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Graduate Course Proposal Form Submission Detail - SCE6345
Tracking Number - 1617

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Current Status: Approved, Permanent Archive - 2008-03-31
Submission Type:
Course Change Information (for course changes only):

Detail Information

  1. Date & Time Submitted: 2007-11-14
  2. Department: Secondary Education
  3. College: ED
  4. Budget Account Number: 172400
  5. Contact Person: Barbara Spector
  6. Phone: 9744254
  7. Email:
  8. Prefix: SCE
  9. Number: 6345
  10. Full Title: Community Resources for Environmental Education
  11. Credit Hours: 3
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Comm Resources Environment Ed
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: none
  23. Corequisites: none
  24. Course Description: Identify, access, acquire community resources (media; buisnees/industry; prof nat sci, engineering & soc sci socities; gov & non gov agencies; civic groups, univ) to incorporate into learning opportunities for diverse audiences at all school levels.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Course is part of the Graduate Certificate in Informal Science Institutions Marine and Environmental Education
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Part of a required sequence in the Certificate program.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, twice
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree
  29. Objectives: Purpose: Enable learners’ use of community resources to stimulate meaningful learning in formal education institutions and ISI’s through sustainable strategic partnerships, while designing learning experiences for diverse audiences.


    The learner will be able to:

    a) Contrast existing relationships with desired relationships between formal education institutions and informal education institutions.

    b) Develop strategies to create a seamless and sustainable relationship between informal and formal education agencies.

    c) Develop attitude, inclination, and aptitude to use multiple community resources

    d) Be a productive partner in a community wide science/technology learning community

  30. Learning Outcomes: Students will demonstrate their understanding of science content and teaching in an informal setting by journal and paper writing, informal science/ teacher related projects, and class participation activities. Specific lists of graded assignments with due dates, while always reflecting the course goals and content outline listed above, may vary on given terms. Therefore, each student will be given a specific, updated list of course assignments and a class calendar for the given term at the first class meeting.

    • Online Reading/ Learning Log. Students will keep an extensive reflective journal of the integration of meanings being constructed from the learning experiences. This assignment is intended to (a) provide experience with writing as a vehicle to learn, (b) serve as a learning log to let individuals and others in the class understand how each of them is making sense of the learning experiences, and (c) be a stimulus for discussion among this community of learners.

    • Term Paper and Presentation. Students will develop a personal rationale for integrating informal education into formal education that can be used to convince decision makers in both types of institutions of the value of doing so. The message will be presented to the full class through a variety of communication vehicles. Participants will complete a literature review and include the appropriate citings in the assignment.

    • Formal Classroom Activity. Students will construct a written plan around a topic of choice in which a variety of diverse community resources are identified, accessed, and incorporated into a school.

    • Classroom Activity Presentation and Evaluation. Participants will implement the lesson planned in the formal school classroom and evaluate the effectiveness of the plan.

    • Attendance and Professionalism. Students will be present and on time for all class meetings and will participate in classroom discussions and presentations.

  31. Major Topics: Identify, Access, and Acquire Resources:

    •Advantages of using the local community as a resource

    •Getting started and overcoming any barriers

    General types of resources found in a community: Classification of informal learning facilities

    •Virtual or real application of informal agency by K-16 teachers

    •Unique opportunities ISI’s provide

    •ISI’s as dissemination vehicle for government materials

    •Identifying specific potential resources in a community

    •Gaining access to the organizations with the desired resources

    Instruction and Assessment

    •Matching resources to standards and objectives

    •Sample strategies to maximize use of resource in instruction

    •Engaging scientists and engineers

    Things to know about scientists and engineers

    Things to know about informal education personnel

    Things to know about environmental resource managers

    •Strategies to assess effectiveness of resources used

    •Successful guest presentations

    •Arranging to use a site away from school property

    •Setting priorities for allocation of time at community sites

    Media , Business/Industry, ISI’s etc.

    •Sample activities for using commercial television for teaching

    •Obtaining videos, CD’s, and DVD’s without a school budget

    •Newspapers as teaching material

    •The internet as a teaching tool

    •Assistance from business and industry

    •Using resources from distant communities

    •Effecting what community organizations develop and offer to educate the public


    •use for sharing messages and constructing exhibits,

    •understanding nature of technologies in use, potential, and maintenance.

  32. Textbooks: Center for Ocean Science Education Excellence -Florida Web Portal

    DeFina, A.V. (2006) Building science process skills The Science Teacher.(73) 1 36-41.

    Franks, S., McDonnell, J., Peach, C., Simms, E., & Thorrold, A., (20006) Guide to engaging scientists and educators in education and outreach. New Jersey, COSEE-Mid Atlantic.

    Griffin,J. (2004) Research on students and museums: Looking more closely at the students in school groups. Inter Science (88) s1, s590s70

    Kelley, Janet (2000). Rethinking the elementary science methods course: a case for content, pedagog

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

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