S.75-57
To
?
.
SENATE ?
. .
. ?
from
SENATE
COMMITTEE OUNDERGRADUATSTUDIES
Subject.
MINOR IN ENVIRONMENTAL FDUCATION
Date
APRIL
18, 1973
MOTION: ?
"That Senate approve, as set forth in S.73-57,
the Minor in Environmental Education."
0
On the recommendation of the Faculty of Education, the Senate
Committee on Undergraduate Studies has approved the proposal for a
Minor in Environmental Education, as set forth in SCUS
73-10,
and forwards
it to Senate for its consideration. This submission contains the follow-
ing information:
(a)
description of the minor;
(b)
definition of, and rationale for,
environmental education; and
0 ?
(c) Calendar description.
It should be noted that this proposal is one of a number of minor
programs, emanating from the Faculty of Education and envisaged in the
reorganization of that Faculty undertaken in the Summer of
1971.
The
question of whether or not such a program constituted a new program
and would therefore have to be submitted to the Academic Planning
Committee before transmission to Senate was discussed in SCUS and
referred to the Chairman of Senate. His ruling was that, since the
submission of such minor programs had been envisaged in the reorganiza-
tion of the Faculty and that this program constituted, with one
exception which was designed principally as a supplement to an existing
course, a rearrangement of existing courses to fulfil a specific
purpose, it would not have to be submitted to the Academic Planning
Committee but must be approved by Senate before it could go Into
effect. The Senate Committee on Undergraduate Studies therefore
submits this proposal to Senate for its approval.
CNA
C.
I. Mugridge
0
SIMON FRASER
MEMORANDUM
UNIVERSITY (
?
'fr
Faculty of
Education ?
.From ... ... ... ....
Undergraduate Programs
Subject
?
Minor: ?
Environmental EducatIon
?
...
?
Date..
?
....February 19,
1973...................................
Motion:
That the Minor in Environmental Education described in paper FE 73-8
be approved.
S
40
FE 73-8
.
?
PROPOSAL FOR A MINOR
TITLE: ?
Minor in Environmental Education
ORIGINATOR:
?
Dr. Milton McClaren, Associate Professor,
Faculties of Education and Science, Acting
Director, Division of General Studies.
FACULTY:
?
Dr. M. McClaren and Consultants.
ACTION
?
DATE
1.
Undergraduate Programs Committee
2.
Dean's Executive Committee
3.
Faculty Meeting
4.
Senate Committee or Undergraduate Studies
5.
Senate
Feb. 7, 1973 M. S. O'Connell
Feb. 19, 1973 D. R. Birch
Feb.-23, 1973
?
D. R. Birch
o
FACULTY OF EDUCATION
Proposal for a Specific
Minor
1.
Title:
?
Minor in Environmental Education
2. Originator:
Dr. Milton McClaren, Associate Professor, Faculty
of Education, Faculty of Science (Biosciences) and
Acting Director, Division of Continuing Education.
3.
Faculty & Resource Personnel:
The following list includes SFU faculty who have been Involved
In planning and teaching courses and special topics offering in
the fields of environmental and outdoor education since the summer
of 1971. In addition, it includes the names of consultants and
visiting
appointments who have been involved specifically In this
field since
1971.
Coordinator: Dr. Milton McClaren, Associate Professor:
Biosciences/Education
Dr. Glen H. Geen, Associate Professor & Chairman,
Biosciences
Dr. A.H. Turnbull, Professor, Biosciences, SFTJ
Dr. T. O'Riordan, Associate Professor, Geography. SFU
.
?
Dr. W.B. MncDermott, Assistant Professor, B; SFU
Dr. K. Taylor, Science Faculty (Biology), Cariboo College
Mr. W.D. Williams, Science Faculty (Biology), Cariboo College
Mr. Brian
D. Herrin, Intermediate Consultant, S.D. #39
(Vancouver)
Mr. H.L. Walker, Social Studies Department Head, Magee
Secondary School, Vancouver
Member, B.C.T.F. Environmental Education
Task Force
Executive
Member, Provincial Social Studies,
PSA
Mr. B. Dowling, Science Department, Howe Sound Secondary
School
Faculty Associate In Education, SFU 1972-73
Executive Member, Science Teachers' PSA
Mr. Stan King, Architect & Planner, King Graphics Ltd.,
Vancouver
Mr. lb.
