Education 681: Place-Based Education
Course Syllabus Spring 2018
Tuesdays, 5:20-8:20 p.m.
Bunnell 226B
(subject to change)

For distance students, we will be connecting via Google Hangouts for video/audio conference (please look for an email with the connection information on the first day of class.)

Course Instructor:
Dr. Carie Green
cjgreen2@alaska.edu
Office: (907) 474-5516
Fax: (School of Education): (907) 474-5451
Office Number: 701C Gruening
Office Hours: Wednesdays, 11:30am-1:30pm, or by appointment (please email)

Jane Monahan (SOE Graduate Program Adviser)
E-mail: jmmonahan@alaska.edu Phone: (907) 474-5362

Required Texts:
Manzo, L. & Devine-Wright, P. (2014). Place Attachment: Advancing theory, methods, and
applications. New York, NY: Routledge.

Supplementary Texts:
Gruenewald, D.A. & Smith, G. A. (2009). Place-based education in the global age: Local
diversity. New York, NY: Taylor & Francis.
Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart of nature education. Great
Barrington, MA: The Orion Society.
Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Barrington,
MA: The Orion Society.

Course Description:
This course is an examination of the relationship between local landscape and community and the development of human perception. Particular emphasis will be placed upon the importance of the development of ecologically appropriate community-based educational programs in both rural and urban schools. Priority will be placed upon project-centered programs lending themselves to experiential learning opportunities. The course will include a combination of literature reviews, discussions, curriculum exploration and design, and on-site community exploration of active place-based educational programs.

Course Goals:
Over the course of the semester, you will interrogate the complex notions of place and how place as “any environmental locus in and through which individual or group actions, experiences, intentions, and meanings are drawn together spatially” can be used as an educational platform (Seamon, 2014, p. 11).
Student Learning Outcomes:
In considering place in education, you will:
1) Reflect on personal lived “dialectics” of place (i.e. movement and rest; inside and outside; macro and micro spaces).
2) Examine historical dimensions of place and how understanding of present and past can be used as an educational platform.
3) Discover the ecological roots of place-based education through exploring elements within your bioregion and how such elements can enhance teaching and learning.
4) Explore critical and cultural dimensions of place in the framing of “place-conscious” education.
5) Apply new dimensions of place to education and research contexts.
Instructional Methods:
The course will be administrated through readings, practical experiences, written assignments, and class meetings. Please be sure to log on to Blackboard and check your email regularly for updates. Please note that residents of the Fairbanks area should to the extent possible plan to attend class on campus. Distance delivery students will concurrently take part in class via Google Hangouts. All students both, onsite and distance, will need to have access to a computer in order to connect to Google Hangouts during class. Please use your UAF email or another Gmail account to access Google Hangouts. Students should have their video turned-on during class; this enhances a sense of community and engagement amongst on-site and off-site participants.

If you are unable to connect to class online through Google Hangouts or in-person, please email the instructor well ahead of time (at least a 24 hours notice if possible). While an audio only connection is possible, it is not preferred. It is your responsibility to ensure that you have access to presentation materials so that you can actively participate in class. Please note lack of participation may negatively impact your participation grade. For Audio conference use the following number: 866-832-7806 and Attendee Pin: 6369922. This must be arranged beforehand as it is not automatically set up for each class.

On occasion we may use Prexip for video connection. You will be notified beforehand should the instructor elect to use this option. Using Google Chrome, go to https://vcs-web.video.alaska.edu/webapp
CONFERENCE ID: video.soe2 PIN: 0101

All assignments should be uploaded to Blackboard. When uploading assignments, please name your files accordingly (ie: “FirstinitalLastname_Reflection1”).
Assignments should be submitted in Word format; this allows me to easily provide feedback and comments on your papers. Thank you!

