Spadoni College of Education

EDUC 270 Fall 2017 Page 1 of 6 Spadoni College of Education Coastal Carolina University Course Syllabus – Fall 2017

Course Prefix and Number: EDUC 270-01 Course Title: Informal Science Education: Teaching science in non-school settings Credits: 3 Course Prerequisites/Corequisites: There are no prerequisites for this course. Semester offered: Fall, Spring

Instructor Information: Dr. Catherine M. Scott 119C Prince Hall Phone: 843 349 6558 Email: [email protected] (preferred method of contact) Office Hours:

Course Purpose/Catalog Description: EDUC 270Q: Informal Science Education: Teaching science in non-school settings. (3) This course is designed to introduce students to the world of informal science education, or science taught in non-school settings such as museums, state parks, environmental education centers, and zoos. This course will include, among other topics, the study of environmental education curricula, zoology education, and methods of implementation. The course is designed for those who have had little or no professional preparation in education courses, but are interested in learning how to communicate scientific information to children and the public. At the conclusion of the course, students will be able to present educational information from fields including herpetology (reptiles and amphibians), entomology (insects), and marine sciences to children and the general public. The focus of the course will be on informal educational experiences. (F, SP)

Spadoni College of Education Conceptual Framework (CF)

Conceptual Framework

The overarching theme of the Conceptual Framework for all educator preparation programs is "The Educator as Reflective Practitioner." The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process. 2

Academic Integrity Code: (from the Student Code of Conduct, Section III, (http://www.coastal.edu/conduct/documents/codeofconduct.pdf)

Statement of Community Standards

Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. As members of this community, we are accountable for our actions and are committed to creating an atmosphere of mutual respect and trust.

Course Goals: This course is designed to:

1. Facilitate reflective practice and continued professional growth and collaboration among students. 2. Promote the use of writing, speaking, and observing as major forms of inquiry, reflection, and expression. 3. Explore scientific content in informal (non-school) contexts. 4. Provide opportunities to examine and experience informal science education.

Student Learning Outcomes: Students who successfully complete this course will be able to: EDUC 270 Fall 2017 Page 3 of 6 a. Develop or nurture an interest in an area of informal science education (ADEPT 10E) b. Read and comprehend the professional literature related to informal science education (ADEPT 6A, ADEPT 10E; CF 1.1; CORE 2B1) c. Be aware of and participate in professional organizations, such as NAAEE (North American Association for Environmental Education) and NSTA (National Science Teachers Association) (ADEPT 10E; ACEI 5.2; CF 4.3) d. Create, develop and teach developmentally appropriate curriculum (lesson plans, units and activities) for K-12 (ADEPT 2B, ADEPT 6C; ACEI 2.2; CF 1.2, CF 1.3; CORE 2B2; QEP SLO 1.1, 2.1) e. Explain critical issues of informal science education literacy (ADEPT 6A; ACEI 2.2; CF 1.1) f. Use technology in informal science education contexts (ADEPT 5B; CF 2.2) g. Share their knowledge with learners in a variety of settings (ADEPT 10C; CF 3.2; CORE 2B2; QEP SLO 1.1, 2.1)

QEP Objectives Objective 1.1 Students will demonstrate the knowledge and skills obtained through participation in experiential learning activities that are relevant/pertinent to their academic programs and/or career goals.

Objective 2.1: Students will demonstrate a high level of comprehension and skill in connecting theory with practice which is correlated to their level of participation in experiential learning activities.

Honor Pledge (required of all entering CCU students)

On my honor, I pledge:  That I will take responsibility for my personal behavior; and  That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct. From this day forward, my signature on any University document, including tests, papers and other work submitted for a grade is a confirmation of this honor pledge.

Teaching Strategies: In this course, teaching strategies include cooperative or collaborative learning, lab activities and demonstrations, differentiated learning, group presentations, individual presentations, inquiry learning approaches, technology integration, class discussions, readings, field trips and independent research.

Evaluation Methods and Guidelines for Assignments: Grading: Attendance and class participation are critical components of this course. You are expected to attend and fully participate in each class session. Excessive tardies and absences will affect your grade in this course. If you must be absent for any reason please notify the instructor by phone or email prior to your absence. Guidelines for assignments are enclosed.

