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I. Abstract

Many individuals, because of time constraints, job, and family obligations are unable to attend traditional classes based on the typical block scheduling system (e.g. MWF 10:00am - 10:50am). With the advent of new technologies (e.g. Internet/WWW, CD-ROMs, video capabilities, etc.) individuals not typically able to pursue a college education are now completing coursework and degree programs in a variety of academic fields/majors. In many of these majors and in nearly all general education or core curricula, one to several science courses are required. Biology courses are a very popular choice among students who need a science elective to complete their general education requirements. The presence of a biology-based Environmental Conservation course in the state-wide distance education program will provide increased choice and flexibility for the citizens of the state of Indiana. Currently, the few environmentally related courses offered via distance education are geologically based. These courses take a fundamentally different approach than the proposed course. The proposed course is biologically based and analyzes environmental issues not only from a biological perspective but also looks at the historical, political, economic, social, and philosophical realms. At the University of Southern Indiana, Biology 251, Environmental Conservation, is included in the core curriculum in both Science (C3) and Global Communities (C5). This is one of only a few courses at USI which is included in two different categories of the University Core Curriculum. This fact illustrates the breadth of topics and issues this course encompasses. Students take this course not only as a science and/or general education elective but also as a required course for specific concentration areas of a science teaching major. This course, as part of the core curriculum, supports the following USI’s Distance Education Degree Programs: Associate of Science in Communications, Bachelor of Science in Nursing, and Bachelor of Science in Health Services. This grant also seeks to expand the offerings and learners served by establishing, for the first time, Biology 251, Environmental Conservation, as a World Wide Web (WWW) based course. The distance-based course will be offered for the first time on the WWW during the Summer 2000. To develop this course for distance education, the University of Southern Indiana requests from IHETS/IPSE a total of $10,396.95. The University of Southern Indiana will contribute $11,355.19, which includes salary and fringe benefits (see budget narrative).

 

II. Narrative

A) Need For A Distanced Based Environmental Conservation Course

Currently, very few (approximately 20) biology courses have been adapted to one of the many distance education delivery methods (specifically through the Indiana College Network). The shortage of biology courses may be a direct result of the difficulties associated with accommodating a laboratory component for distance education delivery methods. This course has no associated laboratory and therefore circumvents the problems and difficulties seen when specific laboratory equipment and/or setups are needed.

Considering the shortage discussed above, a biologically-based environmental conservation course would be a popular addition to the state-wide distance education program and directly support the current USI Distance Education Degree Programs. This environmental conservation course is designed to introduce students to the interdisciplinary and multinational (multicultural) nature of environmental issues and concerns. Through a series of web-based lectures, web-based discussions/chats, controversial viewpoint readings, and written viewpoint assignments, students will be introduced to environmental issues from scientific as well as historical, political, economic, social, and philosophical perspectives. The importance and nature of environmental issues, whether apparent in our own "backyard" or in a distant country, have implications throughout our world. As a result, one must realize that we are living in a global community where critical analysis and intelligent environmental decision making is a necessity. The presence of a World Wide Web based environmental conservation course in the distance education curriculum could serve to educate citizens of Indiana and the Midwest to the multi-faceted nature of environmental problems and issues. This course will also serve to introduce individuals to basic natural and physical science principles needed to fully understand these issues. As a result, a more environmentally and scientifically literate citizenry will be realized.

 

B) Learners To Be Served

While this course could be taken by "traditional" students who may have time conflicts with other courses, "non-traditional" students with job, family and other obligations who are unable to travel to campus will be the primary group served by such a course. This course will serve to educate people in environmentally related occupations and industries, persons with general interests in the environment and sustainable use of our natural resources, and those seeking a core curriculum/general education course to support a degree program (traditional or distance-based). Such a course will educate the workforce and citizens so that they can be more responsible members of the work force and aware of the problems and fragility of our environment.