COURSE ASSIGNMENTS/ EVALUATION
Course Evaluation:
Student grades will be based upon the following criteria:
100%-90% A, 89%-80% B, 79% – 70% C

Assignment Calendar
Assignments Due Date % of Grade
Class participation ongoing 20%
Sense of Place Paper 2/11/18 10%

Weekly Discussion Moderator Week assigned 10%
Place-Based Ecological/ Environmental Lesson 3/11/18 10%
Place-based Book Review/ Talk 3/18/18 20%
Place Project 5/1/18 30%
Total 100%

Course Assignments:
1) Class participation (20%):
All participants are expected to attend class regularly, do the key readings and tasks as assigned, and actively participate by providing comments that facilitate discussion. The following are criteria in which your class participation grade will be based:
a) Reading Response: Each student should come to class prepared with at least three written discussion topics in either question or statement form to lend to discussion during class. Discussion topics should demonstrate a thorough understanding of the reading materials by citing the materials read and posing critical questions directly related to the literature. Reading Responses should be uploaded to Blackboard on the Sunday prior to class. You are expected to use these topics and questions to contribute to our class discussions.
b) Supplemental Assignments: On occasion, supplemental participation assignments may be assigned as homework to reiterate materials discussed in class. Lack of participation in and outside of class will result in a reduction of participation grade.

2) Reflection Papers: For this class, you are required to submit two reflection papers, entailing both your personal and professional reaction to the assigned articles and course materials. These can, and should, coincide with the discussion topics and questions you pose in class. Reflection papers will be submitted on Blackboard by 6PM Sunday evening on the indicated due date. All papers should adhere to the following guidelines:
a) Integrate all of the assigned readings from the weeks indicated, plus at least two additional resources drawn from the academic literature
b) Establish a coherent line of thought, weaving the literature into a personal reflection of your own experiences with place
c) Explain how place has or will inform your educational practices and research and why you believe it is an important phenomenon to consider
d) Pose new insights and/or thought-provoking questions gleaned from your readings and reflections
e) Paper should be approximately six pages in length and formatted using APA stylistics (1” margins, double-space, 12 pt. font, headings, subheadings, in-text and reference page citations)

1) Sense of Place Paper: A Personal-Lived Dialectic of Place (Weeks 1-4)
Seamon (2014) writes from the assumption that “people and their worlds are integrally intertwined” by proposing two types of lived dialectics (opposites) for considering human-place attachments (p. 11). He also proposes six place processes (place interaction, place identity, place release, place realization, place creation, place intensification) that “contribute to supporting or eroding the lived structure and dynamics of a particular place” (Seamon, 2014, p. 16). Drawing from these concepts and other assigned readings and on psychological/interpersonal human-place relations and childhood place attachments (weeks 1-4), frame an analytical exploration of your own sense of place. You may choose to frame your writing around exploration of one or more of the lived dialectics of place and/or the place processes proposed by Seamon (2014). If deemed, appropriate, you may also generate you own lived dialectic of place to analyze/frame your place experiences.

2) Weekly Discussion Moderator (10%)
You will be assigned the role of discussion moderator to organize and facilitate discussion on the week’s particular topic. In this role you will be expected to:
a) Review posted reflections for the week on the discussion forum and organize discussion based on student’s responses. This may include highlighting themes that emerge across the responses, identifying thought-provoking questions, posing new critical thoughts or questions based on the dialogue, drawing attention to the literature through discussion, referencing new scholarly literature to guide the conversation.
b) Discussion will take place during the first half of class on the date assigned. Discussion should be geared to be around 30-minutes to an hour, depending on allotted class time. Please check with professor beforehand for timing on particular topic.

Simple Rubric for Weekly Discussion Moderator
Criteria You nailed it! (2) Adequately done! (1) Could have been stronger (0)
Synthesized key themes of participant reflections
Included all classmates in the sharing of ideas and thought-provoking questions
Strongly tied discussion to the weekly literature/ integrated new literature to inspire thinking
Kept discussion on point with the topic at hand
Ensured that discussion was equitable, just and inclusive
Total: /10

