The most "experiential" based environmental majors at Texas Tech Univeristy

I just finished doing a review of academic majors at Texas Tech University to determine which undergraduate programs incorporated environmental education and how many of those programs involved outdoor, field-based, learning. The results were not that surprising, considering that majors involving biology and natural resources were in the top 5. However, one surprising result was a humanities program that incorporates the arts with science and the outdoors.  When I standardized the number of courses by converting them into percents, the humanities program actually had more field-based courses than did any of the other environmentally related majors.

If you're curious about these majors, their websites are below.

Tables. Comparison of environmental/experiential courses within TTU majors based on the departments’ course catalogue descriptions. The pie charts are based on the percentage of courses representing each of the following components:.
1= dark blue = courses with no environmental or experiential component
2 = red = course teaches some kind of environmental topic as a part of the curriculum
3 = green = course with experiential component (lab, internship, service learning, it does not have to teach about the environment or have an outdoor component)
4 = purple = course incorporates environmental knowledge and an experiential component (but it does not have to be outdoors)
5 = light blue = course involves environmental knowledge and an outdoor field component



Natural History and Humanities
http://www.depts.ttu.edu/honors/nhh/

Biology
http://www.biol.ttu.edu/default.aspx

Natural Resource Management
http://www.rw.ttu.edu/ttunrm/

Geology
http://www.depts.ttu.edu/gesc/

Plant and Soil Science
http://www.pssc.ttu.edu/

Environmental Education Lesson Plans

While doing a search for environmental education programs in Texas, I found a couple of websites with great resources on various environmental issues. As educators, it's important for us to have a variety of tools for teaching different topics. Hopefully, this will give you guys some new tools and insights for teaching environmental education!


The EPA is a great source for lesson plans on environmental topics:
http://www.epa.gov/Education/resources.html
EPA's High School Environmental Center:
http://www.epa.gov/highschool/


Environmental Science Institute (University of Texas at Austin)
Here is an assortment of lesson plans that you can search by grade or subject:
http://www.esi.utexas.edu/gk12/lessons.php


Energy Education Curriculum Program (State Energy Conservation Office of Texas)
Here are some lesson plans associated with energy
http://www.energyeducation.tx.gov/teacher_resources/lessons.html
Here are the corresponding activities
http://www.energyeducation.tx.gov/teacher_resources/investigations_activities.html
Other energy education links:
http://www.seco.cpa.state.tx.us/schools/sch-gov_ed-links.php
A sum-up of energy sources:
http://seco.cpa.state.tx.us/energy-sources/


Earth Force After School
EFAS is an innovative, new program that enables young people to identify a local environmental problem and then enact a lasting solution to that problem. The program uses the award-winning Earth Force community action and problem-solving process to create an interactive, after-school experience for youth.
http://www.earthforce.org/section/programs/afterschool


The Cary Institute for Ecosystem Studies.
A variety of teaching materials developed by Cary Institute educators, including urban ecology and schoolyard investigations for K-12.
http://www.ecostudies.org/ed_curricula.html





Aqua Venturer
This program tells the story of water, its treatment and use throughout history (40,000 BCE - 2080 CE), and its importance to life on Earth.
http://www.wef.org/PublicInformation/page.aspx?id=141&ekmensel=c57dfa7b_54_0_141_1



I'll add more links as I come across them :)

Correlational Model for Risk and Competence in Adventure/Outdoor Education

 Below are 2 resources for a correlational model that depicts the effect of potential risk based on an individual's skill level. I have seen quite a few different variations of this diagram; however, this is the only one I can find at the moment. It should provide a good starting point for those of you who are interested in this area.

 

Mountain Madness: Guided mountaineering in New Zealand's Southern Alps

Anna Carr
First published February 2002

Reference



Also, there is another article that uses the same correlational diagram:

McIntyre, Norman. (1999). Investigating adventure experiences: an experiential sampling approach. Scisco Conscientia. 1(1): 1-13.

National (United States) Guidelines for Environmental Education

Well, as it turns out, I'm not very good at blogging, although I probably could have made that assessment a little earlier - ha! I was hoping that as I rummaged through research for my dissertation, that I would have plenty to blog about; however, it soon become one more thing on my to-do list.

So, in an attempt to reclaim my initial motives for this page, I'm posting the webpages for national environmental education guidelines. These guidelines are established by the North American Association for EE and not by the government; therefore, they are simpy suggestions. However, because they are not influenced by the government, the people writing these guidelines are actual educators and scientists, not politicians (who are responsible for writing the laws that govern our youth's education and who have a tendency to focus more on party agenda rather than good education). Since these recommendations were written by educators, they would be an excellend tool for teachers worldwide.


NAAEE Environmental Education Materials: Guidelines for Excellence

The "Guidelines for Excellence" document lists a set of recommendations for developing and selecting environmental education materials. These guidelines aim to help developers of activity guides, lesson plans, and other instructional materials produce high quality products and to provide educators with a tool to evaluate the wide array of available environmental education materials. These guidelines involve 6 characteristics: 1)fairness and accuracy; 2) depth; 3) emphasis on skill building; 4) action orientation; 5) instructional soundness; and 6) usability.

(http://naaee.org/npeee/materials_guidelines/guidelines.pdf)


NAAEE Guidelines for the Preparation and Professional Development of Environmental Educators

The "Guidelines for Teachers" document lists recommnedations concerning the basic knowledge and abilities that educators need in order to provide high-quality environmental education. These guidelines cover 6 characteristics: 1) environmental literacy; 2) foundations of environmental education; 3) professional responsibilities of the environmental educator; 4) planning and implementing environmental education; 5) fostering learning; and 6) assessment and evaluation.

