1982
5 ? .

^^oumnter Institute 

In

Envl 

o

ronmentaR Education 

1982

AS WE ENTER THE LAST TWO DECADES OF THE TWENTIETH CENTURY IT

BECOMES INCREASINGLY CLEAR THAT MANY SERIOUS PROBLEMS CONFRONT

HUMANITY. THESE INCLUDE BURGEONING GLOBAL POPULATION;

INCREASING ENVIRONMENTAL DEGRADATION IN THE ATMOSPHERE, ON

LAND, AND IN THE OCEANS; THE DEPLETION OF MATERIAL AND NON

RENEWABLE ENERGY RESOURCES; TEE TERNINAT ION OF MANY PLANT

AND

ANIMAL

SPECIES AROUND THE GLOBE; AND THE INCREASING DANGER

OF THE ARMS RACE CONCLUDING IN A WORLD-WIDE NUCLEAR CONFLICT,

EXPERTS, AUTHORITIES, AND POLITICIANS ARE OFTEN SHARPLY DIVIDED

AS TO THE SCOPE, NATURE, AND SERIOUSNESS OF 

THE PROBLEMS, AND

ABOUT THEIR POTENTIAL SOLUTIONS, ITIS 

THE

INFORMED CITIZEN 

WHO

WILL BE 

CALLED UPON

TO INFLUENCE DECISION-MAKING IN THESE 

CONFUSED AND CONFUSING 

TINES,

ESPECIALLY, BUT NOT SOLELY IN 

THE

SO-CALLED

DEVELOPED 

WORLD.

BUT, WILL THE CITIZENS OF 

TOMORROW HAVE BEEN 

PREPARED

TO COPE WITH THESE DECISIONS, WILL 

THEY HAVE

THE SKILLS TO EVALUATE CONTRARY ARGUMENTS, TO WEIGH 

EVIDENCE, AND TO ACT ON POSITIVE AND INFORMED COURSES OF ACTION. 

CAN

THE

ADULTS OF TODAY BE RE-EDUCATED TO SEE THE CONNECTIONS 

BETWEEN

THEIR CURRENT CHOICE OF LIFE STLYES AND ACTIONS AND THE 

PROBLEMS OF APPARENTLY DISTANT REGIONS OF

THE PLANET CAN 

PEOPLE DEVELOP A FUTURE ORIENTED ATTITUDE IN WHICH THEY REALIZE

THAT THE ADULTS OF TODAY MERELY BORROW THE FUTURE FROM THOSE WHO

WILL

LIVE IN IT. 

THESE PROBLEMS ARE AT THE HEART OF CONTEMPORARY SCHOOLING AND THE

ISSUES THEY PRESENT MAY WELL REPRESENT THE ONLY JUSTIFIABLE SET OF

"BASICS" FOR PUBLIC SCHOOLS, BUT, SOME WOULD ARGUE THAT THIS SORT 

OF CONTENT 

HAS

NO PLACE IN SCHOOLS, WHILE 

OTHERS

WOULD SUPPORT 

AWARENESS OF THE BEAUTIES OF NATURE AND

THE VALUES OF WILDERNESS 

EXPERIENCE BUT WOULD DRAW THE LINE AT EXPOSURE TO 

URBAN

OR SOCIAL 

PROBLEMS IN SCHOOL PROGRAMS. 

BECAUSE THE ISSUES 

INCLUDED

IN

ENVIRONMENTAL CONCERNS CROSS

ALL

DISCIPLINARY BOUNDARIES AND 

ENCOMPASS THE

LIVES OF ALL AGE GROUPS 

THEY PROVIDE AN IDEAL BASIS FOR 

CURRICULUM

INTEGRATION AND FOR 

THE

EXPLORATION OF

ALL

ASPECTS OF EDUCATION, TO DO THIS WE HAVE DESIGNED 

A UNIQUE PROGRAM---THE SUMMER INSTITUTE IN ENVIRONMENTAL EDUCATION.