3) Place-based Ecological/Environmental Lesson (Weeks 5-7)
Apply the ecological dimensions of place and the principles of the Environmental Identity Development Model in the development of a place-based lesson. The lesson will be developed as a community-service project in collaboration with a local organization or institution.
The lesson should include the following components:
Lesson Title
Grade/Subject Area
Time/Duration of the Lesson
Technology or Materials Needed
Rationale for the Lesson: Your rationale should be supported by the ecological dimensions of place literature covered during weeks 5-7, as well as other informative literature, and should explain how your lesson considers the Environmental Identity Development model
Lesson Objectives: This is the purpose of your lesson. Explain what you want students to learn/gain from participating in the lesson.
Standards: Identify applicable Alaskan Standards for the appropriate grade level. Be sure to cite the standards.
Check for Understanding Questions: Include questions you will pose to check student’s understanding/learning throughout the lesson/ should align with lesson purpose.
Introduction: Explain how you will introduce your lesson.
Lesson Procedures: This is the meat of your lesson. Provide step-by-step description of your procedures. Include appropriate materials (i.e. graphic organizers, worksheets).
Closure: Explain the wrap-up of your lesson/ what you want students to take away.
Participant Input: Explain how you sought input from your lesson participants in the development, implementation, and evaluation of the lesson. Remember the EID model emphasizes agency. Specifically describe how participants were encouraged to take an active role in the lesson.
Assessment: Explain how the outcomes of the lesson will be assessed.
Reflection: What did you take away from this process and how will the project impact you as an educator?
References: Include a reference page in APA citation format.

4) Book Review/ Book Talk
You will write a book review and present a book talk on a “place-based book” of choice related to the place or region in which you work or live. While the book you choose is fairly open, please ensure approval of your book from your course instructor prior to starting your review. If you need help finding a book, please consider using the Alaska and Polar Regions Collections and Archives as a resource http://library.uaf.edu/apr. Alternatively, you may also choose to review a recently published scholarly book on Place-based education (i.e. Bob Coulter’s recent book titled: No More Robots). This could even be developed and submitted for publication (please talk to me if you are interested). Book reviews are typically around 2000-3000 words.
The following are considerations for writing a good book review:
1) Identify the genre of the book (narrative, historical, scholarly) and the main argument or focus of the book.
2) Summarize the major topics covered and how they contribute to understanding of place-based education. How do these topics relate to other literature in place-based education, including literature covered in this course?
3) Were there elements missing or unclear that would have made the book stronger?
4) How did the book influence your perspective of place (Alaska) and how might it provide insight for your educational or research practices in the field of place-based education?
For your book talk (approximately 20 minutes):
1) Summarize the (above) points that you included in your book review.
2) Engage the class in interrogating several passages from the book with thought-provoking questions and discussions related to some of the topics/readings we have covered in class.
3) Integrate visual materials (historical photos, artifacts, maps) to help your talk come alive.

5) Place Project:
For this project you will develop and implement a place-based mini educational unit or action-research project drawing from the literature, concepts, and materials that you have explored this semester. The project itself must be place-based, fostering inquiry about a particular place and/or region. The project must consist of the following aspects:
a) Introduction: You will begin by first introducing the project, its purpose and scope, and a question or set of questions that prompted your inquiry. You might choose to base your project on solving an environmental or community-based problem or the aim may be focused on increasing students’ connections to or understandings of a particular place.
b) Rationale: Your rationale should be based on the literature and additional literature that you have examined over the course of the semester. In a sense this is like a literature review, justifying why your project is significant and important and validating the aim of what your project intends to do. A minimum of ten sources of literature should be cited.
c) Methodology: Here you will explain what methods you will use to implement or conduct your project. For example, if it is an educational project, you will want to outline your sequence of lessons and instructional activities. Or if you are doing a research project you may, for instance, explain your use of photography in exploring childrens’ perspectives of the natural environment. **Cite the methods/approaches that have been discussed in the literature in order to validate and support your methodology.
d) Findings and Outcome: What were the outcomes of your project? What impact did your project have on your participants (i.e. students or other members of a community)? What were the key findings related to your project questions and purpose? Your findings can be presented thematically or quantitatively, or a combination of both, in order to best depicts your results.
e) Discussion and Implications: Were the outcomes of this project successful? How were the outcomes similar and/or distinct from other place-based projects? In this way, use theory and literature to interpret your own findings. What implication will this project have on future education or research endeavors? Were there any limitations presented in your project? What did you learn from this project? What, if anything, would you do differently next time?
f) References: All in-text and reference page citations must be cited using APA 6th Edition formatting style
g) Appendices: Include in your appendices your lesson plans (if appropriate) or any research instruments such as surveys, questions, prompts, etc.… used in your project.
h) Map and other Visual Materials: Include a map and other visual materials to contextualize the setting of your project.
i) Presentation: You may select among any creative format (i.e. poster, Power Point, Prezi, or an alternative audio/visual format) to present the above components (a-h) to the class on the day of your presentation. Your presentation will be 20-30 minutes in length and should engage and inspire your audience.

