S ?
.
ENVIRONMENTAL EDUCATION COURSES IN THE SUMMER SESSION:
1973
Simon Fraser's Faculty of Education offers students a
unique opportunity to become knowledgeable in the field of
Environmental Education. During the month of July two
courses in Environmental Education, and two in Ecology will
be offered on a total immersion basis in Kamloops, B.C. The
two Education courses are:
Education
462-4:
Environmental Education; and
Education
486_4:
Special Topics: Field Work and Case
Studies in Environmental Education
(Group 1).
These two courses must be taken concurrently. Both courses
will attempt to introduce students to the field of Environ-
mental Education from a broad, interdisciplinary and integrated
standpoint. Topics covered will include: Outdoor School and
Wilderness Education programs, Urban and Neighbourhood Studies,
Environmental Sciences, Environmental Decision Making,
Planning, and Information Sources.
?
In addition, all students
will be exposed to a variety of field work experiences in the
Kamloops region. The emphasis will not be primarily
scientific, but will appeal to students whether their back-
ground be in Art, Language Arts, Music, Science, or Social
Studies. Students will in fact be selected in order to
provide a good cross section of different disciplinary back-
grounds, experience, and age-grade level taught. Because the
courses are total immersion in format, students may not under-
take other course work in conjunction with Education
462-4
and
486_4.
They are advised to plan an intersession program
composed of eight semester hours. Living accommodation for
the program is provided at a minimal expense by Kamloops
School District. Students may obtain further information by
writing to Dr. M. McClaren, C/o Division of Continuing
Education, Simon Fraser University. The courses will be team
taught by specialists from several fields. NOTE: All
Professional Development Program students planning to pre-
register for these courses must also complete a questionnaire
as well as the pre-registration intent form. The questionnaire
is available from Dr. M. McClaren.
In addition to the two Education courses outlined above,
two separate programs composed of two Biology courses will be
offered during July in Kamloops. These are: Biological
Sciences
L
iO
L
I_3:
Plant Ecology and Biological Sciences
409-3:
Field Ecology. Living accommodation for students taking these
courses will also beavailable in Kamloops. Once again,
because Biological Sciences 404 and
409
are offered on a total
. ?
- 2 - ?
.
immersion basis, students may not undertake other
• work during
the summer session. Biology 1401+ and
1
+09 need not be taken
concurrently, but this is advised.
?
Information regarding the
program in field ecology and plant ecology may be obtained from
the Division of Continuing Education also.
Education
1
476: Designs for Learning: The Natural Sciences
This course is being offered in two groups, having the
same basic core of content, albeit with differing emphases
this summer. Group I will emphasize the teaching of Science
in the Elementary School, with a particular emphasis on:
1.
Inquiry development and evaluation of inquiry
skills.
2.
Science concepts and skills,and child
development.
3.
The observation, of pupil behaviour.
1
+.
?
Integration with other parts of the curriculum.
5.
Evaluation.
6.
Development of instructional objectives.
In addition, the course will provide students with an
opportunity for hands-on experiences with science materials
appropriate to the Elementary School, and with basic tool
skills necessary to developing challenging and exciting
learning environments.
The instructor for this course during the May-June inter-
session will be Mr. Brian Herrin, Intermediate Consultant,
Vancouver School District; former president of the, B. C. Science
Teachers' Association; and co-author of Insects in the Classroom.
* * * * * * * *
Group II, taught during the summer session (July-August)
will emphasize the teaching of Science in the Junior and
Senior Secondary School. The same basic topics will be
covered as above, but there will be greater emphasis.on the
solution of real problems, project methods, curricular
alternatives, and the design and development of science programs
for Secondary Schools which are suitable to the needs of
students and of their communities. The course will also
provide an opportunity for hands-on experience in laboratory and
field situations.