THE SUMMER INSTITUTE COMBINES WO CREDIT COURSES IN THE FACULTY OF

EDUCATION, EDUCATION 452-4: 

ENVIRONMENTAL EDUCATION AND EDUCATION

462-4' CASE STUDIES AND FIELD WORK IN ENVIRONMENTAL EDUCATION TO 

PORN

A COMBINED PROGRAM OF EIGHT SEMESTER HOURS VALUATION, THIS 

COMBINATION 

MAY

BE TAKEN BY STUDENTS IN THE PROFESSIONAL PROGRAM 

AS A 

SUMMER

SESSIONAL COMPONENT OF THEIR TOTAL 404 PHASE, OR BY 

TEACHERS

AS A SUMMER SESSIONAL OPTION. 

AS HAS BEEN SUGGESTED IN THE INTRODUCTION,

THE PROGRAM IS AN

INTEGRATED

EXAMINATION OF THE K-12 -ADULT CURRICULUM IN A TOTAL 

IMMERSION, EXPERIENTIAL FORMAT, IT EXAMINES ALL ASPECTS OF 

MAN'S

RELATIONSHIP WITH THE ENVIRONMENT, AND OF HUMAN IMPACT ON THE

ENVIRONMENT--BOTH NATURAL AND MAN-MADE, THE PROGRAM EXPLORES

SOME OF THE CONVENTIONAL TERRITORY OF ENVIRONMENTAL EDUCATION, 

FROM OUTDOOR EDUCATION, WILDERNESS EXPERIENCE PROGRAMS, TO 

ENVIRONMENTAL STUDIES BUT IT ALSO CONSIDERS THE URBAN, MAN- 

-MADE ENVIRONMENTAND ENVIRONMENTAL/SOCIAL PROBLEMS AND 

OPPORTUNITIES, FROM REGIONAL PLANNING TO ENERGY CONSERVATION 

AND RECYCLING. THE OVER-RIDING THEME OF THE PROGRAM IS, "HOW 

CAN SCHOOL EXPERIENCES, AT ALL AGE/GRADE AND SUBJECT CATEGORIES 

HELP TO DEVELOP STUDENTS' SKILLS IN THINKING, DECIDING, CHOOSING, 

VALUING AND ACTING. 

THIS PROGRAM IS NOT INTENDED FOR THE STUDENT WITH AN EXTENSIVE 

SCIENTIFIC BACKGROUND OR FOR THE WILDERNESS RECREATION EXPERT, 

ALTHOUGH SUCH PERSONS WILL ALSO FIND THE PROGRAM OF VALUE. IT 

IS DESIGNED TO APPEAL ALSO TO THE PROSPECTIVE ART TEACHER, AND 

TO THE PRIMARY SPECIALIST, OR TO THE TEACHER OF MULTI-CULTURAL 

PROGRAMS. 

FORMAT 

BECAUSE THE PROGRAM ENTAILS 

,

A LARGE AMOUNT OF ACTUAL FIELD 

EXPERIENCE AND OPERATES FROM EARLY MORNING TO EVENING IN INTENSIVE 

EXPERIENCES, IT IS OPERATED IN A TOTAL IMMERSION FORMAT. THIS 

MEANS THAT STUDENTS WHO TAKE THE SUMMER INSTITUTE TAKE THEIR 

TOTAL SUMMER SESSION COMPONENT IN THAT PROGRAM, AND SHOULD SELECT 

THE OTHER 8 HOURS OF THEIR 404 PROGRAM (IN THE CASE OF PDP STUDENTS) 

FROM COURSES OFFERED IN INTERSESSION OR BY DISC. DISC COURSES 

ARE OFFERED ON A FULL SEMESTER FORMAT, BUT BECAUSE STUDENTS STUDY 

INDEPENDENTLY, THEY CAN FIT A DISC COURSE IN TO THE SUMMER INSTITUTE 

SCHEDULE. THE SUMMER INSTITUTE's TWO COURSES ARE TAUGHT OVER A 

THIRTY DAY TINE BLOCK, STARTING ON JULY 

5' 1982

---SUNDAY, AUGUST 

1, 1982

FREE TIME PERIODS WILL BE SCHEDULED FOR STUDENTS DURING 

THE MONTH, BUT THE PROGRAM IS INTENSIVE IN NATURE. 

THE PROGRAM IS TYPICALLY OFFERED IN A SECONDARY SCHOOL WHICH IS 

USED AS BOTH A RESIDENTIAL BASE AND AS A WORKSPACE AND STUDY AREA. 