To attract the greatest number of students, this course will be listed in the Indiana College Network statewide schedule, the USI Distance Education Brochure and Schedules, and in the traditional schedule of classes. Several universities in Indiana have been contacted in regard to transferability of this course and thus far, each university that has responded would accept this course for transfer credit (see appendix for responses concerning transferability).

 

C) Rationale for Course and Technology Selected

Environmental Conservation is a non-lab based science course which will lend itself well to the distance based education model. This course is also an introductory level class which has no formal prerequisites. The popularity of this course at USI is evident by the number of requests to take this course after maximum enrollment numbers have been reached. By offering this course via distance education, some of these students who have been "closed-out" of the traditionally delivered course could be accommodated via distance education.

The selected technology will be the Internet/WWW. The selection of this technology was based on several factors. Most individuals have ready access either in their homes, local libraries, or local university to Internet capabilities. Also, the availability of web browsers is widespread and inexpensive (often free) and the more widely available web browsers (i.e. Netscape and Internet Explorer) are very user friendly. With the ever increasing use of computers and the number of Internet providers, this technology has become very popular and familiar to individuals even in remote geographical locations. Also, this technology provides considerable flexibility for the instructor to update content, both print and media (video clips, images, audio, etc.). For the students participating in such a class, information can be accessed at any time during the day or evening and communication with the instructor and/or other students can be achieved in a timely manner and with consistency. Also, the availability of Internet based chat programs and "web boards" allows for instructor mediated discussions or "freeform" discussion with class members.

 

D) Institutional Capacity and Commitment

As evidenced by the attached letters from departmental and school level administrators (see Appendix) this course is an important part of the curriculum at the department, school, and university level. Also, the fact that this course has been through peer review and has been approved for the Science (C3), Critical Thinking (A3), and Global Communities (C5) categories of the University Core Curriculum further illustrates the university commitment to this course. As of now, this course is offered during both fall and spring semesters and the summer term. Without exception, each term this class is offered, maximum enrollment (approximately 35) is quickly reached resulting in dozens of students being denied the opportunity to take this course. A distance based course could relieve some of this enrollment pressure, eliminate the need to conform to the typical block scheduling, and expand the clientele partaking in such a course.

The materials (i.e. lectures, images, video clips, etc.) for this web-based course will be placed on the USI School of Science and Engineering Technology Server (deepcnet.usi.edu) (IP 192.206.10.13). This server is a Macintosh G3 PowerPC utilizing the AppleShare IP 6.0 software. The server is equipped with an 8 gigabyte SCSI hard drive, 128 megabytes of RAM and is very capable of handling text, audio, and video data.

 

E) Instructional Design Plan

This course will be modeled much like the traditionally taught course which I teach. A copy of a recent syllabus can be accessed at the following WWW site:

http://deepcnet.usi.edu/biology/sgordon/homepage.htm

For adapting this course for WWW implementation, an internal consultant, experienced in Internet/WWW course development, will be used to further aid in the design of this course.

Virtually all course materials will be accessible via the Internet/WWW. Materials to be placed on the Internet will include, among other items: 1) A course syllabus which will provide information on course goals, objectives, topics, and reading assignments; 2) details on all class activities (i.e. discussions) and assignments; 3) lecture notes containing Internet links to sights containing additional topical information; 4) images, charts, and graphs imbedded in lecture materials to aid in further analysis and understanding of material; and 5) utilizing a digital camera and video camera, incorporating photographs, sound and video (i.e. expert interviews) to illustrate various environmental concepts and/or issues.

A major component of this course is class discussion on the many environmental issues covered. Each week, one to several open-ended questions and/or issues will be posted for students to discuss via "chat" or "web-board" formats. These questions will be topically related and will change with changing topic coverage. Discussions will also be held pertaining to assigned controversial readings. In addition, email lists will be developed to further interaction with and between students.