COURSE POLICIES AND REQUIREMENTS
Technology Requirement:
All course participants, both distance and on-site, will be expected to use their computer to connect through Google Hangouts. Please use your UAF email or another Gmail account to access Google Hangouts. Participants are expected to have their video turned-on during class; this enhances a sense of community and engagement amongst on-site and off-site participants. If you are unable to connect to class online through Google Hangouts or in-person, please email the instructor well ahead of time (at least a 24 hours notice if possible) to arrange an alternative connection.
Please refrain from using mobile phones or becoming distracted with other technological devices during class (i.e. surfing the internet, playing video games, etc…). If you should let yourself become distracted or interrupted, you may be politely reminded to stay “tuned-in” to the class. If it should become an issue, it may have a negative impact on your grade.
Participation:
Participation during class and though all phases of the course is REQUIRED, actively participating is essential for learning and understanding the course materials. We will engage in discussions and in-class activities during each class session. Failure to participate may result in a lower grade.
Attendance:
Attendance is expected at all class sessions. Lateness or tardiness is unacceptable. Absence in no way relieves a student from the responsibility of completing all work, assignments given in a particular session, or for material presented or covered during scheduled class sessions. If absences/lateness becomes a chronic issue (typically after 3 occurrences), a student may receive a lower grade in the course. Final grades will be adjusted after all other grading is complete for the course. The following are criteria that the course instructor may use to adjust a student’s grade for the course:
3 tardies = 1 absence
3 absences = drop by ½ letter grade (5 points)
5 absences = drop by 1 letter grade (10 points)
10 or more absences = F

Academic Honesty:
The University of Alaska Fairbanks policies are in effect in this class. Academic honesty is required of all members of a learning community. Unethical behavior such as falsifying documents, plagiarism or using others’ work without appropriate acknowledgement in presentations, papers, or other course assignments is not tolerated. Research must be conducted in a professional and ethical manner; including all written/presented work and citations. Plagiarism is the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work. Students who fail to follow academic integrity policies may be given failing grades.

Late Assignments:
All assignments should be submitted on or before the due dates as noted in the general course calendar. Points will be deducted for assignments turned in late. Please email me PRIOR TO THE DEADLINE, if you intend to miss class or an assignment deadline. Deadline extensions for assignments may be granted at the discretion of the course instructor and warranted by the particular situation. The key is to communicate with the instructor PRIOR to an assignment due date. It is up to you to propose a plan for when and how you plan on submitting the assignment. If an extension for the assignment is agreed upon 5-10% will be deducted from your final grade for each day late. Assignments over one week late will result in a zero.

Writing Center
The Writing Center is open Sunday through Friday for tutoring all enrolled students. The staff, composed of English graduate teaching assistants and outstanding undergraduate students, reviews student writing projects at any stage from planning to drafting and revising. Tutors are available to help students improve grammar and usage. For information, contact the Writing Center, 907-474-5314.

Title IX
The University of Alaska Board of Regents have clearly stated in BOR policy that discrimination, harassment and violence will not be tolerated on any campus of the University of Alaska. If you believe you are experiencing discrimination or any form of harassment, including sexual harassment/misconduct/assault, you are encouraged to report that behavior. If you disclose sexual harassment or sexual violence to faculty members or university employees, they must notify the UAF Title IX coordinator about the basic facts of the incident. Your choices for disclosure include:
1. You may confidentially disclose and access confidential counseling by contacting the UAF Health and Counseling Center at 474-7043.
2. You can get support and file a Title IX report by contacting the UAF Title IX coordinator at 474-7599.
3. You may file a criminal complaint by contacting the UAF Police Department at 474-7721.
Disabilities Services
UAF is obligated to provide accommodation only to the known limitations of an otherwise qualified student who has a disability. Please identify yourself to UAF Disability Services by applying for accommodations. To be considered for UAF Disability Services accommodations, individuals must be enrolled for at least one credit as a UAF student. For more information contact Disability Services at uaf-disabilityservices@alaska.edu, 474-5655 or by TTY at 474-1827.
 