SOME CLASSROOMS ARE USED FOR DORMITORY ACCOMMODATION, WHILE THE 

HOME ECONOMICS ROOMS ARE USED FOR COOKING AND EATING. THE PART- 

-ICIPANTS ARE ORGANIZED IN TO GROUPS AND THE GROUPS PLAN AND 

PREPARE THEIR OWN MENU DURING THE MONTH. IN THIS WAY THE PROGRAM'S 

STAFF AND STUDENTS WORK IN A RESIDENTIAL FORMAT WITH COSTS BEING 

MINIMAL--- IN PARTICULAR, RENT FOR THE MONTH HAS RANGED FROM 

NOTHING TO $ 

2500

FOR THE MONTH, WITH FOOD COSTS VARYING DEPENDING 

ON THE EATING HABITS AND BUDGET SKILLS OF THE GROUPS. 

IN THE YEARS SINCE 

1971

IN WHICH WE HAVE BEEN OFFERING THE PROGRAM 

IT HAS BEEN IN KANLOOPS, SOOKE, SECHELT, NORTH VANCOUVER, AND IN 

THE STRATHCONA OUTDOOR EDUCATION CENTER. IN 

1982

WE ARE NEGOTIATING 

FOR A LOWER-MAINLAND COASTAL LOCATION, POSSIBLY AT SECHELT, B.C. 

SECHELT COMBINES URBAN AND REGIONAL DEVELOPMENT STUDY OPPORTUNITIES 

WITH EAST ACCESS TO GOOD WILDERNESS AND MARINE SITUATIONS. WE 

EXPECT TO FOCUS A MAJOR SEGMENT OF THE PROGRAM ON THE MARINE 

ENVIRONMENT OF B.C. AT THE SAME TINE, THE SECHELT LOCATION IS 

CLOSE TO METROPOLITAN VANCOUVER, BEING A 

MINUTE FERRY TRIP FROM 

HORSESHOE BAY UN WEST VANCOUVER. 

/0.)

THE PROGRAM IS 

TEAM

TAUGHT BY PERSONS WITH A WIDE EXPERIENCE IN 

MANY ASPECTS OF ENVIRONMENTAL EDUCATION. THIS SUMMER

THE TEAM 

WILL BE HEADED BY DR. MILTON MCCLAREN, FACULTY OF EDUCATION,

ME.

S.F.U. AND BY DR. PAUL HART, FACULTY OF EDUCATION, UNIVERSITY 

?

OF REGINA, IN REGINA, SASKATCHEWAN. 

THE ORIENTATION OF THE PROGRAM.WILL BE HOLISTIC AND INTER-

DISCIPLINARY AND WILL ADDRESS TEACHING 

MATERIALS, LEARNING

EXPERIENCES, 

AND

TEACHING STRATEGIES APPROPRIATE TO SUBJECT 

AREAS FROM MATH, TO ART AND PHYSICAL EDUCATION AND FROM K- 

ADULT. THE PROGRAM WILL TAKE A HIGHLY INDIVIDUALIZED APPROACH 

ALSO, WITH EACH STUDENT DEVELOPING A PERSONAL LEARNING CONTRACT 

FOR THE MONTH. 

REGISTRATION AND 

FEES.

STUDENTS

WHO

ARE ENROLLED IN

THE

PROFESSIONAL DEVELOPMENT PROGRAM

MAY PRE-REGISTER FOR EDUCATION 452 and 462 'IN THE SANE WAY AS FOR 

ANY OTHER SUMMER SEMESTER 404 COURSES. HOWEVER, THEIR PRE- 

-REGISTRATION WILL NOT BE CONFIRMED WITHOUT THE CONSENT OF THE 

PROGRAM INSTRUCTORS. TO OBTAIN THIS CONSENT STUDENTS SHOULD 

COMPLETE A COURSE QUESTIONNAIRE FOR THE SUMMER INSTITUTE. THE 

QUESTIONNAIRE MAY BE OBTAINED FROM DR. MILTON MCCLAREN, FACULTY 

OF EDUCATION, SIMON FRASER UNIVERSITY, BURNABY, B.C., V5A 1S6, 

OR FROM THE UNDERGRADUATE PROGRAMS OFFICE OF THE FACULTY OF 

EDUCATION AT S.F.U. NON-P.DP. STUDENTS MAY REGISTER AS SUMMER 

SESSION STUDENTS AND SHOULD CONTACT THE DIVISION OF CONTINUING 

STUDIES OR THE REGISTRAR'S OFFICE OF THE UNIVERSITY. 