Required Texts/Readings/References:

All readings will be provided in class or on Moodle. A $25 payment for Project Wild Training will be required. 4

Topical Outline: See attached course schedule.

Other Information: This class will meet at the times and on the dates indicated on the course schedule. All assignments must be submitted on time. All assignments must be word-processed, spell-checked, checked for grammatical errors, double-spaced, and submitted in Word (‘doc’ or ‘docx’) and conform to APA Handbook guidelines. Assignments will be marked 10% off for each day they are late and will not be accepted after five days past the due date.

All students are expected to attend each class session and be prepared for class discussion and class activities. Repeated absences from class will result in a lowered grade, as it is impossible to make up total class time missed in terms of class interaction and class discussion. Nevertheless, students are responsible for material covered during their absences. It is the students' responsibility to submit documentation that substantiates their efforts to deal with any absences. Students who are not prepared for class in that they have not completed reading assignments or other non-graded assignments will be penalized in their grade for this course. Some assignments may be submitted electronically, as a word file. All material for this course should be kept in a course notebook that should be brought to each class session. Please bring books as indicated to class each session.

Grading “Preparation, Participation, & Professionalism”: Your grade for this category will be determined by an instructor evaluation, group evaluations, and self-evaluations. The criteria used for the instructor evaluation are:  Have you attended all class meetings?  Have you arrived promptly for each class?  If you had to miss class, did you inform the instructor prior to the class meeting and did you make arrangements to complete a make-up assignment for the missed class?  Did you come to class having completed the readings?  Did you complete all out-of-class assignments?  Were you professional, positive, and helpful during each class?  Were you a regular, thoughtful contributor during whole group and small group discussions and activities?

Tentative Course Outline Week Date Topic 1 First Day of Class, Introductions, What is informal science education? What is the history of informal science education in the US as a whole and in various states and in other countries around the world? What are our critical education issues in SC? EDUC 270 Fall 2017 Page 5 of 6

2 How to share scientific content with the public

3 Reading in informal science ed, making connections to state education requirements

4 Population Earth Training* 5 Reading in informal science ed, Citizen Science*

6 Field Trip, Huntington Beach State Park or Myrtle Beach State Park: Considerations for teaching in an informal learning environment

7 Readings in EE/Expert Topics

8 Expert Topics

9 Portray a Naturalist

10 Readings in EE, Expert Topics

11 Project Wild Training

12 Geocaching* 13 EE Activities

14 Children’s Literature Presentations

15 Field Trip, Ripley’s Aquarium

*Technology integration

Criteria for Evaluation of Student Performance in EDUC 270: Course grades will be based on attendance and participation in class and outside involvement in additional education activities. Written products such as lessons and an annotated bibliography will be completed.

University Grading System: see the Coastal Carolina University Catalog (available online).

Your grade in EDUC 270 will come from the points accrued on the assignments described below. The following scale will be used:

A = (93-100%) B+ = (90-92%) B = (86-89%) C+ = (83-85%) 6

C = (77-82%) D = (70-76%) F =

Expert Topics: Selection & Discussion of Topic Choices (Context: Zoos/Aquariums, Museums, Science Centers, Children’s Museums, State Parks, Environmental Education Centers, etc.)

Required for this course: Attend all classes. 1. Be prepared for class by completing readings prior to class meetings. 2. Complete the Pre-Activity Questionnaire administered by the Experiential Learning Office. 3. Lead discussions in class on chapters or assigned reading of the texts for the class. 4. Read, investigate, & portray a Naturalist. Use Women in Science models for ideas. Also, visit the Ecology Hall of Fame at http://www.asle.umn.edu/resources/envwriters.html sponsored by the Association for the Study of Literature and Environment. 5. Read a children’s book on connected with informal science education & share with class; create an annotated bibliography page for the book. 6. One field trip with our class. 7. Investigate and become a teacher expert on one area of informal science education; share background knowledge of this field and an activity you could teach students related to the field. 8. Create a Natural History Literacy Scrapbook, Dichotomous Zoo/Aquarium Key, lesson for use at an informal science education center, or other assignment of your choice (to be discussed in class).