The study of current trends and methods of instruction in environmental education. Prior philosophy will be used to interpret current issues in environmental education. Cross-listed as EDUC 372. Prerequisite: EDUC 300.
Prerequisite(s) / Corequisite(s):
Course Rotation for Day Program:
Most current editions of the following:
Education for Sustainability
By Huckle, J. & Sterling, S (Earthscan Publications Ltd.) Recommended
• To analyze philosophical precedents in environmental education. MoSTEP 1.1, 1.2, 1.3, 1.4, 1.5. • To examine national and state educational standards for social studies, science, and disciplines related to environmental education. MoSTEP 1.1, 1.2, 1.3, 1.4, 1.5, 4.1, 4.2, 4.3. • To access research based strategies that are optimum for instructing and evaluating topics in environmental education. MoSTEP 3.2, 3.3., 3.4, 5.1, 5.2, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 11.1, 11.2.
• Select and critique current professional articles related to management of air and water quality, soil and vegetation, animals and the biosphere, human population, and energy. • Examine and debate decisions made at the local, state, and national levels that impact the environment. • Analyze past and current trends in the use of natural resources. • Present potential political and scientific solutions to environmental issues. • Using the national and state standards and benchmarks, design formative and summative assessments for specific topics in environmental education. • Construct a continuum of multifaceted lessons addressing at least three essential topics in this content.
Major philosophies and theories in environmental education
Curriculum design, using nation land state science, social studies, and other related standards
Planning and implementing assessments, instructional methods, and evaluation tools
Resources for environmental education
Historical and current trends and issues
Recommended maximum class size for this course: 20
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.