TUITION FOR PDP STUDENTS IS INCLUDED IN THEIR NORMAL SUMMER

SEMESTER FEES, BUT THERE IS AN ADDITIONAL FIELD ACTIVITY FEE OF

$40.00 WHICH HRLPS TO DEFRAY THE COSTS OF EQUIPMENT RENTALS AND

OF SOME FIELD TRANSPORT DURING THE MONTH.

ENROLMENT WILL BE LIMITED TO 45 PERSONS. 

TO OBTAIN ADDITIONAL INFORMATION, STUDENTS SHOULD WRITE DR. MILTON

MCCLAREN, OR CALL 291-4151, 291-3395,

or

988-8395.

ZPA

c c, 

!'^ehA 

ff

,

Ole, ? 

c' 4fQ/s 

4

C'%A 

-of

CAI

AS WE ENTER ThE LAST T10 DECADES OF ThE TWENTIETH CENTURY IT

BECOMES INCREASINGLY CLEAR THAT }TANY SERIOUS PROLLENS CONFRONT

iUNANITY THESE INCLUDE BURGEONING GLOBAL POPULATION;

LNCREASING ENVIRONMENTAL DEGRADATION IN THE ATNos

p

IiErE, ON

LAND, AND IN THE OCEANS; THE DEPLETION OF MATERIAL AND NON

ENEWABLE 

ENERGY RESOURCES; THE )LTERMINAT ION OF MANY PLANT

ND ANIMAL SPECIES AROUND THE GLOBE; AND THE INCREASING DANCER

)F THE ARMS PACE CONCLUDING IN A WORLD-WIDE NUCLEAR CONFLICT.

EXPERTS, AUTHORITIES, 

AND POLITICIANS ARE OFTEN SHARPLY DIVIDED

S TO THE SCOPE, NATURE, AND SERIOUSNESS OF THE PROBLEMS, AND 

(tBOUT THEIR POTENTIAL SOLUTIONS. IT IS THE INFORMED CITIZEN 

WHO WILL BE CALLED UPON TO INFLUENCE DECISION-MAKING IN THESE

CONFUSE!) AND CONFUSING TD{ES, ESPECIALLY, RUT NOT. SOLELY IN

THE SO-CALLED DEVELOPED WORLD- BUT, WILL THE CITIZENS OF

TOMORROW HAVE BEEN PREPARED TO COPE WITH THESE DECISIONS, WILL

THEY HAVE THE SKILLS TO EVALUATE CONTRARY ARGUMENTS, TO WEIGH

EVIDENCE, AND TO ACT ON POSITIVE AND INFORMED COURSES OF ACTION0

CAN THE ADULTS OF TODAY

HE

RE-EDUCATED TO SEE THE CONNECTIONS .

BETWEEN THEIR CURRENT CHOICE OF LIFE SThYES AND ACTIONS AND THE

PROBLEMS OF APPARENTLY DISTANT REGIONS OF THE PLANET. CAN

PEOPLE DEVELOP A FUTURE ORIENTED ATTITUDE IN WHICE. THEY REALIZE 

THAT THE ADULTS OF 

TODAY MERELY BORROW

THE FUTURE FRO14 THOSE WHO

WILL .   

LIVE IN IT. 

?

I ?

1 }OLL_

THESE PROBLEMS ARE AT THE HEART OF CONTEMPORARY SCHOOLING AND THE 

ISSUES THEY PRESENT MAY WELL REPRESENT THE ONLY

JUSTIFIABLE SET OF 

*BASICS

t!

