Graduate Course Proposal Form Submission Detail - SCE6644
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Approved by SCNS
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. apprd eff 4/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 5093 2014-10-14 Department College Budget Account Number Geography and Environmental Science and Policy AP 511724 Contact Person Phone Dona J. Stewart 34066 email@example.com
- Course Information
Prefix Number Full Title SCE 6644 Interpreting and Teaching the Environment 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) Interp and Teach Environment Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
An introduction to interpretation as it relates to environmental education, including theories, principles, and techniques of interpreting park, cultural, and natural resources to the public.
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.)
PhD or ED in Education or Science Education
- Other Course Information
This course will provide students with opportunities to:
1. Explain the theories and principles of interpretation.
2. Understand the functions of interpretive communication in education and public relations efforts.
3. Define, contrast, and compare models of interpretive application.
4. Describe and utilize methods and skills in interpretation.
5. Design interactive programs for various age audiences and age groups, with emphasis on children.
6. Develop the ability to plan and execute effective interpretive programs and projects.
7. Visit and/or observe and evaluate selected interpretive services.
B. Learning Outcomes
Student Learning Outcomes:
Students will be able to:
1. Identify, examine and develop an environmental issue paper as the basis for interpretative educational programming
2. Create and present an “interpretative talk” based upon current research on an environmental issue
3. Create a visual interpretative display based upon environmental topics of a local interest
C. Major Topics
assessment of environmental education programs
Beck, L., & Cable, T. (2002). Interpretation for the 21st century (2nd Ed.). Champaign, IL: Sagamore Publishing.
Ham, S. (1992). Environmental interpretation. Boulder City, CO: North American Press
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.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
Type of Assignment Percentage of Grade
Class Attendance/Participation/Discussion 5%
Research Paper 25%
Research Presentation 10%
Thematic Interpretative Talk 15%
Interpretative Display 25%
Quizzes (2) 20%
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 two 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.
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. Peer feedback on all major assignments will also be expected. You are here be a part of it!
Research Paper: Each student will select an area of research pertinent to the development of an interpretative program. (Topic must be approved by the instructor). This paper will be 7-10 pages in length and follow the APA format and style of referencing. A minimum of 8 peer-reviewed references will be required.
Research Presentation: Each student will present the above research paper and lead a class discussion on the content of the paper. Powerpoint or other visual medium will be required as a supplement to the delivery of the presentation. A one page handout must also be prepared for the rest of the students.
Thematic Interpretative Talk: Each student will plan, develop an interpretative talk based upon environmental topics of a local interest. Students will select a particular age or grade level and gear their talk according to the academic and interest levels of this group. More details will be provided in class.
Interpretative Display: Each student will create visual interpretative display based upon environmental topics of a local interest. This project cannot be on the same topic that was used for the interpretative talk. Students will select a particular age or grade level and gear their talk according to the academic and interest levels of this group. This visual display must be both informative and creative. More details will be provided in class.
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,
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. It’s 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
1. Assignments will not be accepted late.
2. 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