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1

MAEEC 500 2012 Course Outline

Faculty

Social and Applied Sciences

School

Environment and Sustainability

Program

Master of Arts in Environmental Education and Communication

Course Title

Developing Environmental Understandings

Course Number

EEC 500

Credits

3

Calendar Description

EECO 500: Developing Environmental Understanding (3 credits)

Explores how learners form their personal environmental identities, values, beliefs,

feelings and knowledges. Examines emerging themes in environmental education

research and practice and the theoretical contexts in which they are based. Reviews how

environmental education seeks to influence the ways in which people construct and

engage with meaningful environmental actions in the face of climate change, rapid

urbanization, the digital revolution, and a range of other contemporary environmental and

social issues.

Delivery Method

This course will comprise of collaborative learning activities, and, personal and academic

learning and reflection during an on-campus residency. In addition, this course also has a

2 week online pre-residency component.

Co-requisites

EEC 503

Pre-requisites

The following on-line assignments are due July 2, 2012

- Develop an environmental autobiography of hope

- Develop the ‘environmental tree’ activity from Thomashow (1996)


2

Course Overview

We each develop a unique personalized sense of the environment that evolves from the

totality of our life experiences and the myriad of social, cultural and political contexts in

which we live. These experiences mold our perspectives, feelings, knowledges, and

values about the environment. They also influence how we conduct our everyday lives.

This course will explore how you have formed your personal environmental identities,

values, beliefs, feelings and attitudes through examination of your experiences and

influences. It will examine various theories of environmental learning and ways in which

educational researchers study the development of environmental identities and

understandings. We will critically analyze a range of environmental education research

theories and approaches.

Course learning experiences will include both written and oral reporting of academic

research, readings, critical analysis, small group work, autobiography, and presentations.

Required Texts and Readings

Required Text:

Thomashow M, (1996). Ecological Identity: Becoming a Reflective Environmentalist.

Cambridge, MA: The Massachusetts Institute of Technology Press.

Required Readings:

Ardoin, N., Kelsey, E. and C. Clark. (2012, in review). An exploration of future trends in

environmental education research. Environmental Education Research.

Blewitt, J. (2010). Deschooling Society? A Lifelong Learning Network for Sustainable

Communities, Urban Regeneration and Environmental Technologies.

Sustainability 2, 3465-3478

Capra, F. (2010). Ecology and Community. Center for Ecoliteracy. Retrieved on April

26, 2012 from: http://www.ecoliteracy.org/essays/ecology-and-community

Chawla, L. (2006) 'Research methods to investigate significant life experiences: review

and recommendations', Environmental Education Research, 12: 3, 359 — 374

Elliot, E. (2010). When space becomes place: developing an “indestructible sense of

wonder.” Kindergarten Institute. Retrieved on April 26, 2012 at

http://reach.uvic.ca/documents/DrEnidElliot.pdf

Gruenewald. D. A. (2003). The best of both worlds: a critical pedagogy of place.

Educational Researcher, Vol. 32, No. 4, 3-12 (2003).

Hines, J., Hungerford, H. and Tomera, A. (1986/87). "Analysis and Synthesis of

Research on Responsible Environmental Behavior: A Meta-Analysis", Journal of

Environmental Education, Vol. 18, No. 2, pp. 1-8.

Comment [EK1]: PDF attached

Comment [EK2]: PDF attached.

http://www.ecoliteracy.org/essays/ecology-and-community



3

Jensen, B. B. (1997). The action competence approach in environmental education

Environmental Education Research, 3(2), pp. 163-178.

Jones, V. (2007). Vanity Fair: The Unbearable Whiteness of Green. Huffington Post.

Retrieved March 20, 2012 from: http://www.huffingtonpost.com/van-jones/vanity-fair-

the-unbearabl_b_48766.html

Kelsey, E. (2012, April 13). Eco-buoyance! [Video file] retrieved from

Kelsey, E. & Dillon, J. (2010). “If the public knew better, they would act better”: The

pervasive power of the myth of the ignorant public. International Perspectives on

Environmental Learning, Participation and Agency. Sense Publishers. Netherlands.

