EnEd 5165 (2006)
Theories and Models in Outdoor Education
2 Credits
Instructor: Dr. Julie (Athman) Ernst
Office: Engr 241
Office Hours: M-F 11:00 – 2:00 pm (or by appointment)
Phone: 726-6761
Email:
Class Email:
Course Website: www.d.umn.edu/~jernst (select EnEd 5165)
Schedule: (Please note times and locations, as they vary class to class!)
1. Friday, Sept. 22 Wolf Ridge (12:30-4:30 pm)
2. Friday, Oct. 6 UMD Montague Hall Room 108 (2-6 pm)
3. Friday, Oct. 20 UMD Montague Hall Room 108 (2-6 pm)
4. Friday, Oct. 27 Wolf Ridge (12:30-4:30 pm)
5. Friday, Nov. 3 Wolf Ridge (12:30-4:30 pm)
Course Description:
This course examines the theoretical foundations of outdoor, environmental, and adventure education. Professional delivery requires knowledge of instructional strategies and resources, but it also requires an understanding of why we do what we do and an ability to translate theory into practice. This course explores those theories that drive program development and implementation, helping answer how programs can be designed to promote learning, skill development, personal growth, and responsible environmental behavior.
Course Goal:
The goal of this course is for you to become a deliberate and reflective practitioner – one who can apply theories and research in outdoor, environmental, and adventure education to program design and delivery, one who can provide justification for their program development, and one who can anticipate what outcomes can be expected from a given program.
Textbook:
There is no required textbook for this course. There will be assigned readings and a reading list for each course topic. These readings will be available online at the course website (see above) or directly through the UMD Library Electronic Reserve (go to www.d.umn.edu/lib/ and select “Reserve” from the links in the right-hand column; then search for “Ernst” or “EnEd 5165.” It is your responsibility to make copies of the readings and bring a copy of your assigned reading to class for discussion. You are encouraged to print off or save an entire set of the readings, especially if you are a Master’s student or plan on becoming one.
Course Schedule:
Class Topics Objectives Readings/Assignment Due
1 / Course OverviewFramework for OE/EE/AE
Theories/Models (What
and Why)
Logic Models / 1. Explain the importance of having a theoretical understanding of outdoor/ environmental/adventure education
2. Describe how “Logic Models” can be used for program development and evaluation
3. Create a “Logic Model” to describe an EE,AE, or OE program / · Part 1 of Concept Map assignment due (in-class assignment; worth 10 of the 20 Concept Map points)
2 / Learning Theories:
- Experiential Learning
- Multiple Intelligences/ Learning Styles
- Culturally-Relevant Learning
- Piaget’s Theory of Cognitive Development (Developmentally-Appropriate Pedagogy)
- Constructivism
- Brain-Based Learning / 1. Explain the learning theories that drive the development and implementation of effective outdoor/environmental education programs
2. State practical applications of those learning theories to OE/EE/AE program development and implementation / · Description of Logic Model of an OE/EE program (Steps 1-3) of final assignment (worth 15 of the 45 final assignment points)
· One assigned reading AND find and read two articles on your assigned learning theory (you can access journals online through the UMD library webpage); be prepared to share your articles, explaining the learning theory and practical applications to others (5 points)
· Informal presentation (in-class assignment)
3 / Environmental Education
Theories
- Environmental Citizenship Behavior model
- Value-Belief-Norm model
- Reasonable Person model
- Significant Life Experiences
- Theory of Planned Behavior
- Elaboration Likelihood Model of Persuasion
- Motivational Theories
- Stages of Change
- Diffusion of Innovation / 1. Define EE
2. State the goals of EE
3. Describe the primary theories and models used to encourage responsible environmental behavior and state practical applications of those theories to EE program development
4. Describe the primary theories and models used to encourage specific behavior change and state practical applications of those theories to EE program development / · 4 assigned readings; be prepared to share and discuss content and practical applications with others
· One summary for assigned article in Strand 1and one summary for assigned article in Strand 2 (typed, 1-2 pages each); summary should provide a description of the theory and then program implications (based on this theory, what does it mean for the way we teach or develop EE programs); 10 points
4 / Adventure Education
Theories
- Fear
- Optimal Arousal
- Competence-Effectance
- Self-Efficacy
- Attribution Theory
- Expectancy Theory
- Sequencing
- Facilitation
- Transfer of Learning / 1. Define AE and OE
2. State the goals of AE and OE
3. Briefly summarize the historical development of OE/AE
4. Describe the primary theories and models relating to AE/OE and state practical applications of those theories to AE/OE program development / · 4 assigned readings; be prepared to share and discuss content and applications with others
· Typed 1-2 page summary of assigned article (Bisson, Gass, or Priest); include description of theory and program implications (5 points)
5 / Course Synthesis / 1. Synthesize course content and
apply concepts to an OE, EE, or
AE program / · Part 2 of Concept Map and Reflection due (in-class assignment; worth 10 of the 20 Concept Map points)
· Course Assignment due; present assignment to class (remaining 30 points of final assignment)
Attendance:
Because this class meets only 5 times, the attendance policy is as follows: One excused absence will result in loss of preparation/participation points for that day; any in-class assignments can be made up through an alternative assignment relating to course content. Two or more absences result in course failure.