FOR PUBLIC SCHOOLS. BUT, SO1'iE WOULD ARGUE ThAT THIS SORT

OF CONTENT HAS NO PLACE IN SCHOOLS, WHILE OTHERS WOULD SUPPORT 

AWARENESS OF THE BEAUTIES OF NATURE AND THE VALUES OF WILDERNESS 

EXPERIENCE BUT WOULD DRAW

THE

LINE AT EXPOSURE TO URBAN OR SOCIAL

PROBLIiS IN SCHOOL PROGRAMS

BECAUSE THE ISSUES INCLUDED IN ENVIRONIENTAL CONCERNS CROSS ALL

DISCIPLINARY BOUNDARIES AND ENCOMPASS THE LIVES OF ALL AGE GROUPS

THEY PROVIDE AN IDEAL BASIS FOR CURRICULUM INTEGRATION AND FOR THE 

EXPLORATION OF ALL ASPECTS OF EDUCATION. TO DO THIS WE HAVE DESIGNED 

A UNIQUE PROGRAM---THE SUMMER INSTITUTE IN ENVIROENTAL EDUCATION- 

THE SUMMER INSTITUTE COMBINES TWO CREDIT COURSES IN THE FACULTY OF 

EDUCATION, EDUCATION 452-4: ENVIRONMENTAL EDUCATION AND EDUCATION 

462-4 CASE STUDIES AND FIELD WORK IN

ENVIRONMENTAL EDUCATION TO 

FORM A

COMBINED PROGRAM OF EIGHT SEMESTER HOURS VALUATION ThIS

COMBINATION MAY BE TAKEN BY STUDENTS IN THE

PROFESSIONAL

PROGRAM

AS A SUMMER SESSIONAL COMPONENT OF THEIR TOTAL 404

PHASE,

OR Y

TEACHERS AS A SUMMER SESSIONAL OPTION. 

AS HAS BEEN SUGGESTED IN ThE INTRODUCTION, THE FRCGRAM IS AN 

INTEGRATE) EXAMINATION OF T}iE !'-12 -PDULT CU;a<ICPLO1 it 

A

TOTAL 

L y MERSION, 

EiITIAL 

Ei '                           

FOiAT0 IT 

EXAMINES ALL ASPECTS OF

MANS

R&ATIONSlil' P 

WITH THE ENVLONMENT, AND OF 

WJHAL4 L4PACT Oi THE

ENVIRONr'.ENT--BOTh NATURAL AND AN-MADE. THE 

PROGRAM

EXPLORES 

. ?

2

SOME OF THE CONVENTIONAL TERgITORY OF ENVIRONMENTAL EDUCATION, 

FROM OUTDOOR EDUCATION, WILDERNESS EXPERIENCE PROGRAMS, TO 

ENVIRONMENTAL STUDIES. BUT IT ALSO CONSIDERS THE URBAN, MAN- 

-MADE ENVIRONMENT.- AND 

ENVIRONMENTAL/SOCIAL PROBLEMS AND 

OPPORTUNITIES, 

FROM REGIONAL

PLANNING TO ENERGY CONSERVATION 

AND RECYCLING. THE OVER-RIDING THEME OF THE PROGRAM IS, "HOW 

CAN SCHOOL EXPERIENCES, AT ALL AGE/GRADE AND SUBJECT CATEGORIES 

HELP TO DEVELOP STUDENTS' SKILLS IN THINKING, DECIDING, CHOOSING, 

VALUING AND ACTING. 

THIS

PROGRAM IS NOT INTENDED FOR THE STUDENT WITH AN EXTENSIVE 

?

- -3 

?

SCIENTIFIC BACKGROUND OR FOR THE WILDERNESS RECREATION EXPERT, 

ALTHOUGH SUCH PERSONS WILL ALSO FIND THE PROGRAM OF VALUE. IT 

?

(

?

IS DESIGNED TO APPEAL ALSO TO THE PROSPECTIVE ART TEACHER, AND 

TO THE PRIMARY SPECIALIST, OR TO THE TEACHER OF MULTI-CULTURAL 

?

-)

PROGRAMS. 