Kennedy, E. H., Beckley, T. M., McFarlane, B. L., & Nadeau, S. (2009). Why we don’t

“walk the talk”: Understanding the environmental values/behavior gap in Canada. Human

Ecology Review, 16, 151-160.

Kelsey, E. and Armstrong, C. (2012, in press). Finding Hope in a World of

Environmental Catastrophe. In Learning for Sustainability in Times of Accelerating

Change. Wageningen Academic Publishers.

Kudryavtsev A., Stedman R.C., and Krasny M.E. (2012). Sense of place in environmental

education. Environmental Education Research, 18(2), 229-250.

Krasny, ME and KG Tidball. (2009). Community gardens as contexts for science,

stewardship, and advocacy learning: the Garden Mosaics example. Invited Submission to:

Special Issue on community gardens and pollination. Cities and the Environment 2(1):8.

Retrieved April 27, 2012 from: http://escholarship.bc.edu/cate/vol2/iss1/8/

Lehr, J.L., McCallie, E., Davies, S., Caron, B.R., Gammon, B. & Duensing, S. (2007).

The Value of Dialogue Events as Sites of Informal Science Learning.’ International

Journal of Science Education 29(12): 1467-1487.

Levitt, T. and Moses, K. (2010). Do Environmentalists and Governments hold back

sustainable lifestyles? Guardian. 5 August. 2010. Retrieved on April 26, 2012 from:

http://www.guardian.co.uk/environment/2010/aug/05/environmentalists-sustainable-

lifestyles

Louv, R. (2007). Leave No Child Inside: The growing movement to reconnect children

and nature. Orion Magazine. (March/April). Retrieved April 26, 2012 from:

http://www.orionmagazine.org/index.php/articles/article/240/

O’Brien, C. (2010). Sustainability, Happiness and Education. Journal of Sustainability

Education. Vol. 1. Retrieved on April 26, 2012 from:

http://www.sustainablehappiness.ca/wp-content/uploads/2011/03/Sustainability-Happ-

Educ_JSE.pdf

Comment [EK3]: This TED talk will be posted in May. I will insert URL when it becomes available at that time.




http://www.huffingtonpost.com/van-jones/vanity-fair-the-unbearabl_b_48766.html


http://escholarship.bc.edu/cate/vol2/iss1/8/

http://www.guardian.co.uk/environment/2010/aug/05/environmentalists-sustainable-lifestyles



http://www.sustainablehappiness.ca/wp-content/uploads/2011/03/Sustainability-Happ-Educ_JSE.pdf



4

Orr, D. (1996, June). Slow knowledge. Conservation Biology, 10 (3): 699-702.

Payne, P. (2005). Ways of Doing Learning, Teaching and Researching. Canadian Journal

of Environmental Education, 10, pp. 108-124.

Reid, A. (2011) “Nobody ever rioted for austerity”: Education and the climate change

debate. Site, Performance and Environmental Change. Retrieved on April 26, 2012 from:

http://performancefootprint.co.uk/documents/glascove/alan-reid/

Specter, M. (2008, February 28) Big Foot. New Yorker. Retrieved on April 26, 2012

from: http://www.michaelspecter.com/2008/02/big-foot/

Spoon, J. (2011). David W. Orr. Down to the Wire: Confronting Climate Collapse.

Human Ecology 39:551–553.

Strife, S. J. 2011. Children’s environmental concerns: Expressing ecophobia. The Journal

of Environmental Education. 43(1): 37-54.