C. Hansen, Architect
Mr. Ralph L. Shaw, Principal, Bert Edwards School, Kamloops
Chairman, B.C.T.F. Environmental Education
Task Force
Executive Member,-B.C. Wildlife Federation
Secretary, McQueen Lake Environmental
Studies Center Committee
6
4. Purpose: The purpose of this minor is to develop teachers who have
the general competencies of classroom teachers but who
have additional skills in the following areas:
(1)
The design and operation of environmental and outdoor
eduction programs from grades K-12.
(2)
The organization and operation of: day center outdoor
education programs:
: residential outdoor
education programs
: Wilderness outdoor
recreation programs.
: Urban studies and
other interdisciplinary environmental education school
progema,
The first emphasis of the program will be on the development
of the fully competent classroom teacher.
The development of this minor should provide a pool of trained
manpower to meet the needs of the 21 school districts In B.C.
now organizing or operating environmental or outdoor education
programs (McClaren, M. & Ramsay, M., 1973).
In addition it should support the reconiendations regarding
teacher in-service and pre-service education made by the
B.C. Committee on Outdoor Education and the B.C.T.F. Environ-
mental Education Task Force, as well as by the Althouse
Conference UN.E.S.C,O., 1972).
5. Pre-requisites:
Completion of the minor in Environmental Education
requires the completion of nine semester hours (minimum) of
courses selected from the following:
Biology 102-4: Introductory Biology
Biology 204-3: Ecology
Biology 003-3: The Biology of the Population Explosion
KinesIology 042-3:
Man & Movement
Kinesiology
044-3: Esthetic Forms of Human Movement
Geography 001-3: The Geography of the Technocratic Society
Geography 101-3: General Geography
Geography 211-3: Physical Geography
Geography 221-3: Economic Geography
Economics 100-3: Introduction to Economics
- ?
Economics
1523:
History of Economic Development (B).
0 ?
Philosophy 120-3: Moral Philosophy
PSA 121-3: Social Structure
PSA 221-3: Social Structure of Industrial Societies
Psychology 106-3: Social Issues
(Subtitution3 only with permission of the Supervisor of the
Minor or the Director of the Undergraduate Programs, Faculty
of Education),
6. Courses Required to Complete the Minor:
Education 462-4: Environmental Education
Education
452-4: Field Studies and Case Studies in Environ-
mental Education
In addition to the two courses listed above, students are
required to select a minimum of
six
semester hours from the
following recommended courses.
Education 442-4: Contemporary Issues in World Education
Education 471-4: Curriculum Development
Education 474-4: Designs for Learning, Social Sciences
S ?
Education 475-4: Designs for Learning: Natural Sciences
Education 479-4: 2hysical Education
Behavioural Sciences 427-5: Behavioural Sciences and the
Study of the Future
Biological Sciences 404-3: Plant Ecology
Biological. Sciences 409-3: Field Ecology
Biological Sciences 304-3: Animal Ecology
Biological Sciences 336-3: Vascular Plants
Biological Sciences 326-3: Non-Vascular Plants
Geography 314-3:
Geography 315-3:
Geography 344-3:
Geography 349-3:
Geography 431-5:
Climatology I
Biogegraphy I
Geography of Contemporary Industrial
Societies
Human Microgeography
The Landscape in Science, Music and
Literature
Kinesiology 320-3: Cultural Aspects of Human Movement.
(Substitutions only with permission of the Supervisor of
the Minor or the Director of Undergraduate Programs,
Faculty of Education.)
U
5 ?
7.
New
Course(s) Recommended to Strengthen the Minor:
Education 452-4--Field Work and Case Studies in Environmental
Education
This course will emphasize the application of concepts and
methods to problems of environmental education program operat-
ion under actual school setting conditions.
Pre- or Corequisite: Education 462-4: Environmental Education.
Value:
?
4 semester hours.
?
Vector Description: ?
2-0-4.
8. Field
Work:
Field
Work Is integral to Education 452-4 and is a major component
of Education
462-4. Special Teaching Placements may be arranged
for some students during half of Education 405, where these are
appropriate to the students' experience and are recommended by
Faculty Associates. Special placements during Ed. 405 are not a
requirement
for the Minor.
9.
Timetable or Sequence of Course Offering:
S ?
Education 462 and 452 will rtorml1y be offered as past
of
Education
404, although scheduling preference will be given to the Summer
Session period so that they are accessible to in-service teachers
as well as to Minor students. Education 462-4 may be offered in
the Fall and Spring Semesters, if this seems appropriate and student
demand warrants It. Education 452, because of its field work re-
quirements, will normally be offered only during the summer semester,
or in
special format in field locations in other semesters.
10.
Present Faculty Resources:
Dr. Milton McClaren:
?