The instructor for Group II will be Mr. Rod MacVicar,
Science Department Head at Centennial Senior Secondary School
in Coquitlam, and one of the contributing authors to the
laboratory portion of the present Grade 9 and 10 curriculum.
Mr. MacVicar has a wide experience in the teaching of Secondary
School Science, including the senior Biology and Chemistry
programs.
SiMON FRASER UNIVERSITY
MEMORANDUM
S.
7-1:549
[1
Aff
. -
?
-.
I
To. ?
SENATE ?
0
?
From
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
Su
b
I
c$
.
?
NEW COURSE PROPOSAL - FACULTY OF
?
Dat
e
APRIL 18, 1973
EDUCATION EDUCATION
452-4
MOTION: ?
"That Senate approve, as set forth in S.73-56,
the new course proposal - Education 452-4 -
Field Work and Case Studies in Environmental
Education."
.
.
. ?
.
SiMON FRASER UNIVERSITY
MEMORANDUM
9.73-S6
SENATE
10
.
New Course Proposal - Education
Sub1ect
............... 45214
?
.............................................................
Senate Committee on Undergraduate Studies
From
...............................................................................................
Date....
Aprili8...
1973
.....................................................................
On the recommendation of the Faculty of Education, the Senate
Committee on Undergraduate Studies has approved the new course proposal
for Education 452-4 Field Work and Case Studies in Environmental
Education, as set forth in SCUS
73-9,
and forwards it to Senate for its
consideration.
This submission contains the following information:
(a)
course proposal;. and
(b)
course outline.
In addition an outline of the existing course, Education.
)
462_ L
Environ-
mental Education, has been included to indicate the relationship between
these two courses.
This course is designed to supplement Education 462_4 and to
provide the practical work required to complete the theoretical studies
undertaken in that course.
?
It has fery been taught as a special
topics course within the Faculty of Education and on an experimental
basis using the facilities provided by the Kamloops School District. It
will be offered on this basis during the present semester and is submitt-
ed as a formal course offering in order to regularize the offering of
this course and to complete the minor in environmental education, a
proposal for which is also being submitted. Resources previously
allocated to the offering of this course as a special topics course will
continue to be used for this purpose.
I. Mugridge
:arns
0
• • ?
•
(as updated
SIMON FRASER UNIVERSITY
?
March 15, 1973)
•
MEMORANDUM ?
(rp1tA
To
?
FACULTY OF EDUCATION
?
From ?
UNDERGRADUATE
PROGRAMS COMMITTEE
Subjeci
?
NEW COURSE PROPOSAL - FACULTY OF
?
Dale _
February 19,1973.
EDUCATION - EDUCATION 452-4
Motion: ?
That the Course Education 452-4,
Field Work and Case Studies in Environmental Education
as described in paper FE. 73 - 9
be approved.
. ?
.
FE 73-9
FACULTY OF EDUCATION
New Course Proposal
1.
CALENDAR INFORMATION
Program: ?
Environmental Education.
Course Number: Education 452.
Title: ?
Field Work and Case Studies in
Environmental Education.
Sub-title or Description:
This course is intended to provide students who have a conceptual
knowledge of environmental education with operational experience
under field conditions,
• ? Credit Hours: 4
Vector Description: ?
204.
Pre-Requisite(s): Education 462-4: Environmental. Education
should normally be taken concurrently or as a
pre-requisite.
2.
ENROLMENT AND SCHEDULING
Estimated Enrolment:
?
4550 Maximum/semester of offering.
Semester Offered (e.g. yearly, every Spring, twice yearly,
Fall and Spring): Normally every summer
semester.
When will first course be offered? Summer 1973 if authorized by
Bemate, otherwise summer semester and/or session 1974.
3. JUSTIFICATION
a. ?
What is the detailed description of the course including
differentiation from lower level courses, from similar
courses in the same department, and from courses in other
departments in the University?
0
?
There is no comparable course at present, either within the
Faculty of Education or in th other faculties. Education 452-4
S ?
