An on-line course via the Internet from the UWSP College of Natural Resources
Written Assignments Instructor: Dr. Richard Wilke, Room 186 CNR, UW-Stevens Point, Stevens Point, WI 54481Phone: (715) 346-4766 Email: rwilke@uwsp.edu
Described below are the written assignments for NRES 701. Each assignment is related to a particular reading assignment which is indicated in parentheses. Your assignment must be received by the due date listed, preferably sent by email (use the link above if you wish). Your responses to all items except #18 must be one page or less in length. It should be clear from your response that you read and understood the assigned reading.Assignment followed by Due Date
1. If a group of teachers brought the Tbilsi Declaration to your school board for adoption, which one of the goals, objectives or guiding principles stated in the Tbilsi Declaration would cause the most controversy with your school board and why? (2)
2. List three reasons the field of EE has had difficulty "getting on with" the use of a single definition and model for EE. (3)
3. Which of the variables identified in the Hungerford and Volk model of environmentally responsible behavior do you think you should emphasize more in your instruction and why? (5)
Complete 1, 2, and 3 by April 4
4. Briefly explain the "two hat" dilemma confronting most environmental educators. (6)
5. Which of the "myths of EE" seems to be most prevalent in the teachers you know and why? (7)
6. In your opinion, how likely is it that the program components of a comprehensive state level EE program will all be put in place (achieved) in Wisconsin? (8)
Complete 4, 5, and 6 by April 11
7. Based on the research results summarized in the Volk and MacBeth article, which area(s) of instruction seem to have the most promise for application in your teaching to influence specific environmental literacy dependent variables? (11)
8. Which of the Hungerford, et.al. four goal levels receives the least attention in the K-12 curriculum? Why? (13)
9. Which of the "critical curriculum components" described in the Hungerford and Volk article do you best address in your teaching and why? (13)
Complete 7, 8, and 9 by April 18
10. Provide an example of how you infuse (or could infuse) EE into the curriculum for a subject you teach. (14)
11. According to Wisconsin’s EE curriculum model, what subgoals of EE should receive major and minor emphasis in your instruction? (15)
12. Briefly describe either your current, or your proposed goals for your EE curriculum. (15)
13. List the steps in the process of curriculum development for EE. (15)
Complete 10 through 13 by April 25
14. Which of the four environmental problems solving models do you favor? Explain why. (16)
15. Describe how you could use the issue analysis technique in your instruction. (17)
16. Identify an environmental issue and describe how you might teach about it using either the case study, or investigation and evaluation skills model. (18)
Complete 14, 15, and 16 by May 2
17. Based on this article and the others you have read, list strategies you can use to encourage responsible environmental behavior in your students. (19)
Complete 17 by May 9
18. Complete the EE Self Assessment (separate survey). Please answer as objectively as possible.
Complete 18 by May 16