Associate Professor.
3-4 Associate Positions in Science Education.
3-4 Associate Positions in Social Studies.
1-2 Associate Positions in Environmental Education, with sub-
sidiary emphasis in other fields.
In addition, the faculty is at present authorized to recruit one
additional permanent faculty member in Science Education and this
position should also support this Minor.
Faculty Associates 1972-3:
C. Murray, A. Whitney, E. Dowling,
C. Sigmund, J. Sjvold, J. Collins.
S
In
addition, the faculty and resource people listed
in
the porposal
have all indicated their willingness to assist in the planning and
operation
of this Minor.
0 ?
Other Resources: The Minor has received equipment support from:
•
The
Department of Biological Sciences, SFU.
• Cariboo Regional College, Kamloops.
• School District
II
39, Vancouver.
• School District
II
44, North Vancouver.
• School District
1/
24, Kamloops (McQueen Lake Environmental Studies
Center).
• Planning Department, Vancouver City.
• Department of Education: Province of Ontario.
• Department of Recreation & Conservation: British Columbia.
• The B.C. Committee on Outdoor Education.
• The B.C. Teachers Federation.
This support in terms of personnel and logistic support is expected
to continue with the development of the Minor, as a supplement to
resources now available at SFU. We have also proposed to the Pro-
vincial
Government the addition of a 200 acre field study site
adjacent to the present SFU campus lands. This application, is
pending, but it is not essential to the operation of the
Minor.
11. Number
of Students that could be Accommodated:
60 per year maximum.
is
12. Transcript Notation:
Environ.
Educ.
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• '• ?
S05 73-/OR
SIMON FRASER UNIVERSITY
MEMORANDUM
•...
Dr.
?
........
M
.
.O
?
......
................From
Dr. ?
MM
ton McClaren, ...Di
Director of professional Program
Facu
.. ..ty .... of .... Edi.icatidn
.
... .......................
Subject
..........................................................................................................
Division of Continuing Education
Date ....
March 22, 1973
You have asked me to supply the Senate Committee on
Undergraduate Studies. with two additional pieces of
data with respect to the proposal for a minor in
Environmental Education. These are: (a)definition
of Environmental Education,
?
and (b) a rationale
for Environmental Education.
Environmental Education is a difficult field to define,
hence, I can understand those concerns. Environmental
?
?
•
?
Education is a generic term for a group of rather
diverse specific educational programs.
?
Included in
the genus are: Outdoor and Wilderness Education,
Outdoor Recreation, School Adventure Programs (Outward
Bound and its derivatives), Urban Studies, Environmental
Science, Ecology and in particular Human Ecology.
Perhaps the best way to view Environmental Education is
to take the approach preferred now by Curriculum groups
such as the Group for Environmental Education in the
Environmental Studies Project in the U.S., or more
recently by the Worth Commission on Education in Alberta,
and to view Environmental Education as a theme or
strand which is woven through the curriculum from K12
and into adult education. This concept is important,
because most curriculum theorists who have written
about Environmental Education, including myself, have
taken the position that, in fact, Environmental
Education must not be seen as another "course" or "unit"
'in the curriculum because this would be dysfunctional
of the attainment of the objectives. Many of the recent
B.C. Curricula (e.g. the Elementary Science program;
the elementary socials curriculum, and the senior
socials curriculum have sections which deal with the
human environment, either on a personal, regional, or
global basis, but unfortunately most teachers do not
?
• ?
know how to deal with topics requiring an interdisciplinary
or integrative approach.
?
It is our objective in developing
a minor in Environmental Education at S.F.U. to educate
teachers who will have expertise in both the field of
Environmental Education per se, but more importantly,
who will be able to design and operate integrated
programs in co-operation with teachers from other
?
•
?
disciplines.
-2-
.S.
The program which we have created at S.F.U. has been a
leader in this field in Canada, and has been externally
assessed as such by both Professor J. Passmore of the
University of Toronto in his recent survey, Outdoor Education
in Canada, and by the Federal Department of the Environment.
The approval of this minor, with its single attendant new
course is essential to the continuation of this leadership
position. ?
I am attaching for the information of the
committee the "Rationale Statement" on Environmental
Education which was prepared by the B.C.1.F. Environmental
Education Task Force and which was accepted by the
Curriculum Directors of the Teachers' Federation. ?
I also
attach some additional information from other sources.
I would greatly appreciate the opportunity to speak to
this matter at the next meeting of SCUS.
Yours very truly,
i_.
?
1k
AA
Dr. Milton McClaren
:kp
End.