 

F) Course Evaluation and Review Plan

Evaluation and review of this course will include several facets: A) Students will be required to take a pre-course exam which will evaluate their baseline knowledge of various course topics. At the end of the semester, students will be given a comprehensive final exam (post-course) which will mirror the pre-course exam. The comparison of these two exams will provide data on student progress and learning. In addition, students participating in the "traditional" classes will be (and currently are) given a pre-course exam and post-course exam to measure progress and learning. These means of assessment will allow the comparison of student learning in the traditionally based Environmental Conservation course and the distance based course. Data generated from the traditional and distance based pre-course and post-course exams will be included in the final report. B) Student evaluation of this course will be an ongoing process. Students will be encouraged to provide constant feedback, via email, on what they like or dislike about the distance education methods/processes, content, media, readings, etc. and any suggestions they may have. Correspondence items will be kept in an email folder and will be included in the final grant report. C) The standard Purdue Cafeteria forms will be sent to students for evaluation purposes. The results of these evaluations will be included in the final report. D) A separate questionnaire will be included with the Purdue cafeteria forms. This questionnaire will include open ended questions concerning all aspects of this course. Analysis of data from completed questionnaires will also be included in the final report.

 

Data from the above course evaluations will also be submitted for publication. In addition, data accumulated over several course offerings will be included in a peer-reviewed publication.

 

G) Project Schedule

Spring 1999

Summer 1999

Fall 1999

Spring 2000

Summer 2000

H) Course Personnel

Dr. Scott A. Gordon, Assistant Professor of Biology, will be the primary party responsible for course development and design. An abbreviated curriculum vita is attached (see Appendix). Dr. Gordon has taught this course in a traditional format twice per year since 1994. Dr. Gordon has developed web pages using Claris Homepage, Internet Assistant for Microsoft Word, and native Hypertext Markup Language (HTML). Dr. Gordon is experienced at using a variety of multimedia presentation software packages (i.e. PowerPoint and Astound) in course and lecture development. Internal consultants will be used to aid in instructional design and media development. In addition, computer center personnel will be utilized to aid in "chat" and "web-board" software implementation as well as setting up user authorization.

 

 

Curriculum Vitae

(Abbreviated)

Dr. Scott A. Gordon

Assistant Professor of Biology

University of Southern Indiana

8600 University Boulevard

Evansville, Indiana 47712

812-465-7137

Email: sgordon@deepcnet.usi.edu

WWW Pages: http://deepcnet.usi.edu/biology/sgordon/homepage.htm

Education:

Doctor of Philosophy Degree, Botany, August 1994

University of Tennessee, Knoxville

Master of Science Degree, Botany, August 1990

University of Tennessee, Knoxville

Bachelor of Arts Degree, Biology, May 1988

State University of New York at Cortland, Cortland, NY

 

Relevant Experience

Assistant Professor, Biology Department, University of Southern Indiana, 1994 - Present

Duties and Responsibilities: Member of the Undergraduate and Graduate Faculty. Teach undergraduate level courses, conduct an independent research program, direct undergraduate student research, serve on committees at the department and university levels and advise undergraduate Biology majors and Presidential Scholars (~100 total students). Responsible for development, modification, and teaching of at least 4 courses including Biology 251: Environmental Conservation. Responsible for designing, updating, and maintenance of web pages for these courses. Charged with designing and updating departmental web pages.

Co-Director, Lincoln Hills Applied Science and Math Teacher Training Project, 1995-1996

Duties and Responsibilities: Responsible for curriculum development, planning, and implementing workshops for High School teachers in 11 Southern Indiana Counties. These workshops included sessions on instructional technology and the use of the world-wide-web in the science and mathematics classroom. This project involved a week-long summer workshop and 6 inservice workshops. Responsibilities also included all aspects of budget management ($96,143).

Curriculum Development Leader, Southern Indiana Applied Science and Math Integrated Curriculum Project, 1996 - 1997

Duties and Responsibilities: Responsible for curriculum development, planning, and implementing integrated science and mathematics workshops for High School teachers from Southern Indiana. Taught workshop sessions on instructional technology and the use of the world-wide-web in the science and mathematics classroom.

Participant in training workshops on the following topics:

PowerPoint in the classroom

World-Wide-Web in the classroom

Email

Designing Web Pages

Learning HTML



Last updated: July 06, 2006