(http://www.naaee.org/programs-and-initiatives/guidelines-for-excellence/materials-guidelines/educator-preparation)

The 5 Stage Model - Joplin 1981

The Five-Stage Model

Laura Joplin 1981

This model was developed by Joplin to assist teachers in developing their courses by emphasizing the experiential component of learning. It was designed according to the premise that all learning is experiential and each component of the model is, in one way or another, incorporated into the learning process of all students. It consists of a five stage, hurricane-like cycle in which completion of the final stage connects to the first stage of the next cycle. The five stages of this model include: focus, action, support, feedback, and debrief (Joplin 1995).

The first stage of the model, focus, presents the material to be learned and the challenge that will be encountered. The focus can be direct by giving a short presentation or by giving the students an article to read in order to prepare them for the activity to follow. The focus can also be indirect. This might include the teacher allowing the students to see the equipment that they will be using for the activity, such as laying out helmets, headlamps, and jumpsuits that will be used while caving (Joplin 1995).

Action, the second stage of the model, is depicted as a hurricane to represent challenge and struggle. During this stage, the student is placed in a stressful situation in which they have great responsibility, but also, the freedom to fail. The student is unable to avoid the problem at hand and can either be familiar or unfamiliar with the skills or knowledge needed to solve the problem. This could include giving the student a book to read and making them responsible for understanding its contents, or it could include sending them down a class 2 rapid in a whitewater canoe. Both situations require individual responsibility and action (Joplin 1995).

The third stage involves supporting the student in order to stimulate their challenging experience. It allows them to realize that they are safe and that help is available if they need it. Support can be provided through written, verbal, or physical mediums (Joplin 1995).

Feedback, the fourth stage of the model, provides the student with information about their action. It is more likely to be accepted if the student and teacher share an equal amount of power in the learning process. Also, if the feedback is specific then the student has an increased chance of understanding the importance of their experience (Joplin 1995).

The final stage involves debriefing the student publicly according to their specific action. During this stage, the learning objective is recognized, outwardly expressed, and assessed. The teacher is responsible for ensuring that the experience does not go unrealized by the student which can be accomplished by projects, group discussions, writing essays, or doing a presentation (Joplin 1995).

Joplin’s Five-Stage Model of Experiential Education gives teachers a simple yet descriptive model to use when designing learning experiences for their students. It allows them to assemble the student’s knowledge on a particular subject by creating a foundation of knowledge, then building on that foundation by continuing the cycle. By constructing thoughtful experiences and implementing them using this model, the teacher allows the student to have a deeper connection with the information being learned.



Joplin, L. (1995). On defining experiential education. In Warren, K., Sakofs, M., & Hunt, J.S. Jr. (Eds.), The Theory of Experiential Education (pp.15-22). Boulder, CO: Association for Experiential Education.

Exp Learning and the Judgement Paradigm - Priest & Gass 1997

Experiential Learning and Judgment Paradigm

Priest and Gass 1997

    This model is adapted from Priest (1990) and was inspired by Dewey’s belief that judgment plays an essential role in experiential learning (Priest & Gass 1997). It begins with describing multiple types of experiences that can be stored in the student’s memory. Next, the specific experience is recognized and categorized in the brain as a general concept. When faced with a problem the brain retrieves the memory of the general concept and applies it to that specific event. The student then makes a judgment concerning the problem at hand. Finally, the judgment is evaluated and used as a reference for future experiences. Due to the cycle, learning occurs over periods of time in which experiences and reflections are repeated (Priest & Gass 1997).


Priest, S. (1990). Everything you always wanted to know about judgment, but were afraid to ask. The Journal of Adventure Education and Outdoor Leadership, 7(3), 5-12.


Priest, S., Gass, M.A. (1997). Effective leadership in adventure programming. Champaign, IL: Human Kinetics.

Diamond Model of the Philosophy of Exp Ed - Itin 1999

I'm going to be posting some models of both experiential education and environmental education in hopes of indentifying overlaps and possibly even combining models so that one could see the process of experiential environmental education.  If you know of any models that you think would be helpful, please let me know!

Diamond Model of the Philosophy of Experiential Education

Christian M. Itin 1999

        Itin’s philosophy of experiential education stems from the writings and beliefs of three significant figures in education: John Dewey, Kurt Hahn, and Paulo Freire. John Dewey addressed the importance of associating experience with reflection and therefore understanding with action. He also expressed that education is a critical part in preparing individuals to participate in a democratic society. Kurt Hahn, the founder of Outward Bound, was concerned with using education and experience to develop citizens that had the capability to better serve their communities. Paulo Freire, a radical Brazilian educator, believed in educating people on the premise of awakening their consciousness concerning political issues. All three of these educational figures were concerned with raising student self efficacy in order to increase political awareness (Itin 1999).

          Itin draws on these figure’s philosophies, James Davis’ framework of teaching, and the Association of Experiential Education’s Principles of Experiential Education in order to develop a definition and model of experiential education. Itin’s model has four main components: student, teacher, subject, and environment. The model implies that the relationships between these components are interactive and transactive, meaning that the components interact as well as exchange knowledge. The teaching process is not determined by a specific approach which allows for flexibility when working with different environments and subject matter. The model also presents a concrete experience which is shared by both the teacher and student. This indicates that they share a common experience in which they can learn from each other (Itin 1999).

Itin, C.M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. Journal of Experiential Education, 22(2), 91-98.