Expectations
1. Academic integrity according to University of MN policies
2. Attendance, preparation, and participation (Each of you has something to contribute to this class; by coming to class prepared and actively participating, you will get the most out of this course and help others learn from your experiences.)
3. Respect for the formal learning environment (This includes arriving and leaving on time, making sure cell phones are off, and listening to the opinions and ideas of others.)
4. Asking for assistance (We each have different learning needs and preferences; if something is unclear or if you need alternative opportunities to learn the course topics, please ask!)
Assignments
25 points Preparation and Participation (5 points/class)
5 points Learning Theory Articles and Presentation
10 points Two EE Article Summaries (5 points each)
5 points OE/AE Article Summary
20 points Concept Maps and Reflection
45 points Final Course Assignment
Grades: Grades will be posted on eGradebook (see link from course website). Final
grades will be awarded as follows:
2
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
2
Description of Final Course Assignment
To synthesize the course content and demonstrate a practical understanding, you may choose one of the following assignments:
· Option 1: Analysis of an existing OE, EE, or AE program
1. Select an OE, EE, AE program (not a lesson or activity; the EE program at Wolf Ridge, for example; not one of the programs we worked with during the class on logic models)
2. Provide a written description of the program, including its mission or goals, a description of its components and a description of how it operates
3. Create a logic model for the program (all of the logic model components should be addressed; refer to the color logic model handout; you may need to speculate on the situation, assumptions, and external factors)
4. Provide a written critique of the likelihood of the program achieving it’s goals, based on what you know about learning theories and AE/EE/OE theories and models; provide recommendations to increase the likelihood of achieving desired outcomes or recommendations for program improvement; include list of works cited
5. Present your analysis to the class (handout encouraged)
· Option 2: Analysis of an envisioned OE, EE, AE program
1. Envision an OE, EE, AE program (one you’d like to create someday)
2. Provide a written description of the program, including its mission or goals, a description of its components, and a description of how it operates
3. Create a logic model for the program that supports the program goals (all of the logic model components should be addressed; refer to the color logic model handout; you may need to speculate on the situation, assumptions, and external factors)
4. Provide a written justification for your program, including the situation/need and the underlying assumptions (theories/models) that drove the program; critique of the likelihood of the program achieving it’s goals, based on what you know about learning theories andAE/EE/OE theories and models; Include list of works cited
5. Present your analysis to the class (handout encouraged)
Scoring Rubric for Final Assignment
Student Score / Possible Score / Criteria5 / Written description of the program, including location/context, mission or goals, description of components and description of operations (background information)
*I’m looking for approximately 1-2 pgs, a brief but thorough description
10 / Logic model (visual/graphic representation) of program); see logic model visual; you may need to speculate on situation, assumptions, external factors;
*I’m looking for a typed, professional-looking graphic that depicts your program and that you’ve included all the components of the logic model and that you understand the meaning of these components (output v. outcome for ex)
20 / Written critique of the theories grounding your program and the likelihood of the program achieving it’s goals, based on what you know about both learning and AE/EE/OE theories; Written summary of recommendations to increase the likelihood of achieving desired outcomes or recommendations for program improvement
*I’m looking for approximately 3-5 pages where you apply the learning theories, EE theories, and OE/AE theories in the context of program assumptions: What assumptions is your program making based on the program components and the program outcomes, and are these assumptions sound based on the theories we’ve studied? Based on what you learned in class, is it likely the program will achieve its goals? Why or why not? What could be improved based on what you learned from class? Your score will reflect the depth and application of course content!