Tidball, K.G. and M. E. Krasny (2010). Urban environmental education from a social-

ecological perspective: conceptual framework for civic ecology education. Cities and the

environment, 3(1). Retrieved on April 26, 2012 from:

http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1057&context=cate&sei-

redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%

26q%3Dtidball%2520krasny%2520urban%2520environmental%2520education%26sour

ce%3Dweb%26cd%3D2%26ved%3D0CCwQFjAB%26url%3Dhttp%253A%252F%252

Fdigitalcommons.lmu.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1057%2

526context%253Dcate%26ei%3DfnqbT6TCLaiUiQLO1dyCAQ%26usg%3DAFQjCNF

ThzEDFK5wbWcuDUs9KEafyBRMsg%26sig2%3DCS43bnD2BYnnKvyQPQI0kg#sear

ch=%22tidball%20krasny%20urban%20environmental%20education%22

Xinyan, Lui. How children in China’s urban jungle are reconnecting with nature.

Guardian. 11 January 2012.

http://www.guardian.co.uk/environment/2012/jan/11/children-china-urban-jungle-nature

Wals, A. (2010). Message in a Bottle: Learning our way out of unsustainability.

Inaugural lecture. Retrieved on April 27, 2012 from:

http://groundswellinternational.files.wordpress.com/2010/12/learning-our-way-out-of-

unsustainability.pdf

Werbach, A.: Death of environmentalism/birth of blue

Retrieved April 27, 2012 from: http://www.saatchis.com/birthofblue/

White, C.(2007). The Ecology of Work. Orion Magazine. May/June 2007. Retrieved

April 27, 2012 from http://www.orionmagazine.org/index.php/articles/article/267



http://www.michaelspecter.com/2008/02/big-foot/

http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1057&context=cate&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dtidball%2520krasny%2520urban%2520environmental%2520education%26source%3Dweb%26cd%3D2%26ved%3D0CCwQFjAB%26url%3Dhttp%253A%252F%252Fdigitalcommons.lmu.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1057%2526context%253Dcate%26ei%3DfnqbT6TCLaiUiQLO1dyCAQ%26usg%3DAFQjCNFThzEDFK5wbWcuDUs9KEafyBRMsg%26sig2%3DCS43bnD2BYnnKvyQPQI0kg#search=%22tidball%20krasny%20urban%20environmental%20education%22








http://www.guardian.co.uk/environment/2012/jan/11/children-china-urban-jungle-nature

http://groundswellinternational.files.wordpress.com/2010/12/learning-our-way-out-of-unsustainability.pdf


http://www.saatchis.com/birthofblue/

http://www.orionmagazine.org/index.php/articles/article/267


5

Whitehouse, Hilary, and Evans, Neus (2010) "I am not a greenie, but": negotiating a

cultural discourse. Australian Journal of Environmental Education, 26 . pp. 19-31.

Learning Outcomes

1. Communication

Outcome 1

1.1 Written Communication Communicate effectively in writing using several

media and techniques as specified in each course.

Outcome 2

1.2 Personal Communication Communicate effectively in person using several

media and techniques.

2. Personal Learning

Outcome 1 Assessment Criteria

2.1 Personal Qualities and

Personal Learning:

Demonstrate awareness & knowledge of self and

others in meaning-making through values, beliefs

and assumptions.

3. Human Interaction


3.1 Human Interaction and

Leadership:

Facilitate effective work in teams

3.4 Human Interaction and

Leadership

Demonstrate leadership in synthesizing, articulating,

and sharing a vision with others.

4. Theory and Practice


4.1 Critical Thinking and

Research:

Apply critical thinking to the integration of

knowledge and practice.


5.1 Theory and Practice of

Environmental Education and

Communication:

Be able to utilize a working fluency with a range of

theoretical and practical understandings of EECO

based on both historic and current literature and/or

examples of innovative programs


5.4 Theory and Practice of

Environmental Education and

Communication:

Critically assess environmental education research

and applications in terms of their learning theory

underpinnings.

