EnEd 5165 – Theories and Models in Outdoor Education
2 cr.
Instructor: Dr. Ken Gilbertson
Office: 123 SpHC
Office Hours: By appointment or 9 am – 10:30 am M-Th
Phone: 218-726-6258
Email:
url: www.d.umn.edu/~kgilbert
Schedule:Sept 25- 12:30-4:30 pm (@ WRELC)Oct 9 - 2-6 pm (@ UMD)Oct. 30 - 2-6 pm (@ UMD)Nov 13 - 12:30-4:30 pm (@ WRELC)Dec 4 - 2-6 pm (@ UMD)
Overview:
Up to this point in time, much of your experience and learning has been mostly directed toward learning HOW to teach outdoor education to various kinds of students.
I want to welcome you to this next phase of your learning - Theories and Models in Outdoor Education. This course is intended to guide you toward an understanding of WHY we do what we do when we teach in, about, and for the outdoors. In addition, the purpose is to UNDERSTAND THE STUDENT. Why do people learn the way they do, and when are they most receptive to being taught about the natural environment?
So, the primary premise of this course will be to understand the construct of "Start where the student is at, not where you want them to be".
First, I want to present some expectations that I have of you and that I have of myself. You can share your expectations of me and this course when we first meet.
Expectations
I have found this course to be a very challenging, stimulating, and exciting opportunity to learn about our field of Outdoor Education. It is challenging because it will likely influence your current thoughts and understanding toward your craft. Sometimes that will be exciting. Sometimes you may be unsure, and sometimes you will downright dislike something. That is fine - there's most likely a theoretical explanation why. This course aims to help you put theory into practice.
One of our first tasks will be to understand what a theory and model are. To begin, if the theory does not adequately explain a behavior, then it may not be a very strong theory. If the theory is not connected to practice, then it will likely be incomplete. Likewise, a person providing an educational experience without adequate theoretical understanding runs a high risk of becoming dogmatic (doing it "just because.."), throwing darts, and/or simply supervising a non-educative experience.
Thus, this course is an opportunity to connect practice with theory.
I expect you to:
· Be prepared before class. I expect the same of myself.
· Come ready to challenge what YOU do as an educator. (You will often hear me ask, "So what?", or, "How do you know?", or, "Why did that work so well?")
· Be open to new or different definitions, hierarchies, or perspectives.
· Reflect upon your previous practice and experience as a learner and as an educator. This is the type of course that can not be experiential by being out in the field. Rather, it draws upon your previous experiences as a means to apply what is learned in class.
· Because of the volume of material being presented in this class in relation to having only five meeting times, it is important that you are ready to begin class at the indicated start time. It is also important for you to plan attending the entire class. Thus, please avoid arriving late or leaving early. I appreciate that running a class for 4 hours on a Friday evening is asking a lot of all of us. Because of that, let's work together to make this the best learning experience possible.
Course Syllabus
Course Description
This course is intended to provide a general overview toward an understanding of the theoretical foundations of outdoor education. You will be presented with definitions of terms related to outdoor education, historical antecedents, and theories of learning, environmental education, and adventure education. This course will also present perspectives on the social and psychological benefits of outdoor education. Ultimately, the goal is to better understand the learner so that you, the educator, can be most deliberate in applying your craft.
Course Objectives
Upon completion of this course, you should be able to:
1) Define the terms: Outdoor Education; Adventure Education; Environmental Education; Interpretation; Environmental Literacy; and Experiential Education.
2) Explain when each of the above is best used for what audience/learner.
3) Describe the current and/or primary models and theories surrounding outdoor education including environmental education and adventure education.
4) Critically analyze each model/theory for its applicability, strengths, and weaknesses.
5) Develop a comprehensive and academically defendable model useful for an outdoor educational setting.
Course Requirements
1) Complete reading assignments
2) Take an active part in class discussions
3) Two assignments will be made. They are:
a. Write an operational definition of in outdoor education, environmental education, interpretation, sustainability education, & experiential education. Your definitions must have their basis from accepted literature/definitions in our field.
b. Present each assigned article to the class.
c. Project: Write a paper that identifies an outdoor educational program that you are either currently working in, have worked at, or hope to be working at. You will describe how the agency works, what theoretical frameworks guide it, and provide recommendations for strengths and limitations of how those theories apply to the current function of the agency. You must include adventure education, environmental education, and learning theories in your analysis.
You must cite your work using APA 5th edition. (Learn how & when to do citations).
Grading
Class preparation and participation: 10 pts. each class period = 50 pts.
Definitions: 10 pts.
Project paper: 50 pts.
Total = 110 pts.
90% = A
80% = B
70% = C
Reading Materials
•Please be familiar with the readings before class. Texts can be found both at WRELC and in the UMD Reserve Library under "EnEd 5165". In addition, some readings are available under: Class Readings.
•Ewert, A. (1989). Outdoor Adventure Pursuits: Foundations, Models, and Theories. Publishing Horizons.
*Warren, K.; Sakofs, M.; & Hunt, J. (Eds.). (1995). The Theory of Experiential Education. North American Association for Environmental Education. Troy, OH.
*Engleson, D. & Yockers, D. (1994) A guide to curriculum planning in environmental education. Wisconsin Department of Public Instruction.
All of these texts are available through the RESERVE READINGS desk in the UMD Library under: EnEd 5165 - Gilbertson.
* These texts are optional. You may want to purchase either/both of them depending on your area of interest. All texts can be bought through the UMD bookstore.
Course Content
Sept 25) Theme: Course Expectations; Definitions; Foundations of Outdoor Education
I. Course Expectations: Learning, Preparing, Participating
Sources of information
II. Definitions of terms (See objectives):
Constitutive
Operational
Opinion
III. Foundations of Outdoor Education
** Your first assignment is to come to class with these definitions written
a. What is outdoor education?
b. Historical antecedents of the field.
c. What is a theory? A Model?? The construction of appropriate models and theories.
Learning Environments: Formal, non-formal, informal
Experiential Education,
Paradigms: Cartesian vs. Holistic (Groder)
Green vs. Grey
Oct 9) Theme: How People Learn
Theories of Learning
Learning theory: Native American
Holistic; Brain Based;
Multiple intelligences
Constructivism and Personal meaning
Developmental Stages: Piaget, Erickson. Maslow, Gilbertson
Theory of Reasoned Behavior: Attitudes, knowledge, and action (intentions to behave)
Oct. 30) Theme: Theories of Adventure Education
Expectancy Theory
Self concepts
Optimal Arousal
Hierarchy of Needs
Fear
Model of Outward Bound
Flow
Motivation
Competence-Effectance
Attribution Theory
Nov 13) Theme: Theories of Environmental Education
Responsible Environmental Behavior
Delivery of EE - Infusion or subject specific
Environment as and Integrating Context
Environment Based Schools
Environmental Literacy
Principles of Interpretation
Dec 4) Theme: Application - or, "So What? Now what do we do with this?!"
Present your project results to the class
a. Current status (Professional Organizations & Journals).
b. Future mandates.
How will this drive our field?
We will use this last class as the room to move around and catch up on what we've been discussing. This will be the class of where to next? How will this influence funding, design, training, hiring, and research toward efforts of environmental literacy.