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-3
-
"We must meet at least two minimal needs - the need
for environmental education of a scope never before
undertaken, and the need for a man-centred environmental
ethic."
George B. Hartzog, Jr.,
National Park Service.
"It is incumbent on every individual of every age to
improve the quality of the environment in which man
lives. ?
Education's role is critical.
?
We must provide
the leadership in a developing an aware and enlightened
citizenry equipped with a basic understanding of
environmental problems, the knowledge and skills to
solve these problems and a basic motivation and desire
to act upon them."
Don Morrison, President
National Education Assoc.
.
"Education must become the number one priority of the
world. ?
It is no longer enough to understand the past
or even the present. Man must learn to anticipate
direction and change, and teachers must help students
acquire knowledge, ethical standards and lift styles
which recognize man's personal responsibility to qualify
environment."
Jim Roady, President 71-72
Assodation of Classroom
Teachers
National Education Assoc.
A widely used method of teaching environmental education,
the strand approach, is advocated by the NPS in its
National Environmental Study Area (NESA) program. This
method weaves strands of environmental information through
regular subjects and incorporates environmental experiences
and encounters with the inquiry method to create an
.
?
integrated education program. The NPS believes that the
strand approach will leadstudents to a good understanding
of the uses and abuses of their environment.
-
• ?
"Environmental education is not just a new fad of
education or a new fad of citizen concern.
?
It is not just
another element added to our curriculum. Environmental
education is a fundamental element of education, of
community action, and of life. We educators value
environmental education because of the educational
imperatives it represents. To do otherwise would be
shallowness of educational theory and practice. The
importance of environmental education can be deduced
either through a consideration of. the education crisis
or a consideration of the environmental crisis.
?
It is
time to map out a program for action, a program that
will not be just an instant response to a temporary
human need. We need an agenda for action that will help
produce a new environmental ethic, a program that will
relate education integrally to cardinal virtues recognized
by all mankind - peace and love, and environmental quality,
without which neither of the other cardinal virtues is
attainable."
From: Weidner, E.W. in
"Processes for a Quality
Environment ?
University
o f
Wisconsin, Green Bay ,1971.
THE FOLLOWING STATEMENT WAS PREPARED FOR THE
B.C.TEACHERS' FEDERATION TASK FORCE ON
ENVIRONMENTAL EDUCATION.
• In Developing a rationale for environmental education, we are
conscious of certain facts. First, the schools are continually
called upon to respond to social problems via the development
of educational programs, Within recent time alone, schools
have been asked to deal with
sex
and morality issues, drug
abuse, ethnic/cultural problems, poverty, and many other
contemporary social concerns. Second, the schools do not
hove infinite human, physical or financial resources. Thus,
teachers, school administrators, parents, and students must
examine any rationale statement supporting the involvement of
the public educational system in environmental education in the
light of the many competing demands placed upon schools, and
must attempt to determine the position of environmental educa-
tion in contemporary educational priorities. Moreover, any
statement of a rationale must outline the role to be played
Specificallyat the schools in the total process of environmental
educotion. It is with these facts in mind that the Task Force
has developed a statement of a rationale for environmental edu-
co,'on.
• First, should environmental education be considered to have
o high priority for public education:? It is now widely recognized
by the global community of scholars and increasingly by political
.
agencies throughout the world that environmental problems of
very serious magnitude threaten the biosphere. Principal among
these problems may be overpopulation and environmental pollution,
but certainly environmental problems are not restricted to these
two areas. It is not productive to overemphasize the potential
"crisis" situation inherent in environmental problems, but it is
important to realize that concerted action is necessary now if these
problems are to be eliminated and if the process of environmental
deterioration is to be reversed.
No matter how environmental problems are viewed, it should be
obvious that many of these problems are deeply rooted in con-
temporary and historical human values and attitudes: these
values and attitudes must be understood if they are to be changed.
We must also fully appreciate the implications of changing them.
The soiuton to environmental problems does not lie in superficial
measures, but will be found only in fundamental alterations in
human life style and behavior.
It is, therefore, our contention as a Task Force, that not only
are environmental problems both real and grave, but that they
can be attacked at least in part through education. It is our
. ?
opinion that environrr.entol education should hove a high priority
at all levels of public education.
• In terms of the second item for consideration, namely the
specific role of the schools in environmental education, we
advance certain proposals: the role of schools in environmental
education must not solely be that of tronsfering or distributing
information. Environmental education programs in schools must
teach people to examine information critically, to consider
alternatives, to make decisions and to evaluate consequences,
and to devise and operate effective strategies. Moreover,
the first task of environmental education in schools must be the
systematic examination of human values and attitudes in regard
to man and his total environment. The goal of this process must
be the development in the students of an awareness of their own
attitudes and values.