Assessment Matrix

1.1 1.2 2.1 3.1 3.4 4.1 5.1 5.4 Due

Date

Environmental 5 10 5 20% Mon

Formatted: Font: (Default) Times

http://eprints.jcu.edu.au/16451/



6

Autobiography of Hope June 25

Integrated Small Group

Class Activities

5 5 5 5 5 25% Daily

Change the Story TED-

style podcast

5 5 5 5 5 5 30% Tues

July 10

Mixed media learning

journal

5 5 5 5 5 25% Thurs

July 12

Mon

July 2

Bonus: Critical

Analysis of two of the

2011 cohort research

posters in your learning

journal

5% Thurs

July 12

Assignment and Evaluation Descriptions

1: Pre-residency Environmental Autobiography of Hope (20%) Due Monday June

25, 2012

You are invited to write your own, personal, environmental autobiography of hope.

Please see online pre-residency course for background readings, writing prompts, and a

more detailed explanation of how you might approach your own writing. Papers are to

adhere to APA 6th edition style in an MS word document. There are a number of online

sites that provide easy access to APA format and style guides. Please submit your

autobiography to the EEC 500 course drop box on or before June 25th.

Learning Outcomes for assessment:

1.1 Communicate effectively in writing using several media and techniques as specified

in each course.

2.1 Qualities and Personal Learning: Demonstrate awareness & knowledge of self and

others in meaning-making through values, beliefs and assumptions.

4.1 Critical Thinking and Research: Apply critical thinking to the integration of

knowledge and practice

2: Integrated Small Group Class Activities (25%) Daily learning experiences. July 2-

13, 2012

You will be invited to create, facilitate and participate in a range of learning experiences

with and for the other members of your cohort each day. The goal is to enhance your

ability to work creatively, efficiently and respectfully in small groups to critically analyze

and generate learning experiences. We wish to collectively create and support a learning

community that is eager to probe new ideas or old dogmas, and is tolerant and respectful

of differing values, viewpoints, and alternative solutions. Learning formats could include

but are not limited to: conversation cafes, white board talks, appreciative inquiries,

experiential learning approaches, and socratic circles. In some cases, assignments will be

given in advance of classes. In others, they will emerge during the classes.


7




3.1 Facilitate effective work in teams

3.4 Demonstrate leadership in synthesizing, articulating, and sharing a vision with others.

5.1 Be able to utilize a working fluency with a range of theoretical and practical

understandings of EECO based on both historic and current literature and/or examples of

innovative programs

5.4 Critically assess environmental education research and applications in terms of their

learning theory underpinnings.

3: Change the Story TED-style podcast and two page executive summary (30%) Due

Tues July 10, 2012

A narrative of “doom and gloom” dominates the ways in which we communicate about

the environment whether through curriculum development, interpretive exhibits,

documentary films, kids books, or everyday life. In this assignment, you are invited to

change the story. You will be asked to choose a specific environmental issue that you

care passionately about. Please familiarize yourself with the issue using popular and peer-

reviewed journal sources. Please create and deliver a 5 minute TED-style podcast that

moves the narrative beyond “doom and gloom” towards hope, happiness, resiliency or

wherever you feel it should go. The podcast should reflect the assumptions implicit

within at least one of the educational or learning theories from class readings and

discussions. You may work alone, or in a small group with a maximum of three people.

Please create one 5 minute podcast and a two page executive summary. The summary

should include: a synopsis of the environmental issue; the learning or education theories

used; a list of learning outcomes; a rationale for the creative approach you choose to use;

the learners you wish to engage through the podcast, and a bibliography of source

materials. If you are working as a group, please make sure that everyone is credited on

the single podcast and summary. Please come prepared to premiere your podcast on

Tuesday July 10. Assessment will be based on how well the other members of the cohort

feel the podcast meets the learning outcomes you set for the project.


1.2 Communicate effectively in person using several media and techniques.



3.4 Demonstrate leadership in synthesizing, articulating, and sharing a vision with others.

4.1 Critical Thinking and Research: Apply critical thinking to the integration of

knowledge and practice

5.1 Be able to utilize a working fluency with a range of theoretical and practical

understandings of EECO based on both historic and current literature and/or examples of

innovative programs

5.4 Critically assess environmental education research and applications in terms of their

learning theory underpinnings.


