NREM 330: Introduction to Interpretation

Spring 2011

T 2:10pm-3pmMichaeleen Gerken Dr. Rebecca Christoffel

Room

Th 2:10-5pmLab: 102 Science IIOffice: 103 Science II

Room 233Office hours by appointment

Enduring Understandings

  • How toplan, lead, and assess interpretive programs
  • Howto convey information
  • How to engage the audience in the natural history of a site

Learning Outcomes

Students will…

  1. learn how to understand a site and associated natural resources for interpretation
  2. develop a plan and a budget for interpretation
  3. develop and present interpretive programs
  4. discover methods of storytelling, incorporating themes, and bringing outdoors indoors
  5. demonstrate safe and inclusive practices in interpretation for the public
  6. learn how to engage audiences of various ages, learning styles, and backgrounds
  7. practice assessing whether or not goals have been met
  8. develop the skills needed as a professional in interpretation including working interdependently, transferring knowledge across disciplines, providing constructive peer review, organizing information, and communicating with clarity

Evidence of understanding

-Develop increased comfort and proficiency at public speaking

-Create a mock-up of interpretive display (content, clarity, succinctness)

-Develop an outline and budget for planning a program from start to finish

-Demonstrate age/audience-appropriate activities, language, and content for a program

-Be able to assess self and peers on content and delivery using Feed Forward and rubrics

-Demonstrate enthusiasm and use of themes to engage audience

-Develop a program to meet state learning standards for K-12

-Collaborate with colleagues/peers for program development

Textbook: Conducting Meaningful Interpretation: A field guide for success. 2006. Ward, C.W. and Wilkinson, A.E. Fulcrum Publishing, Golden, CO.

Expectations:

You are expected to attend and participate in class. Assigned readings and homework are necessary to be prepared for partner and group work. Notes from lecture will not be available, so please come prepared with textbook, paper, and pen or pencil to each session. A binder is recommended to keep notes and handouts together.

Field Trips:

We have field trips scheduled to visit area nature centers. Most will be held Thursday afternoons, with the vans departing promptly at 2:10. Dress appropriately for walking and working outdoors.

The Saylorville Trip will be an all day trip that will offer the opportunity to get hands-on experience and interact with naturalists to lead a program with youth groups. That trip is scheduled for Earth Day April 21nd. If you have conflicts with work or other classes, we are happy to prepare a letter for your instructors to excuse you. You will be graded on your participation in this, so if you are unable to resolve a scheduling conflict you need to meet with us to discuss by April 12th.

Grading:

Our goal for this class is for you to learn about interpretation and develop the skills you need to succeed as a professional. In-class activities will offer you a chance to reach a deeper understanding of material and practice the collaborative skills that a professional needs. You will essentially earn two grades: application as demonstrated on assignments and presentations and professionalism as demonstrated through preparation, effort, participation, and interaction in the classroom.

--Application

There will not be any exams in this course; rather, you will be graded on several presentations. In the real world, there isn’t anyone assigning points for your work, so you must learn how to assess the quality of your own performance, as well as offer helpful feedback to others. Included are copies of the rubric for each presentation to help you prepare. You will be graded on your thoughtful comments for your peers, as well as on self-assessments and journal reflections throughout the semester.

--Professionalism

As a student and in your future career, certain things will be expected of you. Your grade for professionalism will reflect how you conduct yourself in relation to this class. The criteria for this grade are available in “Professionalism Rubric for Students /Interns /Professionals”. You will be responsible for your conduct in each category and we will offer feedback as needed if you are not meeting expectations or if there is room for improvement. We expect that your conduct will always be at least in the Competent category, and that you strive to be considered and Accomplished professional. Anything less will adversely affect the learning of others and consequently, your grade.

If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with us during the first week of class. Please request that Disability Resources staff send a SAAR form to verify and specify the accommodations you will need.

Percent of Grade

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NREM 330: Introduction to Interpretation

Spring 2011

Presentations (6 total, increasing complexity)60

Peer review10

Journaling (collected periodically)15

Professionalism15

Total100%

Course materials available on webpage:

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NREM 330: Introduction to Interpretation

Spring 2011

Session / Date / Topic / Chapter / Notes
1 / 11-Jan / Intro
2 / 13-Jan / History of Interpretation / Ward 1 / Introductions, expectations
Meaningful Interp / Ward 2
2b / 13-Jan / Photo hikes / Photo hike- 1st presentation due
Assessment
3 / 18-Jan / Principles/Application / Knudson 6,
Communication / Ward 3
4 / 20-Jan / Resources for activities / -Project Wet, WILD, PLT
4b / 20-Jan / - Project Wet, WILD, PLT (Missy Smith WCCB 3 hr)
5 / 25-Jan / Planning / Knudson 16, Ward 4
6 / 27-Jan / Planning / Handouts (5)
6b / 27-Jan / Nuts and Bolts / Jessica Hepker-student clubs 3:30
7 / 1-Feb / Who is your audience? / Knudson 5
8 / 3-Feb / Interpreting for the masses / Knudson 8
8b / 3-Feb / 1st person interpretation; (Patrice Petersen Keys PCCB 1st hour)
9 / 8-Feb / How people learn / Knudson 7, Ward 9
Children / Handout (1)
10 / 10-Feb / Interp internship, Amy Yoakum from SCCB3:30
10b / 10-Feb / Taking interp into the classroom
11 / 15-Feb / Basic structure: Program / Styles of in-class presentations (Nathan Unsworth & Katie Kantu; JCCB)
Ward 5
12 / 17-Feb / - Story & sensory aids presentation due
12b / 17-Feb / - Story & sensory aids presentation due
13 / 22-Feb / Performance / Knudson 13,
Basic: Talk / Ward 6
14 / 24-Feb
14b / 24-Feb
15 / 1-Mar / Walk / Ward 7, / Journals due 1
Roving / Ward 10
16 / 3-Mar
16b / 3-Mar
17 / 8-Mar / Writing / Knudson 9,
Audiovisual / Ward 12
Handouts (2)
18 / 10-Mar / Topic of final presentation, collaborator name, and expected presentation date due
-State learning standards/WILD project due
18b / 10-Mar / State learning standards/WILD project due
19 / 22-Mar / Exhibits / Knudson 11,
Night activities / Ward 8
20 / 24-Mar / Mike Havlik live birds
20b / 24-Mar / Mike Havlik live birds
21 / 29-Mar / Critical Concerns / Ward 11
22 / 31-Mar / - Adult program project due
22b / 31-Mar / - Adult program project due
23 / 5-Apr / Evaluating / Knudson 19, / Journals due 2
Ward 13
24 / 7-Apr / Assessment and Evaluation / Field Trip to MacFarlandPark: On-the-fly interpretation with Heather Hucka
24b / 7-Apr
25 / 12-Apr / Supervision and training / Knudson 18 / Careers and certification guest Merry Rankin
26 / 14-Apr
26b / 14-Apr
27 / 19-Apr / Money and management / Knudson 17
28 / 21-Apr / -Saylorville all day field trip
28b / 21-Apr / -Saylorville all day field trip
29 / 26-Apr
30 / 28-Apr / -Collaboration Projects Due, Journals due 3
30b / 28-Apr / -Collaboration Projects Due
31 / Finals / -Collaboration Projects Due

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