Graduate Course Proposal Form Submission Detail - SCE6345
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SCNS Liaison Notified of Graduate Council Approval
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USF-STPT approved 3/17/15. to USF Sys 3/18/15. to SCNS 3/26/15
- Department and Contact Information
Tracking Number Date & Time Submitted 5092 2014-10-14 Department College Budget Account Number Geography and Environmental Science and Policy AP 511224 Contact Person Phone Dona J. Stewart 34066 email@example.com
- Course Information
Prefix Number Full Title SCE 6345 Foundations of Environmental Education Theory Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 D - Discussion (Primarily) - Abbreviated Title (30 characters maximum) Found Environ Ed Theory Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
This course explores the history and goals of environmental education, with an emphasis on the professional roles and instructional methods of environmental educators.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. 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?
This is a new core course that will support our revised MA degree. The revisions to the MA are being made to meet identified student interest and more accurately reflect current and emerging themes within the discipline.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D. or ED in Education, Science Education or a related field.
- Other Course Information
The objectives of this course are:
a. to connect the emergence of environmental education to larger social and
political movements in the United States;
b. to distinguish between environmental education and related forms of
teaching including active science education and nature-based education;
c. to assess the integration of EE theory and current practice in modern
environmental education programming and delivery;
d. to develop personal competency with problem based learning
and issue investigation;
e.to be able to locate and use environmental education teaching and learning materials
B. Learning Outcomes
Students will be able to:
a. develop a environmental education learning unit designed for use in a K-12 school setting or an informal educational setting
b. identify and examine a critical state environmental issue within the context of a short research paper
c. examine current legislation movements regarding environmental issues by identifying and interviewing key leaders in the state or local community
C. Major Topics
history of environmental education
themes in environmental education
environmental education legislation
North American Association for Environmental Education (2004). Excellence in environmental education- guidelines for learning (K-12). NAAEE: Rock Springs, GA ISBN# 1-884008-78-X.
Chiras, D. (2006). Environmental Science, 7th edition. Jones and Bartlett. ISBN# 0-7637-0860-7
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
Type of Assignment Percentage of Grade
Environmental Issues Paper 30%
Environmental Education Mini Unit 30%
Environmental Education Interview Paper10%
Overall Grading Scale:
94% - 100 = A
93% - 86% = B
85% - 78% = C
77% - 70 % = D
69 and Below = F
G. Assignments, Exams and Tests
Quizzes: There will be three quizzes during the semester. These quizzes offer you the opportunity to demonstrate your comprehension and synthesis of the course material. Quizzes may consist of multiple-choice, short answer and/or essay questions.
Environmental Issues Paper: Students will write a 5-7 page paper on an environmental education issue of their choice. Students must have the approval of course instructor for your topic. Your paper must contain a minimum of 8 current references and must use the APA format for the paper. This paper should include the following: (1) Content and background of the issue/problem, (2) discuss environmental and economic concerns related to the issue, (3) identify differing positions related to the issue and (4) identify proposed solutions.
Environmental Education Interview Paper: Students are to interview two Environmental Education people within the community or state. This paper will be 5 pages in length. It should discuss the interviewee responses to the following questions:
1. Examine current legislation movements regarding environmental issues.
2. What is the current attitude of the state leaders, legislators toward EE?
3. Where does EE fit organizationally within state and local agencies? What support is provided for these positions?
4. What are the strengths of the state programs and other agency programs related to EE?
5. What are the weaknesses of the state programs and other agency programs related to EE?
6. What specific steps should be taken to build upon these strengths and address the weaknesses
7. Summarize your own reflections on the status of EE in your community/state?
Environmental Education Mini Unit: Students will create an environmental education unit to be used in a K-12 classroom or information education setting. State a specific grade level that will be used for this unit. This unit must include the following:
A comprehensive content outlines that serves as a resource for the entire unit
A list of the resources and materials that will be used throughout the unit, including complete references
A minimum of five lesson plans (format to be provided in class)
Formative assessments to be used throughout the unit
A summative assessment that covers the objectives of the entire unit
Participation/Discussion: Class attendance and participation is critically important. The nature of this course which emphasizes experiential learning and the practice of delivering instruction necessitates active participation in all class activities. Therefore, in order to receive your participation points you must attend class. Active involvement of every student is expected, especially in the small group projects. You are here be a part of it!
H. Attendance Policy
Course Attendance at First Class Meeting Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
If you are not in class you may not make-up and in class assignment or activity.
J. Program This Course Supports
ENV ED track in MA Enviromental Science and Policy
- Course Concurrence Information