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Graduate Course Proposal Form Submission Detail - SCE6346
Tracking Number - 1616
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Current Status:
Approved, Permanent Archive - 2008-03-31
Campus:
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Detail Information
- Date & Time Submitted: 2007-11-14
- Department: Secondary Education
- College: ED
- Budget Account Number: 172400
- Contact Person: Barbara Spector
- Phone: 9744254
- Email: spector@tempest.coedu.usf.edu
- Prefix: SCE
- Number: 6346
- Full Title: Environmental Site Explorations
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Environmental Sites Explore
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: On-site experiences at informal sci institutions (ISI) provide first hand opportunity to construct a holistic view of informal educ industry, its organization, career paths, management concerns, niches, nature and relationships among programs.
- Please briefly explain why it is necessary and/or desirable to add this course: Course is part of the Graduate Certificate in Informal Sciende Institutions Marine and Environmental Education
- 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? It is part of a required sequence in the certificate
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, twice
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree
- Objectives: Purpose: Understand the role of informal science education institutions in society, the local communities they serve, and ways to contribute to decision making at multiple levels in a single institution.
Objective:
The learner will be able to
a) Delineate the philosophy underpinning an organization
b) Establish effective connections within the industry
c) Identify commonalities and differences among sites and explain their significance
d) Provide evidence and rationale for the increasing importance of partnerships between formal and informal learning institutions
- Learning Outcomes: Students will be able to delineate the philosophy underpinning an organization, establish effective connections within the industry, identify commonalities and differences among sites and explain their significance in an informal setting by journal and paper writing, informal science 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 in given semesters. 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.
• Informal Science Institution Strategic Plan. Students will develop a strategic plan to enable an ISI to specialize in service to a specific audience in the community (e.g., be a teacher education hub, be a scout hub, home school hub).
• Mini-Teaching. A portion of the Informal Science Institution Strategic Plan will be taught, demonstrating understanding of the needs of various audiences in the community.
• ISI/ Formal Education Institution Guide for K-16. Class will assemble a guide to facilitate a seamless relationship between various types of informal science institutions and formal institutions. Students will complete a literature review and include the appropriate citings and an evaluation of perceived outcomes of the guide for the various audiences.
• Attendance and Professionalism. Students will be present and on time for all class meetings and will participate in classroom discussions and presentations.
• Final Assignment: Students will develop an original format to assess the degree in which they have integrated information from the experiences in this course into their own conceptual framework. They may get some ideas for unique formats by calling upon their avocations, hobbies, talents and interests. These projects will be presented during the final face-to-face meetings. They, therefore, are not constrained by electronic communication.
- Major Topics: Overview of the industry
•Specialization within the industry: entertaining and educating
•Organizing informal education agencies to creating a “home”
Trends in the industry:
•Forecasting and its implications:
Overview of individual organizations
•Accompanying philosophy and role in the community
Personnel roles in an ISI
•Definitions of job titles and responsibilities, including represent the agency
•Matching skills sets, work philosophy (ethic), professional image, and job requirements
•Diverse backgrounds of personnel entering the organization
•Capitalizing on multiple backgrounds
•Multi-tasking
•Career ladders, life style
•Agency hopping
•Internships
Roles of various type events
Decision-making in an ISI
•Interacting with a lay person board of directors
Organizational Management issues
•Identify financial needs
•Obtaining funds
•Impact of funding sources
•Justifying existence
•Financial role of different projects:
•Balancing revenue and non revenue events
•Management of education in informal agencies with varied settings
Psychological climate
- Textbooks: Friedman, A. J. (1995). Creating an academic home for informal science education. in (Eds.) J H. Falk and L. D. Dierking. Public Institutions for Personal Learning. Washington: American Association of Museums, 1995 pp 135-140
Conservation Education Trends Report-2004
American Zoo and Aquarium Association
AZA Education Trends Report Doc pg 6 of 16
Sobel , D. (1996). Beyond ecophobia, Reclaiming the heart in nature education. Great Barrington, MA. The Orion Society and the Myrin Institute
Connelly, F. M. and D. J. Clandinin (1990). "Stories of Experience and Narrative Inquiry."
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.