.
. ?
-2-
3. ?
JUSTIFICATION: (Cont'd)
is proposed to replace the use of Special Topics and/or
Directed Studies courses as a weans of providing supervised
case work on field study in Environmental Education.
b. ?
What is the range of topics that may be dealt with in this
course?
The course is intended to provide field experience in several
areas: residential and day center outdoor education programs,
neighbourhood studies, school field travel programs, environ-
mental science and integrated curriculum environmental ed,
programs.
C. ?
How does this course fit the goals of the program?
The course is an essential support course to the historical,
conceptual and theoretical framework provided in Education 462-4.
It will provide a definite opportunity for the evaluation of corn-
petancies under operational conditions.
5 ?
d. ?
How does this course affect degree requirements?
It forms part of the specai minor requirements
In the B. Ed. pro-
gram for the minor in Environmental Education.
e.
What are the calendar changes necessary to reflect the
addition of this course?
The addition of the course title, description, value, vector,
and co- and pre-requisites.
f.
What course, if any, is being dropped from the calendar
if this course is approved?
None.
g.
What is the nature of student demand for this course?
In
the suer of 1971, 25 students took the equivalent as special
topics, in
1972, enrolment was limited to 45 and 14 students were
turned down, with 7 being sent to UBC where they took Ed. 380-3.
h.
Others for introducing the course.
S ?
The semester hour valuation of the Ed. 462/452 combination should
make transfer of credit between UBC and SFU more easy.
S
.
4. ?
BUDGETARY AND SPACE FACTORS
a.
Which faculty will be available to teach this course?
Dr. Milton McClaren. (It should be noted that in the summers
of 1971 and 1972 a number of additional resource people from
other SFU faculties and from outside have contributed to the
program on a team teaching basis. This should continue.)
b.
What are the special space and/or equipment requirements
for this course?
Normally the course should use a field location. In the summers
of 1971 and 1972, the equivalents have used facilities in the
Kamloops School District (S.D.
1/
24). The district has given
similar approval for 1973 and other districts have offered
facilities.
C. ?
Any other budgetary implications of mounting this course.
Normally a teaching assistant or equivalent funds, plus support
•
?
for field transportation will be required. In 1971 and 1972,
these costs were recovered via offering through Continuing
Education as part of the summer session program.
APPROVAL:
Date ?
Signature
Undergraduate Programs Committee
Faculty
S CUS
Senate
Feb. .19
M. S.
O'Connell
Feb. 23
Dr. D.
R. Birch ?
<'
11 WN
0
S
?
S
SELECTED REFERENCES
Duke, Margaret. 1965. The Purpose and Organization of Field
Studies, Vol. I in Field Studies for Schools.
Fletcher & Son, Norwich.
Landin, E. & Rundell, J. 1972. Introducing Environmental Learning on
Wildlife Refuges. Minnesota Environmental Sciences
Foundation, Minnesota (Golden Valley), 1972.
McCalren, M. & Ramsey, Margaret. 1973, Outdoor Education in British
Columbia. The B.C. Teachers Federation and the
B.C. Committee on Outdoor Education.
SymQnds, H. Ed.
?
The Teacher in the City. Methuen Publications.
Agincourt, Ontario. 1971.
Group for Environmental Education. The Yellow Pages of LeArning
Resources. Pub1ised by;.;. .be Group for Environ-
mental Education, Philadelphia, PA., 1972.
Education Facilities Laboratories. Places and Things for Experimental
Schools. Educational Facilities Labs. Inc., N.Y. 1977.
U.N.E.S.C.O. June, 1972. The Declaration on the Human Environment.
Prepared for the U.N. Conference on the Human
Environment, Stockholm, Sweden, 1972.
A Deschool Primer. Published by Zephyrua, San Francisco, 1972.
0
C
.
.
S
?
\fC ar 7,?- / 0
1-57
Special Minor in Environmental Education.