8

4: Mixed media learning journal (25%) Due Thurs July 12, 2012. Please arrange to

show your journals to Elin for feedback during the first week of residency.

The ability to “border cross” between scientific theory and educational theory, between

academic research and programs for families, between academic writing and interpretive

exhibits, is crucial for environmental education researchers and practitioners. In this

assignment, you will be invited to keep a daily learning journal in which you will reflect

critically and creatively on the learning you are doing through the class experiences,

readings, and other meaning-making that emerges during the first two weeks of the

residency. Please push yourself to explore your insights in terms of metaphors and

patterns, and to express yourself with a variety of media – painting, leaf rubbings,

collage, sketches, photos, quotes from readings, and so on. The assessment is based on

how well you demonstrate your efforts to move beyond the literal ideas in an academic

paper or class experience, to more creative explorations of the assumptions upon which

they are based and the deeper meanings you make of the work as it relates to your

identity as an emerging academic and environmental education practitioner. Please

arrange to show your journal to Elin sometime during the first week of residency for

feedback. Final journals are due Thursday July 12.

5% Bonus. Due Thursday July 12, 2012. You may gain a 5% bonus if you include, in your learning journal, a critical analysis of

TWO of the 2011 research posters. The analysis should include the thesis topic and

author, the research approach, the assumptions upon which the research is based and your

perspective on what you find compelling about the proposed research and what you

might suggest needs further attention or re-working.

Unit Descriptions

Jennifer Good and I are really looking forward to working collaboratively with you to

build an integrated learning environment. Our goal for the summer residency is to explore

the specific course themes outlined below for EECO 500 and described in the course

outline for EECO 503 within a broader umbrella of current environmental issues and the

phenomenon of story telling.

Please refer to the common course schedule for the times and dates of classes. While

dates and times of assignments will remain fixed, it is our intention to treat the rest of the

schedule as a starting point rather than a foregone conclusion. We believe that it is a rare

gift to have the time and freedom to explore ideas together in such an invigorating

context and we would like to bend and flow as the learning dictates rather than be

wedded to a clock. We appreciate your flexibility in this venture.

Date Topic/

Theme

In-class

activity

Assignments/Readings

Mon.

July 2

Stories we tell

about

ourselves:

Environmenta

l Tree

presentation

Assignment Due: Please come to

Monday July 2 class prepared to

present your Environmental tree to the


9

Environmental

Identity &

Significant

Life

Experience

Research

Discussion of

readings

Overview of

next two

weeks

rest of the 2012 cohort. You will be

asked to give an informal presentation

of about 3-5 minutes.

Readings:

Chawla, L. (2006) 'Research methods

to investigate significant life

experiences: review and

recommendations', Environmental

Education Research, 12: 3, 359 — 374

Jones, V. (2007). Vanity Fair: The

Unbearable Whiteness of Green.

Huffington Post. Retrieved March 20,

2012 from:

http://www.huffingtonpost.com/van-

jones/vanity-fair-the-

unbearabl_b_48766.html

Whitehouse, Hilary, and Evans, Neus

(2010) "I am not a greenie, but":

negotiating a cultural discourse.

Australian Journal of Environmental

Education, 26 . pp. 19-31.

Tues

July 3

Stories of the

Future of EE

Exploration

into the trends

in EE research

and practice.

8:30-9:00

University Life

9:00 – 2:00

Open space Final circle 2-

3pm

3:30-5:30

Hilary

journaling

workshop

to establish

themes and

working

Ardoin, N., Kelsey, E. and C. Clark.

(2012, in review). An exploration of

future trends in environmental

education research. Environmental

Education Research.

Reid, A. (2011) “Nobody ever rioted

for austerity”: Education and the

climate change debate. Site,

Performance and Environmental

Change. Retrieved on April 26, 2012

from:

http://performancefootprint.co.uk/docu

ments/glascove/alan-reid/

Wals, A. (2010). Message in a Bottle:

Learning our way out of

unsustainability. Inaugural lecture.