5 / Quality of writing (grammar, writing mechanics, spelling, organization, flow, works cited, etc.)
5 / Share your analysis with the class; you’ll be in small groups.
*I’m looking for a 10-15 minute, informal sharing of your analysis, where you describe your program, show your logic model, share your analysis and recommendations, and get peer feedback. You’ll be scored on your preparedness in sharing your project and the seriousness in which you approach this sharing. It would be helpful to have a handout for your small group (approx 6), but no PPT presentation.
ENED 5165
Course Bibliography
*Readings are available online at the course website (www.d.umn.edu/~jernst) or directly through the UMD Library Electronic Reserve (go to www.d.umn.edu/lib/ and select “Reserve” from the links in the right-hand column; then search for “Ernst” or “EnEd 5165.”
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Class 1: Logic Models (1 Reading)
McCawley, P. (date unknown). The logic model for program planning and evaluation (CIS
1097). Moscow, ID: University of Idaho Extension. *All Read
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Class 2: Learning Theories (1 Assigned and 2 Student Selected Readings)
Reading Group Assignments:
1.Kelly, Greta; 2.Sarah, Josie; 3.Jessie, Joanna; 4.Rochelle, Lisa; 5.Heather, Stefan;
6.Jason, Hallie, Monica
Jacobson, S., McDuff, M., & Monroe, M. (2006). Learning and teaching with adults and youth. In Conservation Education and Outreach Techniques (pp. 35-62). *All Read (you should have an awareness/familiarity of all of the learning theories presented); use the table provided in class for taking notes as your read this chapter and for during class when theories are presented
Student-Selected Readings: You will be assigned to one of the following six groups, based on your assigned reading group number from above: 1. Experiential learning; 2. Multiple intelligences/learning styles; 3. Culturally-relevant learning; 4. Piaget’s Theory of Cognitive Development/Developmentally-appropriate pedagogy; 5. Constructivism; 6. Brain-based learning. Your task: find two articles relating to your learning theory (at least one should be a scholarly, primary source); read and bring to class prepared to share and discuss.
Oaks, J.& Lipton, M. (2003). Learning is social and cultural. In Teaching to change the
world, pp. 83-95. New York, NY: McGraw Hill. *Optional/Supplemental
Kraft, R. (1999). Experiential learning. In J. Miles and S. Priest (Eds.), Adventure
programming (pp. 181-186). State College, PA: Venture Publishing. *Optional/Supplemental
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Class 3: Environmental Education (4 Readings)
Reading Group Assignments:
1.Kelly, Josie; 2.Sarah, Greta; 3.Jessie, Lisa; 4.Rochelle, Joanna; 5.Heather, Jason;
6.Stefan, Hallie, Monica
Disinger, J. (2005). Environmental education’s definitional problem. In H. Hungerford, W. Bluhm,
T. Volk, and J. Ramsey (Eds.), Essential readings in environmental education (pp. 17-29). Champaign, IL: Stipes Publishing. *All Read
Jacobson, S., McDuff, M., & Monroe, M. (2006). Changing conservation behaviors. In Conservation
Education and Outreach Techniques (pp. 63-84). *Optional (excellent overview of major theories)
Monroe, M. (2003). Two avenues for encouraging conservation behavior. Human Ecology
Review, 10(2), 113-125. *Optional (a good summary and synthesis of two strands
with important program implications)
Strand One: Theories to Build Environmentally Responsible Behavior
Hines, J., Hungerford, H., & Tomera, A. (1986/87). Analysis and synthesis of research on
responsible environmental behavior: A meta-analysis. Journal of Environmental Education, 18(2), 1-8. *1s Read
Hungerford, H. & Volk, T. (1990). Changing learner behavior through environmental
education. Journal of Environmental Education, 21(3), 8-21. *2s Read
Stern, P. (2000). Toward a coherent theory of environmentally significant behavior.