FORMAT 

BECAUSE THE PROGRAM ENTAILS A LARGE AMOUNT OF ACTUAL FIELD 

EXPERIENCE AND OPERATES FROM EARLY MORNING TO EVENING IN INTENSIVE 

EXPERIENCES, IT IS OPERATED IN A TOTAL IMMERSION FORMAT. THIS 

MEANS THAT STUDENTS WHO TAKE THE SUMMER INSTITUTE TAKE THEIR 

TOTAL 

SUMMER RESSION 

COMPONENT IN THAT PROGRAM, AND SHOULD SELECT 

THE OTHER 8

HOURS OF THEIR 404 PROGRAM (IN THE CASE OF PDP STUDENTS) 

FROM COURSES OFFERED IN INTERSESSION OR BY DISC. DISC COURSES 

ARE OFFERED ON A FULL SEMESTER FORMAT, BUT BECAUSE STUDENTS STUDY 

INDEPENDENTLY, THEY CAN FIT A DISC COURSE IN TO THE SUMMER INSTITUTE 

SCHEDULE. THE SUMMER INSTITUTE's TWO COURSES 

ARE

TAUGHT OVER A 

THIRTY DAY TIME BLOCK, 

STARTING

ON JULY 5, 1982 ----SUNDAY, AUGUST 

1, 1982. FREE TIME PERIODS WILL BE SCHEDULE]) FOR STUDENTS DURING 

THE MONTH, BUT THE PROGRA 

M

?

Tl,iiVE IN NATURE. 

THE PROGRAM IS TYPICALLY OFFERED IN A SECONDARY SCHOOL WHICH IS 

USED AS BOTH A RESIDENTIAL BASE AND AS A WORKSPACE AND STUDY AREA. 

SOME CLASSROOMS ARE USED FOR DORMITORY ACCOMMODATION, WHILE THE 

HOME ECONOMICS ROOMS ARE USED FOR COOKING AND EATING. THE PART- 

-ICIPANTS ARE ORGANIZED IN TO GROUPS AND THE GROUPS PLAN AND 

PREPARE THEIR OWN MENU DURING THE MONTH. IN THIS WAY THE PROGRAM'S 

STAFF AND. STUDENTS WORK IN A RESIDENTIAL FORMAT WITH COSTS BEING 

MINIMAL--- IN PARTICULAR, RENT FOR THE MONTH HAS RNGE1) FROM 

NOTHING TO $ 25.00 FOR THE MONTH, WITH FOOD COSTS VARYING DEPENDING 

4 ?

ON THE EATING HABITS AND BUDGET SKILLS OF THE GROUPS. 

•4t- 'c:/

)

•

IN

THE YEARS SINCE 1971 IN WHICH WE HAVE BEEN OFFERING THE PROGRAM 

?

IT HAS BEEN IN KANLOOPS, SOOKE, SECHELT, NORTH VANCOUVER, AND IN 

THE STRATHCONA OUTDOOR EDUCATION CENTER. IN 1982 WE ARE NEGOTIATING 

FOR A LOWER-MAINLAND COASTAL LOCATION, POSSIBLY 

AT SECHELT, B.C. 

SECHELT COMBINES URBAN AND REGIONAL DEVELOPMENT STUDY OPPORTUNITIES 

WITH EASY ACCESS TO GOOD WILDERNESS AND MARINE SITUATIONS. WE 

EXPECT TO FOCUS A MAJOR SEGMENT OF THE PROGRAM ON THE MARINE 

ENVIRONMENT OF B.C. AT THE SANE TIME, THE SECHELT LOCATION IS 

CLOSE TO METROPOLITAN VANCOUVER, BEING A 45 MINUTE FERRY TRIP FROM 

HORSESHOE BAY IN WEST VANCOUVER. 

5 ?

D.4fN,,V

THE PROGRAM IS TEAM TAUGHT BY PERSONS WITH A WIDE EXPERIENCE IN 

?

MANY ASPECTS OF ENVIRONMENTAL EDUCATION THIS SUMMER THE TEAM 

?

WILL BE HEADED BY DR MILTON NCCLAREN, FACULTY OF EDUCATION, 

?

/

S.F.U. 

REGINA,

AND

BY

REGINA,

DR. PAUL 

SASKATCHEWAL

HART, FACULTY OF EDUCATION, UNIVERSITY 

?

M'v

THE ORIENTATION OF THE PROGRAM WILL BE HOLISTIC AND 

INTER- 

DISCIPLINARY AND 

WILL ADDRESS TEACHING MATERIALS, LEARNING 

EXPERIENCES, AND TEACHING STRATEGIES APPROPRIATE TO SUBJECT 

AREAS FROM MATH, TO ART AND PHYSICAL EDUCATION AND FROM K- 

ADULT. THE PROGRAM WILL TAKE A HIGHLY INDIVIDUALIZED APPROACH 

ALSO, WITH EACH STUDENT DEVELOPING A PERSONAL LEARNING CONTRACT 

FOR THE MONTH. 