The Senate Committee on Undergraduate Studies requested an
outline of the proposed new course: Education
1452-1+,
and
of the existing course, Education
1+62-4:
Environmental
Education, in order that the committee members might
examine the proposal for Education
1
+52- 1
+
in the light of
the content of Education
462-4.
Education
1462
1
4:EnvirOnmefltal Education
Topic Outline.
. ?
The Definition of Environmental Education.
Environmental Education is considered as a generic term
inclusive of a variety of educational programs related
to the study of various aspects of the human environment.
Special emphasis. is placed upon the main "species" within
this genus, namely, Outdoor Education & Wilderness
Education, Outdoor Recreation, School Adventure Programs,
Environmental Science and Urban Studies.
II.
The History of Environmental Education.
The history of Environmental Education is reviewed in the
context of ideas about the value of experiences in natural
environments for children, as well as the history of
educational concepts such as the "Schools Without Walls"
concept. The development of the present concept of
"Environmental Education" is traced from its origins in
Conservation Education and Outdoor Education, and is
related to global concern for human ecology.
III.
Values and Environmental Education
The consideration of value issues in school programs is
reviewed as a concept. The question of why Environmental
Education must deal with values is related to present
educational controversies over the place of value issues
in
the curriculum. A brief introduction is given to
various schools of thought regarding hcw schools should
deal with topics such as value development and value
clarification, with particular emphasis upon how these
ideas relate to Environmental Education.
V. The Child's Perception of his Environment
A review of the relationship between general concepts of
Child Development and the child's awareness of his
environment. Methods of assessing attitudes and knowledge
of the child's environment are reviewed, with examples.
.
V.
The Objectives of Environmental Education
The statements of objectives of Environmental Education
published to-date are examined with regard to their
treatment of content, concepts, attitudes and values,
as well as specific skill acquisition.
?
Students are
required to examine the operation of several on-going
school programs in the light of this review of stated
objectives. Various methods of program evaluation are
reviewed in this context.
VI.
Curricular Models of Environmental Education.
Environmental Education is reviewed in the context of
a specific course approach, and in the context of the
strand"concept in which environmental education is seen
as a 'theme' woven through the school curriculum.
Operational and Educational difficulties associated with
each approach are considered. The concept of interdisciplinary
curriculum is examined in regard to the scope of Environmental
Education. Main curricula in Environmental Education from
Canada, the U.S., and Britain, are examined.
VII.
The state of Environmental Education programs in Canada,
the U.S., and Europe.
Environmental Education programs in Canada, the U.S., and
Europe, in particular in Britain,, France and Germany are
examined and compared. National (and U.N.) policy state-
ments and legislative provisions are reviewed. Curriculum
statements now in use in British Columbia are considered
with regard to their position on the various aspects of
Environmental Education. Financial requirements and
budgetary provisions are also discussed.
VIII.Teacher Competencies and Environmental Education.
A review of the demands which Environmental Education
programs of various types make upon teachers in terms
of their skills and academic preparation. Topics
considered are:
Academic background, knowledge of local resources,
specific skill requirements, means of acquiring special
skills and competencies.
IX. Species of Environmental Education.
Each student is asked to make an in depth study of one
form of Environmental Education program and to submit a
program outline or design, including objectives, student
activities, materials, human resources, funding and other
considerations.
.
.
S
.
.
?
fl
-3-
Education 4521+:Case Studies and Field Work in Environmental
Education.
(Course Outline of Proposed New Course.
This course is intended to provide students with first hand
experience in a variety of different types of Environmental
Education programs. It will normally be taken concurrently
with Education 1+62-
1
+:
Environmental Education, or Education
1
+62- 1
+ will be prerequisite to it.
TOPICS
I. ?
The Start in Point for Environmental ducation in
the Public chool.
An examination of the school environment in terms of:
(a)
Planning, decision making, and design of alternatives.