COURSE CALENDAR

Tentative Schedule and Readings: Subject to Change
Date Topic Assignment Due on Sunday before class
Week #1
Tuesday
Jan. 16 Introductions and Course Overview
Syllabus
Course Assignments

Activity: Place Emblem Activities Readings for Class:
Learning the language of joy from whales (Straley, 2014)
http://alaskannature.com/beluga.htm

Week #2
Tuesday
Jan. 23 Psychological and Interpersonal Human-Place Relations
What is the tripartite model of place attachment? What is place identity? How do place identity and place attachment influence human interactions with place?

Activity: Micro and Macro Connections/ Childhood Upload Three Discussion Topics/Questions (1/21)
Place Attachment and Phenomenology: The Synergistic Dynamism of Place (Seamon, 2014, in Place Attachment)
Place Identity (Proshansky, Fabian, & Kaminoff, 1983)
Place Attachment (Scannell & Gifford, 2010)
Sense of Place in Developmental Context
Week #3
Tuesday
Jan. 30 Childhood Place Attachments
What is the significant of childhood place attachments? How do childhood place experience influence adult behaviors?

Activity: Further Exploring Childhood Place Upload Three Discussion Topics/Questions (1/28)
Significant Life Experiences Revisited (Chawla, 1998)
A Sense of Autonomy in Young Children’s Special Places, (Green, 2013, p. 8-31)
Children’s Sense of Place in Northern New Mexico (Derr, 2002)
Restorative Experience, Self Regulation, and Children’s Place Preferences (Korpela, Kytta, & Hartig, 2002)
Week #4
Tuesday
Feb. 6
Why Place? Why Now?
What are the philosophical underpinnings of place-based education? What is your philosophy of education? How does it align with those described in place-based education?

Presentation: Visit a new place in your community. Tell us about that place. How might you use this place as an educational tool? Upload Three Discussion Topics/Questions (2/4)
Upload 3-4 slides (pictures) of the place you visited (2/4)
Place-Based Education (Sobel, 2004)
Place-Based Education: Practices and Impacts (Smith, 2013)
Learning to Make Choices for the Future (Clark, 2008)- Chap.1: The Foundations of Place-Based Learning & Chap 2: Civic engagement and place-based learning (pp. 3-17)

Week #5
Reflection #1: Sense of Place Paper DUE (Sunday, February 11, 2018)
Tuesday
Feb. 13 Ecological Roots of Place
Does ecophobia really exists? And if so, what are ways in which educators can combat feelings of environmental hopelessness with biophilia (or a love of nature)?

Film: Mother Nature’s Child: Growing Outdoors in the Media Age Camilla Rockwell Upload Three Discussion Topics/Questions (2/11)
Beyond Ecophobia (short) (Sobel, 1996)
Children’s Environmental Concerns: Expressing Ecophobia (Strife, 2012)
Helping Children fall in Love with the Earth” Environmental Education and the Arts (Michael, 2005)
Overcoming “ecophobia:” Fostering environmental empathy through narratives in children’s science education (McKnight, 2010)

Week #6
Tuesday
Feb. 20
Children and Nature: Design Principles for Educators
What is developmentally appropriate environmental education? And how can it be applied in education and research contexts?

Presentation: A model of Environmental Identity Upload Three Discussion Topics/Questions (2/18)
Children and Nature Design Principles (Sobel, 2008, pp. 19-57)
Nurturing children’s biophilia: Developmentally appropriate environmental education for young children (White & Stoecklin, 2008)
Children Voice Biophilia (Kalvaitis, 2015)
Recontextualizing psychosocial development in young children: A model of Environmental Identity Development (Green, Kalvaitis, & Worster, 2016)

Week #7
Tuesday
Feb. 27 Post-humanism and ChildhoodNature:
Contemporary theory on children as nature