REGISTRATION AND FEES. 

STUDENTS WHO ARE ENROLLED IN THE PROFESSIONAL DEVELOPMENT FROGl?.1 

MAY PRE-REGISTER FOR EDUCATION 452 and 462 IN THE SAME 

WAY AS 

FOR

ANY OTHER SUMMER SEMESTER 404 COURSES. HOWEVER, THEIR PRE- 

-REGISTRATION 

WILL NOT BE CONFIRMED WITHOUT THE CONSENT OF THE 

PROGRAM INSTRUCTORS. TO OBTAIN THIS CONSENT STUDENTS SHOULD 

COMPLETE A COURSE QUESTIONNAIRE FOR THE SUMMER INSTITUTE. THE 

QUESTIONNAIRE MAY BE OBTAINED FROM DR. MILTON MCCLAREN, FACULTY 

OF EDUCATION, SIMON FRASER UNIVERSITY, BURNABY, B.C., V5A 1S6, 

OR FROM THE UNDERGRADUATE PROGRAMS OFFICE OF THE FACULTY OF 

EDUCATION AT S.F.U. NON-P.DP, STUDENTS MAY REGISTER AS 

SUMMER 

SESSION STUDENTS AND SHOULD CONTACT 

THE DIVISION

OF CONTINUING 

STUDIES OR THE REGISTRARS OFFICE OF THE UNIVERSITY. 

TUITION FOR PDP STUDENTS IS INCLUDED IN THEIR NORMAL SUMMER 

SEMESTER FEES, BUT THEIE IS AN ADDITIONAL FIELD

ACTIVITY FEE OF 

$40.00 WHICH HELPS TO DEFRAY THE COSTS OF EQUIPMENT RENTALS AND 

OF SOME FIELD TRANSPORT DURING THE MONTH. 

ENROLMENT WILL BE LIMITED TO 45 PERSONS 

TO OBTAIN ADDITIONAL INFORMATION, STUDENTS SHOULD WRITE DR. MILTON 

Abb ?

MCCLAREN, OR CALL 291-4151, 291-3395, or 988-8395. 

I ?

INFORMATION QUESTIONNAIRE: SUMMER INSTITUTE IN? 

ENVIRONMENTAL EDUCATION. 

SUMMER: 1982. 

The information collected on this questionnaire 

is intended to help us design a program which is 

more suited to the students who will take Education 

452 and 462 as the Summer Institute in Environmental 

Education in the summer of 1982. It is not the 

intention of the questionnaire that is be a selection 

device. 

NAME: 

?

ADDRESS: 

Telephone Number: Work: ? 

Home: 

Present Status: 

(

?

) Teacher: Name District & Grade/Age 

or Subject. 

Student Teacher:( ? 

) Education 401/402 ( 

?

) Education 405 ( 

?

)

Other:_______________________________________________ 

Undergraduate Student: Describe program, major, year, etc. 

PREVIOUS EXPERIENCE: 

Please provide a brief description of your previous experience in Environmental 

Education, Outdoor Education, Outdoor Recreation, Conservation or Environmental 

Causes, etc., if any. 

PRESENT GOALS: 

Please indicate some of the major reasons which you have for wishing to take 

the Summer Institute at this time. Specifically, what would YOU like to get 

from the course. 

.2

POTENTIAL CONTRIBUTIONS: 

If you feel that you have particular skills, attitudes, experience, 

talents or attributes which would contribute generally or specifically 

to the experience in this course for other students and instructors, 

indicate this here. 

SPECIAL NEEDS: 

If you have any special requirements (medical or physical limitations, food 

preferences, or life-style needs) which must be met in order for the experience 

to be a good one for you, list or indicate these here. 

OTHER: What other things 

might assist us in 

would particularly 

put them. 

would you like to tell us about yourself which 

planning the program. Do you have things you 

like to see us include. This is the place to 

RETURN THE COMPLETED QUESTIONNAIRE TO: 

Dr. Milton McClaren, Faculty of 

Education, Simon Fraser University, 

Burnaby, B.C. V5A 1s6. (604) 291-3395 

or (604) 988-8395. 