How can students be taught to make decisions regarding their
environment. A review of open area and conventional class-
rooms in the context of the ability of students to
manipulate their environments, particularly in the
elementary grades. The approach used by the Environmental
Studies curriculum group will be examined and applied to
specific situations.
?
Students will also visit several
different types of classrooms in terms of this topic.
(b)
The School as a "Resource-User."
The development of concepts of the use of natural resources
will be explored with specific reference to the system
presented by a single school.
?
Inputs and outputs will be
examined. Approaches to this topic for various grade/
age levels will be reviewed. Each student will be asked
to develop a plan for a program appropriate to the grade/
age level which he wishes to teach, using the Educational
Facilities Laboratories report "Places for Environmental
Education," as a basis for his plan. Where possible, this
section of the course will be conducted in a conventional
public school setting.
(c)
Neighbourhood Studies and Local Issues.
Very often Environmental Education is presented in terms
of large scale global environmental problems, with little
attention being paid to the day-to-day immediate
environment of the student. Hence, approaches to
Environmental Education which focus on the local environment
of the student will be reviewed, with emphasis on different
educational strategies.
?
Topics considered will will include:
(I)
?
Means of assessing the pupil's concept of his
"neighbourhood."
. ?
.
(ii) ?
Field work in and around the school; parks,
shopping centers, streets, local history, local
architecture, sources of material and information.
(Emphasis on the use of material from VEEP
(The Vancouver Environmental Education Project).
Where possible students will undertake field
projects with class groups in local schools, or
will work from a school setting.
II.
Urban Studies in the Context of Environmental Education.
In
this section of the course we will attempt to offset
the notion that Environmental Education deals only with
wilderness locations, i.e. that Outdoor Education and
Environmental Education are fully synonymous. Curricula
dealing with urban studies area reviewed, including
the Urban Studies section of the Vancouver Environmental
Education Project, the Teacher and the City project,
and the De-School Primer materials on Urban Studies.
Sources of Urban Studies materials will be reviewed and
sample materials will be examined. The Greater Vancouver
Regional District's Environmental Education Task force
will be examined. Laboratory studies will emphasize
field work in urban places and the range of activities
available to students at various age/grade levels. The
urban environment will also be examined from the
perspective of various sections of the curriculum:
language arts, science, social studies, art, music, etc.
III.
Outdoor Education.
This section of the course will examine on-going school
programs in outdoor education in British Columbia. The
main variants considered will be: day centre and
residential programs.
?
Topics will include: site availability
and selection, transportation, interdisciplinary approaches
to outdoor education, example programs (Paradise Valley,
McQueen Lake, etc.)
?
Where possible this section of the
course will include actual experience at a school district
Outdoor Education site. The problems of residential
program operation will be reviewed and each student will
be asked to design a one-week residential outdoor
education program.
IV.
Environmental Sciences and Environmental Studies: The
Outcomes of Environmental Education.
This section of the course will pay particular attention
to the teaching of ecological concepts in the secondary
school curriculum. Students will examine newly developed
S
?
.
S
-5-
IV. ?
Continued!.,..
provincially approved course options, including the
Environmental Sciences option, the revised Biology
11-12 program, and the Forestry Sciences program,
Students will visit secondary school programs, such
as the Squamish Refuge and Environmental Sciences
program. Examples of school-community environmental
projects, such as the Batchelor Hills program in
Kamloops, will be reviewed. The secondary school
curriculum will be reviewed in terms of opportunities
for curricular integration, and the implications of
strategies such as team teaching to environmental
education.
S
S
Hf,
?
.
?
.
ENVIRONMENTAL EDUCATION COURSES IN THE SUMMER SESSION: 1973
Simon Fraser's Faculty of Education offers students a
unique opportunity to become knowledgeable in the field of
Environmental Education. During the month of July two
courses in Environmental Education, and two in Ecology will
be offered on a total immersion basis in Kamloops, B.C. The
two Education courses are:
Education 462-4vironmenta1 Education; and
Topics: Field Work and Case
Studies in Environmental Education
(Group 1).