Reflection: Setting the stage for your ecological place-based lesson.
What organization and/or institution will you partner with for your place-based ecological lesson? What resources do they offer that might assist you in the development of your lesson? What benefit will this partnership have for the organization/ for your learners? Other ideas? Upload Three Discussion Topics/Questions (2/25)
Be prepared to share reflection on community partner
Reconsidering children’s encounters with nature and place using Posthumanism (Malone, 2016)
Nature by Default in Early Childhood Education for Sustainability (Elliot & Young, 2016)
Embodied ChildhoodNature Experiences through Sensory Tours (Green, 2018)
* Other selected readings from the Research Handbook on ChildhoodNature
Week #8
Tuesday
March 6 Ecology and Place
What do you know about your local ecology? What types of bioregional lessons might you develop? What sociocultural ecological principles could be applied in your context?

Activity: Finding your Bioregion lesson/ Questions related to place (Welsch, 2014) Upload Three Discussion Topics/Questions (3/4)
Place and Pedagogy (Orr, 2004)
Place Attachment, Community Identification and Pro-Environmental Engagement (Giuseppe Carrus et al., 2014)
Learning old ways (Gay, 2004)
Finding your Bioregion (Berg, 2005)
Week #9
Place-Based Ecological Lesson
DUE (Sunday, March 11, 2018)
Tuesday
March 13
NO CLASS SPRING BREAK

Week # 10
Book Review/ Book Talks
DUE Sunday, March 18, 2018
Tuesday
March 20
Historical Dimensions of Place
How do conceptualizations of places shift over time? What historical aspects of place did you learn about and how can they be applied to educational and research contexts?

Activity: Book Discussions Upload Three Discussion Topics/Questions (3/18)
In Search of Roots (Lewicka, 2014)
Photo-based Methods for understanding place meanings as foundations of attachment (Stedman et al., 2014)

Week #11 Upload assignments before class
Tuesday
March 27 Place Culture and the Arts
What questions can help frame a critical theory of place-conscious education? How can the arts promote connections to place in the classroom?

Presenters: TBA Place-based Art Education Upload Three Discussion Topics/Questions (3/25)
A Critical Theory of Place –Conscious Education (Greenwood, 2013)
Art, Ecology and Art Education: Locating art education in a critical place-based pedagogy (Graham, 2007)
At the Crossroads: Situating Place-based Art Education (Inwood, 2008)
Week #12
Tuesday
April
3 Cultural Dimensions of Place
What is culturally relevant place-based education? How can culturally relevant place-based education be applied in an Alaskan Context?

Presenter: TBA Upload Three Discussion Topics/Questions (4/1)
Education Indigenous to Place (Kawagley & Barnhardt, 1999)
The Star with My Name (Emekuawa, 2004)
A Yupiaq Worldview (Kawagley, 2006)

Explore the Alaska Native Knowledge Network portal:
http://ankn.uaf.edu/NPE/oral.html

Explore the Alaska Indigenous peoples and languages online materials: http://www.alaskool.org/language/languagemap/index.html

Week #13
Tuesday
April 10
Indigenous Connections to Place
How is land education conceptualized as part of place-based education? What do the writings unveil in regards to Indigenous, post colonial, and decolonizing perspectives on place and environmental education?
How can alternative and critical perspectives of place be incorporated in your educational/research settings?

Presenter: TBA

Activity: Land Education Discussion

Upload Three Discussion Topics/Questions (4/8)
Conceptions of Space and Time (Tuhiwai-Smith, 2012, pp. 52-60)
Editorial Land Education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research (Tuck, McKenzie, & McCoy, 2014)

Land Education Article Discussion: Choose and one of the following articles from the special issue of Environmental Education Research, Feb 2014, 20(1)
1) Speaking back to manifest destinies: A land education-based approach to critical curriculum inquiry (D Calderon, 2014)
2) Muskrat Theories, tobacco in the streets, and living Chicago as Indigenous land (Bang et al., 2014)
3) Sea Country: Navigating Indigenous and colonial ontologies in Australian environmental education (Whitehouse et al., 2014)
4) An Aftrican-centered approach to land education (Engel-DiMauro & Carooll, 2014)
5) Manifesting Destiny: A land Education analysis of settler colonialism in Jamestown, Virgina, USA (McCoy, 2014)
6) Hoea Ea: Land Education and food sovereignty in Hawaii (Alulli Meyer, 2014)
7) Between the remnants of colonialism and the insurgence of self-narrative in constructing participatory social maps: towards a land education methodology (Sato, Silva, & Jaber, 2014)
8) A ghetto land pedagogy: An antidote for settler environmentalism (Paperson, 2014)
9) Eco-heroes out of place and relations: Decolonizing the narratives of Into the Wild and Grizzly Man through land education (Korteweg & Oakley, 2014)

Week #14
Tuesday
April 17

Community and Civic Place-based Education
What is civic place-based education and what role does it play? How can civic place-based education be integrated in your educational/research context?

