Course Information
The degree is built
around three major components; core courses, an extensive practicum, and
a project. A central theme of the curriculum is the integration of ecological
learning and the development of pedagogical skills.
Additionally, students will focus on many practical concepts that are needed
in delivering quality environmental education programs from land management
to administration.
Six Core Courses
Natural History of the Southern Great Lakes Region (3 credits)
This course is designed to familiarize students with the plants and animals of this region and the ecosystems in which they are found. Emphasis is on the 1) the interrelationships which exist in ecosystems 2) the function of ecosystems, both how they operate and how they impact surrounding systems and humans, 3) identify of the organisms that comprise the ecological community.Students are expected to work independently in this course. Much time will be spent in the field searching out, collecting, and/or identifying a wide variety of organisms. Additionally students are expected to investigate the ecological relationships of the organisms identified as well as behaviors and life cycles. (Professor – D. Miller)
Research Methods and Measurements (3 credits)
This is a lab class designed to give students an overview of designing, implementing, and reporting a scientific study. The class will address both ecological research as well as methods that could be used to analyze the success of educational strategies. Students will investigate the different ecosystems around the area using standard ecological data collection methods. They will learn to use environmental monitoring equipment to collect data and the basic statistics needed to analyze them. In addition, students will learn standard methods for evaluating learning and educational programs. (Professor - L. Zinn)
Principles of Environmental Education (3 credits)
The focus of this course is built upon distinctive concepts and skills needed for delivering quality environmental education programs. The following themes—within the context of natural history—will be part of the course: field-based and experiential education, inquiry, questioning, interpretation, settings, responsive instruction, program design, assessment and evaluation, and learner outcomes. This course will familiarize students with the principles of Environmental Education. Emphasis will be on how to teach, how to manage, how to be a good educator, how to become a better educator, and how to assess the educator and the program. (Team of Instructors – P. Steury, Dave O.)
Environmental Issues & the History of Environmental Education (3 credits)
A study of current environmental issues facing society. Topics include ethics, citizenry, environmental justice, theological implications, and organizations addressing issues. The various facets of the history of environmental education and outdoor education will be reviewed. A study of important literature relevant to all topics will be included (e.g. Aldo Leopold, Rachel Carson, John Muir, Wendell Berry) (Team of Instructors – P. Steury, L. Gascho)
Leadership for Environmental Education Programs and Centers (3 credits)
A study of essential skills and practices in the administration of an environmental education center. Topics include personnel management, strategic planning, personality styles, financial and resource management, budget preparation, board utilization, fundraising and capital campaign, day-to-day functioning of a nature center, and team development. (Professor – L. Gascho)
Land Management for Environmental Education (3 credits)
Experiential environmental education is "place-based" learning. It occurs at a "place" within a larger landscape. This landscape reflects the economic/social/spiritual values of humans, and the biological functions of the ecosystems it encompasses. This course is designed to provide an overviewof both the theory and practice of the management of this "place" for various ecological functions and human values that can contribute to the enhancement of an environmental education experience. (Team of Instructors – W. Minter, D. Miller)
Project (3 credits)
The project paper will be based on one of the following themes: a) environmental
issue investigation b) ecological data based investigation, or c) pedagogical
data based investigation. Project statement, literature review, critical
investigation, application, conclusion, and professional formatting
will all be expectations. Students will develop age-appropriate instructional
materials based
on the project themes.
Portfolio (3 credits)
Portfolio expectations will be assigned to students during each of the
first three semesters. These will include ecological observations,
photography, and nature writing. Students will participate in six topical
seminars, which will be offered throughout the year, and write a response
paper to each seminar. (Nature Photography, Writing in Nature, Exploration
of Faith and Spirituality, Sustainability, Wilderness First Responder,
and Public Presentation Skills)