvement as they relate to EE
Grading
GRADING:
Your final grade
for the course will be determined by the total points that are earned on the
required assignments. (at least 165 Points Possible = NR 310 - at least 205 Points Possible =
NR 510)
Grading basis.
Grades will be earned, based on:
1.
Thoroughness of assignments
2.
Application of appropriate course concepts
3.
Clarity of expression
4.
Inclusion of all required components and guidelines
NR 310
Grading scale - Based on 165 total points.
Grades will be assigned according to the following scale:
154 - 165 =
A
132 - 136 = B-
111 - 115 = D+
149 - 153
= A-
127 - 131 = C+
104 - 110 = D
143 - 148
= B+
121 - 126 = C 99
- 103 = D-
137 - 142
= B
116- 120 = C-
0 – 98 = F
NR 510 Grading scale - Based on 205 total points.
Grades will be assigned according to the following scale:
190 -205 = A
164 - 170 = B-
137 - 143 = D+
185 - 189
= A-
157 - 163 = C+
129 - 136 = D
179 - 184
= B+
149 - 156 = C
123- 128 = D-
171 - 178
= B
144 - 148 = C-
0 - 122 = F
Late assignments. Please read, you will have your grade reduced if assignments are late.*
Assignments received not more than one(1) weeks after due dates will receive a one-grade reduction, e.g., an A will become a B; a B+ will become a C+, etc.
Assignments received not more than two (2) weeks after due dates will receive a two-grade reduction, e.g., an A will become a C; a B+ will become a D+, etc.
Assignments received not more than six (3) weeks after due dates will receive a three-grade reduction, e.g., an A will become a D; a B+ will become an F, etc.
*Of course there can be circumstances beyond your control and you do have the opportunity to arrange for an Incomplete (I) by arrangement with the instructor. But this has to be arranged as soon as you know there is a problem.
Incompletes not finished by the end of the next semester after the course is run will revert to an F (UW System policy).
Please turn your assignments in on time, it is to your advantage!
Accessing Grades
To Access your Grades
- Go to the UWSP homepage (link below).
- Click on “mypoint”
- Enter your user name and password
- Click on the “Academics” tab. The second box down in the right hand column is the “Course Information” box. Click on the “grade report” bullet. You can print or just view your grades from there.
If you need an official transcript you can also request one from your myPoint. Further down in the “Academic Toolbox” box you will find a bullet for “Transcript Request”. Just follow the instructions there.
If you have any trouble please feel free to contact Jessica Tomaszewski
You have until the end of the semester to view grades. After that your account will go inactive.
Virginia Carlton
800 Reserve St
Stevens Point, WI 54481
Phone: 715-346-3805