Activity: Exploring Project Citizen Community Place Attachment and its Role in Social Capital Development (Mihaylov & Perkins, 2014)
Promoting Action-Oriented Citizen Science in the Classroom (Green & Medina-Jerez, 2012)

Week #15
Upload Final Presentation Material DUE on date of Presentation
Tuesday
April 24
Final Presentations
Week #16
Place Project Paper DUE
Upload by 11:59p.m. Tuesday, May 1
Tuesday
May 1
Final Presentations
Last Day of Class!

References

Berg, P. (2005). Finding your own bioregion. In M.K. Stone, Z. Barlow, & F. Capra (Eds.),
Ecological literacy: Educating our children for a sustainable world, (pp. 126-134). San Francisco, CA: Sierra Club Books.

Boyer, (2006). Building Community: Reforming math and science education in rural schools.
Fairbanks, AK: Alaska Native Knowledge Network.

Carrus, G., Scopelliti, M., Fornara, F., Bonnes, M. & Bonaiuto, M. (2014). Place attachment,
community identification, and pro-environmental engagement. In L. C. Manzo & P. Devine-Wright (Eds.), Place attachment: Advances in theories, methods, and applications (pp. 155-164). New York, NY: Routledge.

Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of
environmental sensitivity. The Journal of Environmental Education, 29(3), 11-21.

Clark, D. (2008). Learning to make choices for the future: Connecting public lands, schools, and
communities through place-based learning and civic education. Shelburne, VT: The Center for Place-Based Learning and Community Engagement.

Derr, V. (2002). Children’s sense of place in northern New Mexico. Journal of Environmental
Psychology, 22(4), 125-137.

Emekuawa, E. (2004). The Star with my name: The Alaska Rural Systemic Initiative and the
impact of place-based education on native student achievement. In D.T. Williams (ed.),
Rural trust white paper on place-based education.

Gay, J. (2004, June 11). Learning old ways: School attendance increases as students gain
confidence and skills in outdoors program. Anchorage Daily News. Retrieved from http://www.adn.com/

Graham, M.A. (2007). Art, ecology, and art education: Locating art education in a critical place-
based pedagogy. Studies in Art Education, 48(4), 375-391.

Green, C. (2013). A sense of autonomy in young children’s special places. International Journal
of Early Childhood Environmental Education, 1(1), 8-33.

Green, C., Kalvaitis, D., & Worster, A. (2016). Recontextualizing psychosocial development in
young children: A model of Environmental Identity Development. Environmental Education Research, 22(7), 1025-1048. DOI:10.1080/13504622.2015.1072136.

Green, C. & Medina-Jerez, W. (2012). Promoting action-oriented citizen science in the
classroom. The Science Teacher, 79(9), 54-59.

Greenwood, D. (2013). A critical theory of place-conscious education. In R.B Stevenson, M.
Brody, J. Dillon, & A.E.J. Wals (Eds.), International Handbook of Research on Environmental Education (pp. 93-100). New York: Routledge.

Gruenewald, D.A. & Smith, G. A. (2009). Place-based education in the global age: Local
diversity. New York, NY: Taylor & Francis.

Hay, R. (1998). Sense of place in developmental context. Journal of Environmental Psychology,
18(1), 5-29.

Holton, G. (2011). Differing conceptualizations of the same landscape: The Athabaskan and
Eskimo boundary in Alaska. In D.M. Mark, A.G. Turk, N. Burenhult, and D. Stea, Landscape in Language: Transdisciplinary Perspectives (pp. 225-237). Philadelphia, PA: John Benjamin Publishing Company.

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