It may be that many agencies in society can provide information
more effectively than con the schools. Many other forces in
sociey can and do shape and develop values and attitudes,
but Few, if any other social agencies, can provide peojle with
. ?
the tools which they need, in order to cope intelligently with
information, and to systematically become aware of their values
and of influences upon these values.
-6-
•
• It is our contention, therefore, that school environmental
education programs must have certain components if they are
to satisfy this rationale. These ore:
a) They must be multi-disciplinary emphasizing the inter-
relationships in the envronment.
b They should focus on contemporary problems, rural and urban,
man-made and natural.
c)
They should use formal and informal education processes in a
variety of settings (especially those outside the classroom).
d)
They should emphasize the development of attitudes and
values as well as the dissemination of information.
e) They must be concerned with all age groups and should be a
continuing process.
l Programs of environmental education should themselves present
and represent new forms of learning environments so that students
may actively explore alternatives, make decisions, and evaluate
the consequences of their actions.
It
should further be noted that environmental education is a brood
term, and will include programs in urban studies, field ecology,
outdoor education, nature study, and so on. Environmental edu-
cation is not a "curricular box" or "cell," but is rather a strand
woven through many parts of the existing curriculum. It may also
be viewed a. a process of developing awareness of the total human
environment.
It i ou
.
i h.p that informed citizens will guide and insist upon the
.evelopment of wise public policy with respect to environmental
problems. But it is also hoped that effective programs of environ-
mental education will produce citizens who are prepared to make
the personal changes which will be required of us oil, if we ore
to achieve a quality environment.
SciS 1---ioe
.
CALENDAR DESCRIPTION: MINOR IN ENVIRONMENTAL
EDUCATION.
Minor in Environmental Education.
A minor in Environmental Education may be taken in conjunction
with the Bachelor of Education degree. The minor will
normally be accompanied by an academic major, but students
seeking the B.Ed. degree may complete degree requirements
by completing two academic minors, each taken in an Arts
or Science department or program. This latter option is
acceptable only with the written permission of the Dean
of Education (see "Requirements for the B.Ed. degree")
Requirements
Students may enrol in the minor program only with the
permission of the Director of Undergraduate Programs,
Faculty of Education. While there are a number of ways to
complete the minor requirements, student programs must be
approved by the Faculty of Education. Students seeking more
. ?
information about the minor should contact the Director of
Undergraduate Programs, Faculty of Education.
Lower Division Courses.
A total of nine semester hours (minimum) of lower division
courses to be selected from the following:
Biological Sciences: Bio.Sc.1024, Bio.Sc.2043, Bio.Sc.0033.
Geography: Geography 001-3; Geography 101-3; Geography 211-3;
Geography 221-3.
Economics: Economics 100-3, Economics 152-3
Philosophy: Philosophy 120-3
Kinesiology Kines. 042-3; Kines. 044-3.
Political Science, Sociology & Anthropology
:
PSA 121-3;
PSA 221-3.
Psychology: Psych. 106-3
(Substitutions of non-listed courses may be made only with
written consent of the Director of Undergraduate Programs).
0
9
-2-
0 ?
Upper Division Courses
A minimum of 14 semester hours of courses are required to
complete the Upper Division requirements of the minor.
Education 462-4: Environmental Education, and Education
452-4: Case Studies and Fieldwork in Environmental Education,
are required of all students seeking the minor. The
remaining 6 hours (minimum) should be selected from the
following courses:
Education: Educ. 442-4; Educ.471-4; Educ. 474-4;
?
Educ.476-4; Educ.479-4.
Behavioural Sciences: BSF 427-5
Biological Sciences: Biol.404-3; Biol.409-3; Biol.304-3
Biol.336-3; Biol. 326-3
Geography: Geog.314-3; Geog.315-3; Geog.344-3;
?
Geog. 349-3; Geog.431-5
Kinesiology: Kines. 320-3.
•
?
Notes: Students may not use credit from a single upper division
course to satisfy the requirements of both an academic
major or minor, and of the Education minor.
Substitutions may be made with the written permission
of the Director of Undergraduate Programs.
SDecial Teachina Placements
Students completing the minor in Environmental
Education may be placed in special teaching
placements during part of the Education 405
portion of the Professional Development Program.
However, such special placements are not a
requirement of the minor.
Transcript Notation
"Minor in Environmental Education."
0