Retrieved on April 27, 2012 from:










10

groups for

TED style

podcast.

Divide class

into five

groups for

knowing and

doing activity

on Thursday

3:30 Hilary

journalling

http://groundswellinternational.files.wo

rdpress.com/2010/12/learning-our-

way-out-of-unsustainability.pdf

Wed

July 4

Stories that

trigger our

emotions:

Hope and

happiness;

Ecophobia and

despair;

Nature deficit

disorder;

Resilience and

Well-being

Appreciative

Inquiry

Preparation of

small group

presentations

Kelsey, E. (2012, April 13). Eco-

buoyance! [Video file] retrieved from

Kelsey, E. (2010). Not Your Typical

Book About the Environment.

OwlBooks.

Kelsey, E. and Armstrong, C. (2012, in

press). Finding Hope in a World of

Environmental Catastrophe. In

Learning for Sustainability in Times of

Accelerating Change. Wageningen

Academic Publishers.

Louv, R. (2007). Leave No Child

Inside: The growing movement to

reconnect children and nature. Orion

Magazine. (March/April). Retrieved

April 26, 2012 from:

http://www.orionmagazine.org/index.p

hp/articles/article/240/

O’Brien, C. (2010). Sustainability,

Happiness and Education. Journal of

Sustainability Education. Vol. 1.


http://www.sustainablehappiness.ca/wp

-

content/uploads/2011/03/Sustainability

-Happ-Educ_JSE.pdf

Strife, S. J. 2011. Children’s

environmental concerns: Expressing

Comment [EK9]: This TED talk will be posted in May. I will insert URL when it

becomes available at that time.












11

ecophobia. The Journal of

Environmental Education. 43(1): 37-

54.

Thurs

July 5

Stories about

what people

know and

what people

do:

Enviornmental

ly Responsible

Behaviour;

Action

Competence;

Constructivis

m;

Phenomenolo

gy

3:30 Theresa

Bell: Writing

Collect

journals at

3:00pm

Knowing and

doing teaching

activity due to

be presented in

class today.

Class will be

divided into

five groups on

Tues July 3

and assigned

readings as

below. During

today’s class,

each group will

take us to a

place on

campus that

embodies the

research theory

described in

their paper/s

and will use

the location to

conduct a 30

minute

educational

experience that

captures the

essence of that

research

theory.

Assignment Due:

Please come to class prepared to

conduct your 30 minute education

experience:

Group 1: Hines, J., Hungerford, H. and

Tomera, A. (1986/87). "Analysis and

Synthesis of Research on Responsible

Environmental Behavior: A Meta-

Analysis", Journal of Environmental

Education, Vol. 18, No. 2, pp. 1-8.

Group 2: Jensen, B. B. (1997). The

action competence approach in

environmental education

Environmental Education Research,

3(2), pp. 163-178.

Group 3: Kelsey, E. & Dillon, J.

(2010). “If the public knew better, they

would act better”: The pervasive power

of the myth of the ignorant public.

International Perspectives on

Environmental Learning, Participation

and Agency. Sense Publishers.

Netherlands.

Group 4: Kennedy, E. H., Beckley, T.

M., McFarlane, B. L., & Nadeau, S.

(2009). Why we don’t “walk the talk”:

Understanding the environmental

values/behavior gap in Canada. Human

Ecology Review, 16, 151-160.

Group 5: Payne, P. (2005). Ways of

Doing Learning, Teaching and

Researching. Canadian Journal of

Environmental Education, 10, pp. 108-

124.

Formatted: Font: Not Bold

Formatted: Font: Not Bold



12

Friday

July 6

Stories of

Home and

other Places

Enid as guest

speaker (9-

noon) and tour

of new green

kindergarten.

Socratic circle

with

conversation

between Enid

and student

working with

green

preschool in

other province.

