Environmental Education
Program Curriculum
This program reflects proposed changes to the program that are anticipated to be in place beginning summer term 2008.
The program leading to a Master of Science in Environmental Education is a 52 credit (quarter hour) program designed so that it can be completed in 18 months. This includes four academic quarters and portions of two summers.
Core Classes:
Biology
EE 507 Selected Topics in Environmental Education (1 credit)
Seminar explores current topics in Environmental Education. Presented at Deer Creek Center for Field Research and Education. Offered in conjunction with BI 594 Leadership in Environmental Education and BI 595 Teaching in Environmental Education.
EE 524 Concepts in Environmental Education (3 credits)
The field of environmental education is explored from its beginnings to the present. The course considers the diversity of goals and practices in environmental education including place-based education. Students will visit, research, and evaluate environmental education programs and curricula including both local and national programs. Field trips to local programs.
EE 525 Special Methods in Environmental Education (2 credits)
Designed to compliment ED 557, Curriculum, Instruction and Assessment. This course considers current educational methods for the classroom and adapts them for environmental educators in diverse settings, especially the field. Additional topics include the creation of field-based activities and interpretive signage. Co-requisites: ED 557 (fall offering).
EE 526 Trends in Environmental Education (2 credits)
Focuses on environmental education as a profession. Current literature is analyzed to evaluate trends within the field. The course focuses on how professional environmental educators contribute to the development of the field including research and publications.
EE 527 Place-based Curriculum Development (3 credits)
The field course studies the physical and biological environment at Deer Creek Center for Field Research and Education or another site in the Klamath-Siskiyou bioregion. Students investigate patterns of natural resource use by the community. This knowledge is then used to generate a place-based curriculum for implementation at the field station. Overnight field trips required.
EE 528 Environmental Issues (4 credits)
Relevant environmental issues important to today’s environmental educators will be investigated. The course prepares environmental educators to address a wide range of local, regional, and global issues facing society. Areas of study include the loss of biodiversity and strategies for preservation and recovery of threatened species, management of natural resources in a sustainable manner, and global issues affecting the welfare of the human population and the biosphere.
EE 593 Practical Applications of Environmental Education (2-4 credits)
Internship focuses on using the field as a classroom. Students work closely with environmental educators in either a non-profit organization or local, state, or national government agency to develop and present activities and curricula for a variety of audiences.
EE 594 Leadership in Environmental Education (2-4 credits)
Students manage an educational program at Deer Creek Center for Field Research and Education. Includes marketing, communication with participants, coordinating and scheduling programs, developing resources for future classes. Participation at Deer Creek Center involves part-time residence at the field station. Pre-requisites: EE 525 and EE 527.
EE 595 Teaching in Environmental Education (4 credits)
Students present and assess an educational program at Deer Creek Center for Field Research and Education involving a variety of audiences. Teaching will be supervised by qualified faculty members from Southern Oregon University. Participation at Deer Creek Center involves part-time residence at the field station. Pre-requisites: EE 525 and EE 527.
Education
ED 557 Curriculum, Instruction, and Assessment I (3 cr)
ED 557 Curriculum, Instruction, and Assessment II (3 cr)
Studies classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction planning, and assessment of diverse elementary, middle, and secondary classrooms. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs.
ED 562 Human Development, Cognition and Learning (3 cr)
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research and learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs.
To see how these courses and the electives combine to form the complete program click here (pdf)
Program Options
Students in the program may wish to pursue an option area to broaden their range of skills and prepare for a particular career within the field environmental education.
Existing Non-Profit Management Option Summary Sheet (pdf)
Future Secondary Teaching Credential Option Summary Sheet (pdf)
Potential Schedule for EE students
Program Completion
Requirements:
- Completion of the required course work (including four approved elective science courses at the graduate level and one course from outside the sciences) with a grade of “B” or better in all courses. SOU permits up to 15 credits or graduate level courses (quarter hours or their equivalent) to be transferred into the program with advisor approval.
- Written examination. The Written Examination consists of a four-hour written test composed of questions submitted by the student’s Examination Committee. The Committee consists of three faculty members, two of which must be from the Biology Department. The Written Exam is typically scheduled for the Thursday prior to the last week of classes.
Or…
Thesis/Project. For a select few, a student may complete the program with a thesis or project. A student must apply for this completion option by the end of the second quarter of course work at SOU with the Program Director and have secured an advisor at the time of application. Students conducting research in the field of Environmental Education complete a thesis while those producing product complete a project. The thesis or project substitutes for one of the science electives, and the student does not take the written examination. - Oral examination. The Oral Exam follows the Written Examination and is attended by the student’s Evaluation Committee and a Graduate Council representative. The role of the Graduate Council representative is to assure the student is treated fairly and that the standards of SOU are upheld. The Oral Examination typically takes one and a half to two hours and is scheduled between Thursday of the last week of classes and the end of Final’s week. It is the responsibility of the student to coordinate a time and place for the Examination.
- Field practical. The Field Practical involves a one-two hour impromptu interpretation/lesson in the field of one of five pre-announced sites delivered to the Examination Committee. The actual site will be chosen by the Evaluation Committee, and the student will not be informed of the choice until the time of departure from the University. The potential sites will be posted at least one year prior to the Practical.
Program Goals for the EE Graduate
- Students should have a solid foundation in the natural sciences. An environmental educator is only as effective as the knowledge the individual brings to the design and delivery of programs.
- Should understand the use of natural resources including
- The relevant ecology. Only an understanding of the ecology behind an issue can permit an objective evaluation of the issue.
- Various methods of resource extraction. An environmental educator needs to understand various management techniques and their alternatives.
- The environmental impacts related to each of the extraction methods.
- Management practices for sustained use. - Should be knowledgeable about the field of environmental education including:
- awareness of Environmental Education professional organizations and their journals
- current trends in the field
- the history of Environmental Education - Should have a variety of skills useful to one teaching environmental education
- Developing age-appropriate activities
- Developing a place-based curriculum
- Designing a guided walk
- Developing interpretive signage
- Assess EE programs using a variety of informal and formal techniques
- Be knowledgeable of a variety of EE programs such as Project Wild, Project Wet and Project Learning Tree
- Write successful grant proposals - Be knowledgeable of state and national teaching standards in science and other areas related to environmental education including Social Science and Mathematics and use these when designing curriculum.
- Should have knowledge and experience in current teaching methods including
- Lesson design and effective methods of presentation
- Design of age-appropriate lessons
- Unit design – thematic, with clearly defined outcomes
- Motivational techniques
- Appropriate techniques for managing the educational environment
- Various assessment techniques