These two courses most be taken concurrently. Both courses
will attempt to introduce students. to the field of Environ-
mental Education from a broad, interdisciplinary and integrated
standpoint. Topics covered will include: Outdoor School and
Wilderness Education programs, Urban and Neighbourhood Studies,
Environmental Sciences, Environmental Decision Making,
Planning, and Information Sources.
?
In addition, all students
will be exposed to a variety of field work experiences in the
Kamloops region. The emphasis will not be primarily
scientific, but will appeal to students whether their back-
ground be in Art, Language Arts, Music, Science, or Social
Studies. Students will in fact be selected in order to
provide a good cross section of different disciplinary back-
grounds, experience, and age-grade level taught. Because the
courses are total immersion in format, students may not under-
take other course work in conjunction with Education 1+62-1+ and
1
+86-4. They are advised to plan an intersession program
composed of eight semester hours. Living accommodation for
the program is provided at a minimal expense by Kamloops
School District. Students may obtain further information by
writing to Dr. M. McClaren, C/o Division of Continuing
Education, Simon Fraser University. The courses will be team
taught by specialists from several fields. NOTE: All
Professional Development Program students planning to pre-
register for these courses must also complete a questionnaire
as well as the pre-registration intent form. The questionnaire
is available from Dr. M. McClaren.
In addition to the two Education courses outlined above,
two separate programs composed of two Biology courses will be
offered during July in Kamloops. These are: Biological
Sciences 4041: Plant Ecology and Biological Sciences 1+09-3:
Field Ecology. Living accommodation for students taking these
courses will also be available in Kamloops. Once again,
because Biological Sciences 404 and 409 are offered on a total
2 -
immersion basis, students may not undertake other work during
the summer session. Biology 404 and 409 need not be taken
concurrently, but this is advised.
?
Information regarding the
program in field ecology and plant ecology may be obtained from
the Division of Continuing Education also.
Education 476: Designs for Learning: The Natural Sciences
This course is being offered in two groups, having the
same basic core of content, albeit with differing emphases
this summer. Group I will emphasize the teaching of Science
in the Elementary School, with •a particular emphasis On:
1.
Inquiry development and evaluation of inquiry
ski 1 is.
2.
Science concepts and skills,and child
development.
3.
The observation of pupil behaviour.
4.
Integration with other parts of the curriculum.
5.
Evaluation.
6.
Development of instructional objectives.
In addition, the course will provide students with an
opportunity for hands-on experiences with science materials
appropriate to the Elementary School, and with basic tool
skills necessary to developing challenging and exciting
learning environments,
The instructor for this course during the May-June inter-
session will be Mr. Brian Herrin, Intermediate Consultant,
Vancouver School District; former president of the B.C. Science
Teachers' Association; and co-author
of
Insects in the Classroom.
* * * * * * * *
Group II, taught during the summer session (July-August)
will emphasize the teaching of Science in the Junior and
Senior Secondary School. The same basic topics will be
covered as above, but there will be greater emphasis on the
solution of real problems, project methods, curricular
alternatives, and the design and development of science programs
for Secondary Schools which are suitable to the needs of
students and of their communities. The course will also
provide an opportunity for hands-on experience in laboratory and
field situations.
The instructor for Group II will be Mr. Rod MacVicar,
Science Department Head at Centennial Senior Secondary School
in Coquitlam, and one of the contributing authors to the
laboratory portion of the present Grade 9 and 10 curriculum.
Mr. MacVicar has a wide experience in the teaching of Secondary
School Science, including the senior Biology and Chemistry
programs.
S1tN FRASER UNIVERSY
MEMORANDUM
To
........................................... ?
From...................
Subject... ?
Date ..g.r......
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