Readings:

Elliot, E. (2010). When space becomes

place: developing an “indestructible

sense of wonder.” Kindergarten

Institute. Retrieved on April 26, 2012

at

http://reach.uvic.ca/documents/DrEnid

Elliot.pdf

Kudryavtsev A., Stedman R.C., and

Krasny M.E. (2012). Sense of place in

environmental education.

Environmental Education Research,

18(2), 229-250.

Gruenewald. D. A. (2003). The best of

both worlds: a critical pedagogy of

place. Educational Researcher, Vol. 32,

No. 4, 3-12 (2003).

Mon

July 9

Henny Penny

versus Eat,

Pray, Love:

Exploring the

tension

between the

narrative of

urgency and

the expansion

of slow

movements in

EE

Orr, D. (1996, June). Slow knowledge.

Conservation Biology, 10 (3): 699-702.

Spoon, J. (2011). David W. Orr. Down

to the Wire: Confronting Climate

Collapse. Human Ecology 39:551–

553.

Tues

July 10

Podcast

presentations

Assignment Due: Please come to class

prepared to present your podcast and to

submit your 2 page executive

summary.

Wed

July 11

Stories of

Urban Jungles

and Eco-cities

Blewitt, J. (2010). Deschooling

Society? A Lifelong Learning Network

for Sustainable Communities, Urban

Regeneration and Environmental

Technologies.






13

Sustainability 2, 3465-3478

Krasny, ME and KG Tidball. (2009).

Community gardens as contexts for

science, stewardship, and advocacy

learning: the Garden Mosaics example.

Invited Submission to: Special Issue on

community gardens and pollination.

Cities and the Environment 2(1):8.

Retrieved April 27, 2012 from:

http://escholarship.bc.edu/cate/vol2/iss

1/8/

Tidball, K.G. and M. E. Krasny (2010).

Urban environmental education from a

social-ecological perspective:

conceptual framework for civic

ecology education. Cities and the

environment, 3(1). Retrieved on April

26, 2012 from:

http://digitalcommons.lmu.edu/cgi/vie

wcontent.cgi?article=1057&context=ca

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ball%20krasny%20urban%20environm

ental%20education%22

Xinyan, Lui. How children in China’s

urban jungle are reconnecting with

nature. Guardian. 11 January 2012.

Comment [EK14]: PDF attached.























14

Thurs

July 12

Creating

stories of

sustainability

in our

everyday lives

Assignment Due: Please come to class

prepared to submit your learning

journal.

Capra, F. (2010). Ecology and

Community. Center for Ecoliteracy.


http://www.ecoliteracy.org/essays/ecol

ogy-and-community

Lehr, J.L., McCallie, E., Davies, S.,

Caron, B.R., Gammon, B. & Duensing,

S. (2007). The Value of Dialogue

Events as Sites of Informal Science

Learning.’ International Journal of

Science Education 29(12): 1467-1487.

Werbach, A.: Death of

environmentalism/birth of blue

Retrieved April 27, 2012 from:


White, C.(2007). The Ecology of

Work. Orion Magazine. May/June

2007. Retrieved April 27, 2012 from


hp/articles/article/267

Specter, M. (2008, February 28) Big

Foot. New Yorker. Retrieved on April

26, 2012 from:

http://www.michaelspecter.com/2008/0

2/big-foot/

Friday

July 13

When is

Enough,

Enough?

Stories of

consumption,

materialism,

growth and

sustainability.

Levitt, T. and Moses, K. (2010). Do

Environmentalists and Governments

hold back sustainable lifestyles?

Guardian. 5 August. 2010. Retrieved

on April 26, 2012 from:

http://www.guardian.co.uk/environmen

t/2010/aug/05/environmentalists-

sustainable-lifestyles

White, C.(2007). The Ecology of












15

Work. Orion Magazine. May/June

2007. Retrieved April 27, 2012 from


hp/articles/article/267

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maeec 500 2012 course outline - royal roads university · human ecology 39:551–553. strife, s. j....

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